Implementing a multimodal online program for very young learners of Russian: Educators' perspective

CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, Gimaletdinova, 2017; Segers Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales™ (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool children.

THE PRESENTATION OF SELF IN EVERYDAY ETHER: A CORPUS ANALYSIS OF STUDENT SELF-TELLINGS IN ONLINE GRADUATE COURSES

This study examines the patterns and substance of student self introductions in nine fully online graduate courses in education. A composite of social identity frameworks with an emphasis on language as the tool for self-presentation is first developed to guide the analysis and interpretation of these data. In particular Sfard and Prusack’s operationalization of the telling of identity, along with Bruner’s construct of turning points in self-tellings are discussed and employed as analytic lenses. The question of how, in a tightly defined social/academic context, adults use written language to present themselves to others is taken up through content analysis supported by linguistic concordancing. Two hundred twenty-three “Meet Your Classmates” entries are examined for their form and content. Entries composed by preservice teachers, inservice teachers, and doctoral students reveal differences regarding academic and professional identity-telling with the tenacity of institutionally situating and situated forces prevailing

Teaching a Second Language to Very Young Learners

Учебно-методическое пособие предназначено для магистров 1 и 2-го курса профиля "Мультилингвальные технологии раннего развития детей" отделения русской и зарубежной филологии Института филологии и межкультурной коммуникации им. Л. Толстого. В пособие включены восемь практических занятий по методике обучения дошкольников иностранному языку, приводятся образцы уроков, дан материал для индивидуальной и групповой работы студентов.3

A Comparison of the Returns of Oil and Energy Companies Quoted in Kase and the Returns of the Kase Index, Exchange Rate, and Selected International Energy Indices

The positive steps taken since the beginning of the 2000s have brought Kazakhstan's economy ahead of its peers. Making this economic growth sustainable depends on the correct determination of the interaction between economic instruments. Therefore, we aim to determine the relationship between the returns of oil and energy companies traded on the Kazakhstan Stock Exchange (KASE) and the returns of the KASE index, exchange rate, and selected international energy indices. The data were analyzed using the VAR method. Our analysis showed that the two-period lagged value of the KZTO variable, the one-period lagged return of the KASE index in the KZAP variable, the two-period lagged return of the dollar exchange rate and the two-period lagged return of the KZAP in the KEGC variable have positive effects. On the other hand, one-period lagged return of the FTSE CNBC Asia 100 Oil & Gas index, one-period, and two-period lagged return of the ruble return, and one-period lagged return of the Dow Jones Islamic Markets Oil & Gas index were found to have negative effects

Population age structure Juniperus polycarpos C. Koch in arid conditions of Foothill Dagestan (dubkinsko-miatlinsky area)

The age composition of the population of the rare tree species Juniperus polycarpos C. Koch in Foothill Dagestan was studied according to the calendar age of individuals and their age states. The calendar age is determined by an index obtained as the number of annual rings per unit of radial growth of the trunk. Age states were assessed by vitality, productivity, infestation and size of individuals. The area occupied by the population, the number of individuals and the phytocenotic confinement of the species have been established. Biomorphological and biometric indicators, absolute age of individuals of various age states and their quantitative ratio were determined. Revealed the coincidence of the age groups of the population in terms of age structure and age spectrum, with a characteristic right-sided trend. The population is assessed as young, full-bodied, with a high level of renewability

Educators’ assessment of digital resources for preschool Russian language learners

Hoy en día padres y educadores ven el crecimiento exponencial de los recursos digitales que se dirigen a estudiantes de idiomas muy jóvenes, que incluyen los bilingües y multilingües emergentes. Sin embargo, sabemos muy poco de cómo los educadores utilizan los recursos digitales en el aula. Este estudio tuvo como objetivo examinar las prácticas educativas de los educadores de la enseñanza temprana que trabajan en el desarrollo del habla de niños bilingües de años 3 a 7. Treinta y cuatro educadores que trabajan en guarderías y preescolares bilingües en Rusia fueron reclutados para completar un cuestionario. Los resultados del estudio demostraron una visión positiva de los educadores sobre los recursos digitales como herramientas para los bilingües emergentes. Las características multimodales e interactivas de las herramientas digitales se evaluaron como las más eficaces. Se encontraron patrones comunes entre los participantes del estudio en la enseñanza en las prácticas empleadas. Si bien la mayoría de los educadores se mostraron dispuestos a dejar que los niños trabajen con la tecnología digital de forma independiente, todavía veían los recursos electrónicos como herramientas que simplemente amplifican la interacción educador-niño dejando el papel crucial del conocimiento para el educador.Nowadays, parents and educators see the exponential growth of digital resources that target very young language learners including emerging bi- and multilinguals. Little do we know, however, about how educators use digital resources in the classroom. This study aimed at examining educational practices of early childhood educators working on speech development of bilingual children aged 3 to 7. Thirty-four educators working in bilingual kindergartens and preschools in Russia were recruited to complete a questionnaire. The study results demonstrated educators’ positive view over the digital resources as tools for emergent bilinguals. Multimodal and interactive features of digital tools were assessed as the most effective. Common patterns among study participants were found in the teaching practices employed. While most educators showed readiness to let children work with digital technology independently, they still saw electronic resources as tools that simply amplify educator-child interaction leaving the crucial role of knowledge mediators to the educator

The Presentation of Self in Everyday Ether: A Corpus Analysis of Student Self-tellings in Online Graduate Courses THE PRESENTATION OF SELF IN EVERYDAY ETHER: A CORPUS ANALYSIS OF STUDENT SELF-TELLINGS IN ONLINE GRADUATE COURSES

This study examines the patterns and substance of student self introductions in nine fully online graduate courses in education. A composite of social identity frameworks with an emphasis on language as the tool for self-presentation is first developed to guide the analysis and interpretation of these data. In particular Sfard and Prusack’s operationalization of the telling of identity [1], along with Bruner’s construct of turning points in self-tellings [2] are discussed and employed as analytic lenses. The question of how, in a tightly defined social/academic context, adults use written language to present themselves to others is taken up through content analysis supported by linguistic concordancing. Two hundred twenty-three “Meet Your Classmates ” entries are examined for their form and content. Entries composed by preservice teachers, inservice teachers, and doctoral students reveal differences regarding academic and professional identity-telling with the tenacity of institutionally situating and situated forces prevailing