Assessment of Russian as a Foreign Language

Unlocking Proficiency
1. Auflage 2025
ISBN: 978-1-032-75908-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 238 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 453 g

Reihe: Routledge Russian Language Pedagogy and Research

Assessment of Russian as a Foreign Language: Unlocking Proficiency explores recent research, methodologies, and practices in Russian language assessment, offering a comprehensive guide for teachers, researchers, and administrators. The volume examines learner-centered and proficiency-oriented assessment, alongside technological innovations, including automated proficiency assessment and constructionist approaches. The book discusses emerging trends, including social justice-oriented assessment (e.g. feminist approaches and ungrading), positive psychology (e.g. authorized cheat sheets), and technological integration, including game-based assessments. This volume provides a wealth of resources to advance Russian language assessment, addressing a critical need in the field. It serves as an invaluable resource, enabling novice and experienced teachers to refine instructional strategies, to support researchers in exploring advanced assessment techniques, and helping administrators to enhance the overall learning experience.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Pastushenkov, Dmitrii

Zalaltdinova, Liya

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

List of Contributors
Preface
Terminology
Acknowledgements

PART I
Documenting Russian Language Assessment: Approaches and Practices

1. Assessment in Russian as a Foreign Language: Current Approaches, Emerging Trends, and Future Directions
DMITRII PASTUSHENKOV AND LIYA ZALALTDINOVA
2. The Significance of Assessment in Russian as a Foreign Language Literature
MAGDALENA KALTSEIS AND WOLFGANG STADLER
3. Assessing Proficiency Outcomes in the Russian Flagship Program, 2014-2024
WILLIAM J. COMER AND DAN E. DAVIDSON
4. Proficiency Assessment Practices and Reading and Listening Proficiency Outcomes in a U.S. Russian Flagship Program
DIANNA MURPHY, KAREN EVANS-ROMAINE, AND ANNA TUMARKIN

PART II
Linguistic Analysis in Russian Language Assessment

5. Measuring Lexical Knowledge in Russian as a Second Language: Exploring the Potential of Lexical Lists for Language Proficiency Assessment
OLESYA KISSELEV, MIHAIL KOPOTEV, AND ANTON VAKHRANEV
6. A Constructionist Approach to Assessment of Language Proficiency in Russian as a Foreign Language
ANNA ENDRESEN AND VALENTINA ZHUKOVA

PART III
Social Justice and Diversity in Russian Language Assessment
7. A Case Study of Feminist Assessment in Russian Language Classes
VETA CHITNEV
8. Beyond Grades: A Humanistic Approach to Russian Language Learning through Ungrading
EVGENY DENGUB

PART IV
Rethinking Russian Language Assessment and Embracing the Change

9. Implementing a Proficiency-Based Curriculum for Russian: A Case Study of a Russian Flagship Program
VICTORIA HASKO
10. Leveraging Generative AI Chatbots to Assess Writing in the Russian Language Classroom: A Model Portfolio Assignment with Chatbot Feedback
KIT PRIBBLE
11. “Time Capsule Interviews”: Self-Assessment Tool for Students of Russian at the Advanced Level of Language Proficiency
LIYA ZALALTDINOVA AND ANNA IVANOV

PART V
Emerging Russian Language Assessment Strategies

12. Cheating the System: Students’ Perspectives on the Authorized Cheat Sheet as a Positive Psychology Intervention
EMIL ASANOV
13. Tech-Savvy Language Assessment: Leveraging Nine Educational Platforms and Gamified Digital Tools
OLESIA PAVLENKO

Index

Über Autor(innen)

Dmitrii Pastushenkov, Ph.D., is a Preceptor in Slavic Languages and Literatures at Harvard University with professional experience in foreign and second language teaching, teacher education, translation, as well as research in applied linguistics and second language acquisition. He specializes in instructed second language acquisition, aiming to enhance the effectiveness and inclusiveness of language learning in educational settings and bridge the gap between research and pedagogy.

Liya Zalaltdinova, Ph.D., is a Preceptor in Slavic Languages and Literatures at Harvard University. Her research interests center on second language learners’ pragmatic competence and innovative strategies in language education as well as decentralization and diversification of Russian language curricula.