Creating Safe Russian as a Foreign Language Classrooms for Heritage Learners and Their Memories

Session Submission Type: Roundtable

Brief Description

As Meagan Driver (2024) points out, heritage language pedagogical spaces are emotionally complex, and this roundtable inquires ways in which the Russian as a Foreign Language (RFL) classroom can become a safe and welcoming space for heritage learners (HLs) and their memories. In line with the decolonizing work our field has been engaged in recently, the RFL classroom will be examined critically, from a diverse HL perspective. Therefore, participants will problematize the uniform outlook of HLs as coming from the center of the former Russian and Soviet Empires only, and as having exclusively positive experiences with their families’ countries of origin or language choices. They will reflect on the importance of learning environments, which cherish students’ family histories and memories, regardless of how uncomfortable they may be. Effective instructional methodologies seeking to create meaningful learning experiences that invite students to explore their heritage will be discussed. Speakers will also share teaching strategies they have previously implemented with the aim of encouraging HLs to uncover their families’ stories and resist disconnecting from their ancestors’ collective memories.

The following questions will inform the discussion:

-How can the RFL classroom become a safe environment for HLs from all backgrounds, including (post)colonial spaces?

-How can educators create opportunities for students to build on their family histories and memories in their heritage language learning journey?

-How can projects that encourage HLs to explore and document their family histories promote a deeper understanding of their heritage language as well as personal and collective memories?

Sub Unit

• Linguistics/Language Pedagogy/Translation

Chair

• Liubov Kartashova, Duke U

Roundtable Speakers

• Anna Asadov-Ossowska, San Diego State U

• Doina Grecu, U of Georgia

• Anastasiya Smith, U of Georgia