Continuing Education Courses in the Organizational and Methodological Model for Teaching Russian in India

Маринина Ю.А., Латухина А.Л.

doi:10.7256/2454-0676.2024.4.72362

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Pedagogy and education

Reference:

Marinina, Y.A., Latukhina, A.L. (2024). Continuing Education Courses in the Organizational and Methodological Model for Teaching Russian in India. Pedagogy and education, 4, 71–85. https://doi.org/10.7256/2454-0676.2024.4.72362

Continuing Education Courses in the Organizational and Methodological Model for Teaching Russian in India

Marinina Yuliya Anatol'evna

PhD in Philology

Associate Professor; Department of Russian and Foreign Philology; Minin Nizhny Novgorod State Pedagogical University (Minin University)

603095, Russia, Nizhny Novgorod region, Nizhny Novgorod, Ulyanova str., 1

umarinina@gmail.com

Other publications by this author

Latukhina Anna Leonidovna

ORCID: 0000-0001-5150-969X

PhD in Philology

Associate Professor; Department of Russian and Foreign Philology; Minin Nizhny Novgorod State Pedagogical University (Minin University)

603950, Russia, Nizhny Novgorod region, Nizhny Novgorod, Ulyanova str., 1, office 406

alatuhina@yandex.ru

DOI:

10.7256/2454-0676.2024.4.72362

EDN:

VPULWX

Received:

17-11-2024

Published:

13-12-2024

Abstract: This article analyzes the demand for additional education courses in Russian among students and teachers of universities in the Republic of India. The study is based on the experience of working at the Center for Open Education in Russian and Russian Language Teaching of the Ministry of Education of the Russian Federation, opened by the Nizhny Novgorod State Pedagogical University named after K. Minin based on the Chaudhary Charan Singh University in Meerut. Surveys of students and teachers of universities in India showed a high interest in learning the Russian language. The respondents' expectations can be divided into two blocks: acquaintance with the Russian language and culture in a group of students who are just beginning to learn Russian and the desire to improve their speaking and writing skills in Russian and improve their teaching methods in a group of master's students, postgraduates, and teachers. The demand for courses on studying the Russian language and culture and the high student ratings indicate the effectiveness of this teaching format. With the introduction of the New Education Policy (2020), the status of the Russian language is changing in the Republic of India. It is now included in the training program for schoolchildren and other foreign languages. Consequently, the need for Russian language teachers at various levels of education is growing, both in universities and schools. Short-term additional education courses addressing different student categories and advanced training courses for Russian language teachers can fill the educational gaps created by Indian citizens' increasing interest in the Russian language and culture.

Keywords:

Russian as a foreign language, educational intensive, additional education courses, Center for Open Education, professional competencies, communicative competence, teacher of Russian language, methodological support, methods of teaching Russian language, educational model
This article written in Russian. You can find original text of the article here .

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First Peer Review

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The list of publisher reviewers can be found here.

