Abstract
This chapter gives an overview of approaches, methods, and techniques for teaching Russian to speakers of other languages and describes the methodology used in the framework of the course Business Russian for students of international business management studies. These students study in an international learning environment and have diverse cultural and educational backgrounds. They are highly motivated to learn a foreign language to be prepared for international business, which is multicultural and multilingual. The chapter illustrates how students acquire knowledge of beginner's Business Russian. The method of inductive learning based on Kolb's theory of experiential learning as well as the communicative method were applied to provide students with the best present-day experience of learning Russian as a foreign language. Multicultural teaching models were considered to create an inclusive learning environment for students from different backgrounds.
TopBackground
The authors of this chapter developed the course of basic business Russian for international students who would like to learn Russian on a smaller scale to gain speaking skills for business communication. Learners don’t need to have experience with Russian before this course, but they need to speak fluent English. The course represents levels from beginner to pre-intermediate and offers a sample of exercises used for the development of business Russian speaking skills. The exercises are diverse in their forms: from simple words and phrases to business terminology and dialogues of various complexity and topics. During in-person classes, students use a textbook, discuss home assignments, and interact with each other and with their teacher in Russian. The course is finished with individual PowerPoint presentations in Russian on simple business cases.
The chapter includes an overview of approaches, methods, and techniques relevant to both teaching RFL and the organization of lessons in an international learning environment. The authors clarify why the method of inductive learning (Kolb’s cycle), the communicative method, and multicultural teaching models are the most suitable for the course design and the language learning process.
The chapter has the following structure: first, theories and methods of teaching RFL are included to provide an overview to those who are professionally involved in teaching RFL. Second, the chapter provides essential information on the most effective methods for teaching business Russian to young adults and multicultural teaching models: Kolb’s cycle, communicative method, multicultural course change model, and instructional triangle model. Third, the chapter offers the authors’ recommendations on the essential aspects of teaching business Russian in an international classroom such as setting multicultural goals and creating a learning environment for diversity and inclusion. The chapter will provide readers with insights into the area of approaches, methods, and techniques used for teaching RFL as well as multicultural teaching models. The study questions are:
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What are existing approaches, methods, and techniques for teaching RFL?
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What are the most appropriate methods for foreign language acquisition by young adults?
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Which multicultural teaching models can be used in an international classroom?
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How to create an inclusive learning environment?
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How to integrate language learning and inclusive practices?
Key Terms in this Chapter
Kolb’s Cycle: The experiential learning cycle is a four-step learning process that is applied multiple times in every interaction and experience. Proposed by D. Kolb in 1984.
Communicative Method: One of the most progressive methods of L2 acquisition. It aims at teaching effective communication while imitating real-life situations in class, thus motivating students to speak actively and select the language structures according to their utility.
Method of Language Acquisition: Method is a mediator between the theory (approach) and practice (technique) in the hierarchy of three concepts used in foreign language teaching: approach, method, and technique.
Learning by Doing: Learning by doing is the process whereby people make sense of their experiences.
Second Language Teaching: The process and study of how to teach a language that is not students’ native.
Approach to Language Acquisition: Approach is the most abstract concept in the hierarchy of three concepts used in foreign language teaching: approach, method, and technique.
Second Language Acquisition: The process and study of how students learn a language that is not their native.
Kolb’s Four Stages of Learning: Experience – Introduction to new knowledge; Reflect – Students examine and identify their own prior experience and knowledge of the topic they are exploring; Think – Students create abstract concepts which can help them to learn a new topic; Act – Students apply the knowledge gained.
International Classroom: A group of students from diverse backgrounds (in culture, education, experience, etc.)
(Teaching) Technique: The narrowest category in the hierarchy of three concepts used in foreign language teaching: approach, method, and technique. An array of techniques may be a part of one method but some of the techniques can develop autonomously.