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• W236564420 abstract "Introduction papers in this volume expand our general knowledge about attrition and are helpful to practitioners and curriculum developers in Russian programs. They describe attrition among Russian speakers who live outside of Russia, or more precisely the Russian diaspora in the United States and Finland. This question is of much importance to the newly emergent field of heritage teaching, i.e., teaching students whose language acquisition begins in the home, as opposed to foreign acquisition which, ... is usually begun in a classroom setting (Heritage Language Research Priorities Conference Report 2000). While the authors are interested in the linguistic aspects of attrition, there is widespread interest of a more practical nature. We teachers have been trying to determine what we need to know to inform heritage-language teaching, textbook writing, and teacher preparation. In the field of Russian linguistics today only a few scholars have researched emigre Russian. In addition to the four contributors to this volume, the most notable are Zemskaya and Glovinskaya (2001), and in Russian-specific pedagogical research we can name Andrews (2000), Bermel and Kagan (2000), Kagan and Dillon (2001, 2006), and Kagan (2005). current volume covers a number of themes, such as the contemporary norm in spoken Russian as it manifests itself in Russia and in immigration (Andrews), the grammatical and lexical features of American Russian (Polinsky), attrition in children's due to emigration (Schmitt), and loss and retention of certain grammatical features in a particular strand of Finnish Russian (Leisio). Three papers deal with immigration from Russian-speaking countries to the United States over the last thirty years (1970-2000), while the fourth paper addresses attrition and retention of grammatical forms over several generations as spoken by descendants of Russians who migrated to Finland about 200 years ago. I will briefly comment on each of the papers, starting with David Andrews's discussion of the contemporary norm. question of the norm brings to mind a personal anecdote. When I arrived in the United States in the mid-seventies, I would occasionally run into Russians who emigrated after the revolution of 1917. I thought their Russian was beautiful, if slightly quaint. They, however, found my educated Moscow Russian inelegant, jarring to the ear, and worst of all ... Soviet. In the mid-nineties when I visited Moscow, I was surprised by people telling me that my Russian was beautiful and better than their own. At the same time, I noted some new expressions and intonations with curiosity but without affection, as they were somewhat inelegant and jarring to my ear. Had my own personal norm, native as it no doubt still was, become obsolete and fossilized? That question acquires special significance when I am faced with teaching heritage students of Russian who came to the United States much later than I did and thus may have grown up using a norm that I am not aware of. In Russian programs across the U.S. we now have a considerable population of heritage speakers. In addition to teaching them literacy and culture, we generally approach their as needing correction and improvement because it does not correspond to the norm. David Andrews in his article The Role of Emigre Russian in Redefining the Standard challenges this position, asking whether there is a norm and whether there can be one in a country that has fallen apart and is still pulling its economic, cultural, and intellectual life together. For example, the growing use of the preposition o that Andrews mentions is jarring to the ear of a native speaker and teacher like myself, who left the country thirty years ago. Is it incorrect? Or is it an emerging norm? When Andrews mentions changes in intonation or the use of English borrowings, these are exactly the areas where we try to make our heritage students change their linguistic behavior. …" @default.
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• W236564420 date "2006-06-22" @default.
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• W236564420 title "The Language Norm and Language Attrition from a Pedagogical Perspective" @default.
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