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Russian Language Pedagogy


Language Gains in Intensive Synchronous Online and Face-to-Face Russian Immersion Programs: A Comparison (co-authored with Evgeny Dengub and Dmitrii Pastushenkov). Russian Language Journal 71, 2 (2021): 87-120.

Student Perceptions of a Total Immersion Environment. In: Language Learning in Foreign Language Houses (ed. Jennifer Bown, Wendy Baker Smemoe, and Dan P. Dewey). Auburn, AL: IALLT (2020): 169-204.

Russian Programs in the 21st-Century University: Preparing for the Future (co-authored with Angelika Kraemer and David Prestel). In: The Art of Teaching Russian: Research, Pedagogy, and Practice (ed. Evgenii Dengub, Irina Dubinina, and Jason Merrill), Washington, DC: Georgetown University Press (2020): 49-71.

Наследственные носители русского языка: Кто они такие и как их учить? (Heritage Speakers of Russian: Who Are They and How to Teach Them?) (co-authored with Irina Dubinina and Olesya Kisselev). In: Человек в информационном пространстве. Сборник научных статей. Yaroslavl’: Yaroslavl’ State Pedagogical University (2019): 284-291.

The Middlebury College Kathryn Wasserman Davis School of Russian: Looking Back on Seventy Years, Looking Forward to Many More. In: Russian Language and Culture: Studies & Methods & Approaches and Interpretations, ed. Jason Merrill, Alexander Logunov, and Vera Proskurina (Moscow: Leland Publishing, 2015): 7-45.

Our Russian Classrooms and Students: Who is Choosing Russian, Why, and What Cultural Content Should We Offer Them? Russian Language Journal 63 (2013): 51-78.

Американские студенты и обучение в России: взгляд в будущее (American Students and Study Abroad in Russia: A Look into the Future). In: Интернационализация региональных вузов: тенденции, стратегии, пути развития: Материалы Международной научно-практической конференции (Volgograd: Volgograd State Polytechnical University, 2012): 85-92.

Интенсивная языковая программа по русскому языку в Соединенных Штатах Америки (из опыта работы Middlebury College) (Intensive Russian Language Instruction in the USA [From the Example of Middlebury College]) (co-authored with Larisa Moskvitina). Russkii iazyk za rubezhom #1 (2012): 112-117.

Совершенствование форм работы с иностранными стажерами: интернациональный аспект восприятия мемориала «Мамаев курган» (Improving Experience with Foreign Students: International Aspects of the Perception of the Memorial Complex Mamaev Hill) (co-authored with Elena Ogarkova). Известия Волгоградского государственного технического университета #8 (2010): 141-144.

Lolita as Cultural Archetype:  Teaching a Semester-Long Course on Nabokov’s Dolores Haze and Her Descendents. In: Approaches to Teaching Nabokov’s Lolita, ed. Zoran Kuzmanovich and Galya Diment (NY:  Modern Language Association, 2007): 55-61.

Meeting the Challenges of the Global University Through Study Abroad:  Developing a Multi-Disciplinary Study Experience in Russia for All College Students. NewsNet:  News of the American Association for the Advancement of Slavic Studies 47.3 (May 2007): 9-13.

Innovation in a Large-Scale Study-Abroad Program in Engineering. (D. E. Mason, J. Merrill, R. S. Harichandran, V. Galishnikova, T. Maleck, D. Prestel, P. Streng.) In: Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition

Using Reader-Response Journals in Teaching Anna Karenina. In: Approaches to Teaching Tolstoy’s Anna Karenina, ed. Amy Mandelker and Liza Knapp (NY:  Modern Language Association, 2003):  187-191.

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