RussianNYC LLC
Teaching Method and Fundamental Facts
about Second Language Acqusition (SLA)
In this section, I'd like to cite relevant linguistic research findings on how people acquire second languages, and address why my teaching method can seem different when compared to the typical language classroom experience.
I understand language to be “an implicit and abstract mental representation that humans use to interpret and express meaning” (Keating 2016, p. 2). As Keating states, “the mental representations that end
up in people’s minds are of a different nature than the rules of thumb commonly found in textbooks and prescriptive grammars” (p. 2), a distinction that is key in second language instruction (see VanPatten, 2017). Implicit in Keating’s definition is the idea that language lies outside of our conscious awareness, and how it operates in our brains cannot be easily described. Native speakers have an intuition about whether a sentence is possible or not in a language, but often cannot explain why. Pedagogical rules that teachers have devised and which are presented in language textbooks “aren't psychologically real” (VanPatten, 2017, p. 20). These rigit
teaching method
In this section, I'd like to lay out the definition of a language, describe the process of second language acquisition and factors that contribute to it, addressing why my teaching method can seem different when compared to the typical grammar-focused language classroom experience.
I understand language to be “an implicit and abstract mental representation that humans use to interpret and express meaning” (Keating, 2016). As Keating states, “the mental representations that end
up in people’s minds are of a different nature than the rules of thumb commonly found in textbooks and prescriptive grammars”, a distinction that is key in second language instruction (see VanPatten, 2017). Implicit in Keating’s definition is the idea that language lies outside of our conscious awareness, and how it operates in our brains cannot be easily described. Native speakers have an intuition about whether a sentence is possible or not in a language, but often cannot explain why. Pedagogical rules that teachers have devised and which are presented in language textbooks “aren't psychologically real” (vanPatten, 2017). they do not account for all
INTERMEDIATE RUSSIAN
INTERMEDIATE RUSSIAN
INTERMEDIATE RUSSIAN
INTERMEDIATE RUSSIAN
INTERMEDIATE RUSSIAN
My love of languages and teaching can be traced to my grandfather, Kharlampii, who lost his eye in World War II, just one day before it was over. Since he wanted to continue reading and truly valued education, he decided to learn braille. The nearest school for the blind was 100 miles away, so once a week, he would travel three hours each way. His passion for education and learning the language was endless. Over time, he amassed a huge collection of books with intricate, embossed paper. Watching him read with his hands was almost a sacred experience, one which I tried to imitate by running my own hands over each page. It was while I was pretending to read his books in braille that I realized I wanted to be able to read and speak different languages, too. Inspired by my grandfather's approach to education, I developed my own admiration for languages and the power of words. They are not only sounds and symbols, but keys to communication and mutual understanding that bridge gaps worldwide!
My name is Olya Ozhiganova. I’m a native of St. Petersburg, Russia, but for the last six years, I’ve lived and taught Russian in New York.
Hello again!
After arriving to the U.S six years ago, I spent a summer at Middlebury College participating in the STARTALK program, where we discussed contemporary principles of second-language acquisition, ACTFL proficiency guidelines, appropriate pedagogical strategies and language assessment. As a result of this experience, I realized that I am most content when I am solving problems, learning new concepts and helping others learn. It was with this realization, that I decided to pursue a graduate degree in linguistics and applied to the Graduate Center at the City University of New York (CUNY).
Upon acceptance to CUNY, I developed an even larger fascination with the field of adult second language acquisition, as well as socio- and applied linguistics. In my research, I attempted to implicate recent linguistics findings for the betterment of teaching Russian as a second language. During my studies at CUNY, I worked part-time as a teacher at Fluent City, a language school for adults. I also found employment as a research assistant at The Second Language Acquisition Lab (CUNY), where I assisted the development and translation of tests for Russian-speaking children who had recently emigrated to the United States and needed to properly integrate into the American education system.
For more details, see my thesis Acquisition Orders and Instructional Sequences: A Case Study of Russian Textbooks by Olga Ozhiganova (2020).
