Language Learning Framework

Russian Language Programs in the United States

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Conclusion

It is hoped that the conclusion of this document will mark the beginning of
a tradition within our field to maintain and move beyond this language learning
framework for Russian. We believe that for fields like the Russian language
teaching profession, with very limited personnel and resources, it is imperative
that we deploy ourselves effectively. There are too few Russian language
programs, too few Russian language teachers, and too few Russian language
students for us to misuse or misdirect very much of our collective effort.

The framework for Russian language learning put forth in this document
represents an initial attempt to define a series of language learning stages that
reflect the best wisdom of the language teaching profession. We have tried to
take into account developmental and cognitive issues that affect learning and
articulation, and at the same time have attempted to produce a system that is
feasible within the current broad outlines of our profession.

Finally, we hope that readers of this document will be willing to partici-
pate in its upkeep and ongoing revision. We expect this to provide the corner-
stone for materials development, but that can only happen if teachers and
materials developers take it to heart and apprise us of areas that need elabor-
ation and revision. Look for us on the Web soon. To find out how, send e-mail
after January 1, 1997 to pmerrill@andover.edu.




		Conclusion
	It is hoped that the conclusion of this document will mark the beginning of a tradition within our field to maintain and move beyond this language learning framework for Russian. We believe that for fields like the Russian language teaching profession, with very limited personnel and resources, it is imperative that we deploy ourselves effectively. There are too few Russian language programs, too few Russian language teachers, and too few Russian language students for us to misuse or misdirect very much of our collective effort. The framework for Russian language learning put forth in this document represents an initial attempt to define a series of language learning stages that reflect the best wisdom of the language teaching profession. We have tried to take into account developmental and cognitive issues that affect learning and articulation, and at the same time have attempted to produce a system that is feasible within the current broad outlines of our profession. Finally, we hope that readers of this document will be willing to partici- pate in its upkeep and ongoing revision. We expect this to provide the corner- stone for materials development, but that can only happen if teachers and materials developers take it to heart and apprise us of areas that need elabor- ation and revision. Look for us on the Web soon. To find out how, send e-mail after January 1, 1997 to pmerrill@andover.edu.