Russian Russian language education The presented article on the topic "Additional education courses as a segment of the model of organizational and methodological support for Russian language teaching in the Republic of India" corresponds to the topic of the journal "Pedagogy and Enlightenment" and is devoted to the topical issue of understanding the value potential of Russian culture, its spiritual and moral meanings, the role of the Russian language as a link in intercultural dialogue. Russian Russian is of high interest in the Republic of India, according to the data provided in the article: according to data for 2022, the Russian language is taught in fifty universities in India at different levels (from short-term courses to vocational training), studied in twenty schools, Russian centers of science and culture have five departments in the country. The authors in the article refer to domestic and foreign experience, there are references in the text to sources from the list of references. The article also indicates the theoretical and methodological basis of the study, namely, the authors refer to the works on the export of Russian education, methodological support for the activities of an RKI teacher abroad, V. I. Skorobogatova, M. A. Tanina, V. V. Bondarenko, V. A. Yudina, O. N. Leskina, M. A. Egorova, V. V. Grib, A.V. Minbaleeva, E. M. Kanunnikova, I. S. Moga. The research was also based on works devoted to the issues of teaching Russian as a foreign language, including in a distance format, by D. Yu. Guzheli, V. A. Maryanchik, L. V. Popova, K.B. Prigozhina, O.A.Muratova, T.Rostovskaya, V. Skorobogatova, V. Kholina, I. Potapova. Russian Russian language teaching is independently analyzed by the authors; a questionnaire was conducted to determine interest in additional education courses in Russian as a foreign language and further design of additional education courses based on studying the needs of the target audience of students, postgraduates and teachers; modeling methodological support for the process of teaching Russian as a foreign language, reflecting the experience Russian scientists in terms of strategies for exporting education, in the field of educational and methodological support for the process of teaching Russian in foreign schools, in the field of modern approaches in the teaching methodology of the Russian language. The style and language of the presentation of the material is quite accessible to a wide range of readers. The practical significance of the article is clearly justified. The volume of the article corresponds to the recommended volume of 12,000 characters. The article is quite structured - there is an introduction, conclusion, internal division of the main part (literature analysis, research methodology, research results). The disadvantages include the following points: the scientific novelty cannot be traced from the content of the article. The article lacks a clearly formulated subject, object and purpose of the study. It is recommended to clearly identify the scientific novelty of the study, and write conclusions in detail (containing recommendations, assessments, suggestions, hypotheses, etc., if necessary). It will also be advisable to add about the prospects for further research. The article "Additional education courses as a segment of the organizational and methodological support model for Russian language teaching in the Republic of India" requires further development based on the above comments. After making amendments, it is recommended for reconsideration by the editorial board of the peer-reviewed scientific journal.

Second Peer Review

The article "Additional education courses as a segment of the organizational and methodological support model for teaching the Russian language in the Republic of India" is submitted for review. The work contains a brief statement of the problem, a theoretical review and an empirical study. The subject of the study. The author focuses on presenting the results of work on the implementation of methodological support for teaching Russian as a foreign language in the Republic of India on the example of organizing additional education courses for teachers of the Russian Academy of Sciences, students of schools and universities. Research methodology. The theoretical basis of the research consists of scientific works considering the concept of exporting Russian education, methodological support for the activities of an RCT teacher abroad: V. I. Skorobogatova, M. A. Tanina, V. V. Bondarenko, V. A. Yudina, O. N. Leskina, M. A. Egorova, V. V. Grib, A.V. Minbaleeva, E. M. Kanunnikova, I. S. Moga. The research was also based on works devoted to the issues of teaching Russian as a foreign language, including in a distance format: D. Yu. Guzheli, V. A. Maryanchik, L. V. Popova, K.B. Prigozhina, O.A.Muratova, T.Rostovskaya, V. Skorobogatova, V. Kholina, I. Potapova. Russian Russian language teaching methods are: - analysis of pedagogical and methodological literature on the problem of methodological support for teaching the Russian language; - questionnaires to determine interest in additional education courses in Russian as a foreign language and further design of additional education courses based on studying the needs of the target audience of students, graduate students and teachers; - modeling of methodological support for the process of teaching Russian as a foreign language a foreign language reflecting the experience of Russian scientists in terms of education export strategies, in the field of educational and methodological support for the process of teaching Russian in foreign schools, in the field of modern approaches in the teaching methodology of the Russian language. The relevance of research. The relevance of the research is mediated by the fact that the current situation in language education is characterized by a variety of forms. Along with traditional classical education at school and university, focused on the formation of basic competencies among foreign speakers, short-term courses of additional education are becoming popular, the goals of which are local, limited to the development or formation of one of the key competencies, depending on the needs of students. It is important to pay attention to the design of a model of organizational and methodological support for teaching the Russian language, including in the cultural and linguistic space of the Republic of India. The scientific novelty of the research is determined by the analysis of the existing educational system of India in the aspect of teaching Russian as a foreign language at different levels of training. The author notes that the formation of the proposed programs of additional education courses as part of the model of scientific and methodological support for teaching the Russian language is based on a systematic approach. It is important to target students with different levels of proficiency in Russian as a foreign language and different professional needs. Style, structure, content. The style of presentation corresponds to publications of this level. The language of the work is scientific. The structure of the work is clearly traced, the author highlights the main semantic parts. The logic in the work is presented. The content of the article meets the requirements for works of this level. The amount of work is sufficient to reveal the subject of the study. In the introductory part, the "problem area" of the study is defined, the author highlights the relevance and presents a brief theoretical analysis. The main section describes the methodology of the study and the analysis of the results obtained. The final section summarizes the general conclusions. Bibliography. The bibliography of the article includes 20 domestic and foreign sources, a small part of which has been published in the last three years. The list includes mainly articles and abstracts. In addition, educational and methodological manuals and Internet sources are also presented. The sources are mostly incorrectly and heterogeneously designed. It is necessary to bring their presentation in accordance with the requirements (for example, numbers 3 and 9, etc.). Special attention should be paid to the design of Internet sources. Appeal to opponents. Recommendations: - to bring the full names of specialists to uniformity (for example, different versions are presented in the work: M. A. Tanina, T.Rostovskaya); - determine the provision of links in the article (for example, different options are presented: as amended by Protocol No. 6 dated May 30, 2017. URL: http://government.ru/news/28013 /] and pedagogical activity" [3, pp. 495-496]); - format the bibliographic list. Conclusions. The problems of the topic are characterized by undoubted relevance, theoretical and practical value. The article will be of interest to specialists who deal with the problems of teaching Russian as a foreign language. The article may be recommended for publication. However, it is important to take into account the highlighted recommendations and make appropriate changes. This will make it possible to submit scientific, methodological and research work to the editorial board, which is characterized by scientific novelty and practical significance.

