Russian Language Journal
Individual Differences in the Learning and Teaching of Slavic Languages: Theory, Research, and Pedagogy
About this Thematic Issue:
The thematic section in this issue of RLJ, edited by Ewa Golonka (University of Maryland), examines individual differences in the learning and teaching of Slavic languages, with attention to the cognitive, affective, motivational, demographic, and sociocultural factors that shape learner experiences and outcomes. Contributions explore current theoretical, empirical, and pedagogical approaches to learner variability, including language aptitude, memory, motivation, grit, anxiety, adaptive technologies, AI-supported individualized instruction, and differentiated teaching practices.Thematic Section
Why Russian? Language Choice and Enrollment in U.S. Universities
Emma Calderwood, Teresa R. Bell, Jennifer Bown, and Grant H. Lundberg
Perspectives of Russian Language Educators on Meeting the Needs of Heritage and L2 Learners in Mixed Classes
Maria Goebert
The Mediating Role of Positive Psychology: Mindfulness and Learner Beliefs in the Russian Language Classroom
Kelly Knickmeier Cummings
Dynamic and Stable Motivation Patterns in Intensive Second Language Learning: Insights from a Russian Summer Immersion Program
Dmitrii Pastushenkov
Variability of Individual Learner Trajectories in a Transformative Language Program
Victoria Hasko and Anastasiya Smith
The Role of Working Memory in the Acquisition of L2 Russian Case
Natalia V. Parker
Articles
The “Four Concentric Circles of Russian”: Toward a Model
Timothy G. Reagan
Teaching Russian Verbs of Motion through Russian-Language Cinema: A Cognitive Perspective
Sergei Motov
RLJ Forum
Book Review
Book Review: Šipka, Danko. 2023. Water, Whiskey, and Vodka: A Story of Slavic Languages.
Ronald I. Kim
Digital Resources Corner
Spotlight: Resources for Ukrainian
Margaret Godwin-Jones