Third Peer Review

The article has a clear structure: it provides an introduction, research methodology, research results, conclusions, and bibliography. The article uses a good scientific style, there is a table and a drawing (but it is probably better to rename it to a diagram). But it is necessary to explain what RCTs are. The article does not describe the subject of scientific research. The article describes the scientific novelty well: “The scientific novelty of the study is determined by the analysis of the existing educational system of India in terms of teaching Russian as at different levels of training. Russian Russian language teaching is characterized by a systematic approach to the formation of the proposed programs of additional education courses as part of the model of scientific and methodological support for teaching Russian, since they are aimed at students with different levels of proficiency in Russian as a foreign language and different professional needs.” The article describes in some detail the relevance of the study in the context of the growing public importance of “improving the competitiveness of Russian education in the international market of educational services. Russia is actively cooperating with Asian and African countries, where interest in learning Russian is increasing.” The article has a large methodological section. However, it is mixed with the degree of sophistication. Since data from a survey of teachers and students of an Indian university are used to identify their interest and determine the topics of intensive courses. But it is necessary to describe the survey methodology: how many respondents, in which geographical locations, what method, at what time. It makes sense to attach the questions used. Then the meaning of the sociological survey will be clear. Russian Russian language teaching The article uses a number of methods: “the research methods are the analysis of pedagogical and methodological literature on the problem of methodological support for teaching the Russian language, a questionnaire to determine interest in additional education courses in Russian as a foreign language and further design of additional education courses based on studying the needs of the target audience of students, graduate students and teachers, modeling methodological support of the learning process Russian as a foreign language.” However, there are no references to the analyzed methodological sources in the bibliography. The section “Research results” should contain conceptual results, rather than a description of the activities of the educational center. In general, the proposed article contains quite a lot of general descriptions that are of some historical or cognitive interest, but conceptual conclusions are not attached to them. Therefore, it is necessary to move from specific descriptions to generalizations. The bibliographic list contains 20 scientific sources, of which 14 have been published in the last 3 years. The bibliography contains both in Russian and in English. The access date must be added to the Internet sources used.

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Continuing Education Courses in the Organizational and Methodological Model for Teaching Russian in India