SHALL WE TAKE A CHANCE? RUSSIAN THROUGH PUSHKIN AT THE ELEMENTARY LEVEL

Pushkin permeated the Russian national identity through the 19century literary canon, which included dozens of lyric and epic poems that were the subject of compulsory memorization, short stories, and fairy tales. The recognition of Pushkin’s name grew thanks to official celebrations of the poet’s jubilees and anniversaries of his passing, often marked by the opening of new monuments, memorial plaques, and museums. Pushkin’s popularity among the general public widened in response to the commercialization of the poet’s memory through the production of “Pushkin” vodka, cigarettes, candies, chocolate, clay busts, etc. Poems, icons, songs, anecdotes, movies, and cartoons dedicated to Pushkin and based on his works, played an important role in the canonization of Pushkin. Every Russian knows that “Pushkin is our everything”; after all, he is the founder of modern Russian and the most recognized cultural icon. Precisely for this reason, it is imperative to teach Pushkin in Russian language programs for foreign students.

The place of literature in foreign language education has been discussed for decades. Researchers agree that literature has a unique way to introduce L2 culture, history, and individual human experiences through its many authentic voices. Also, literature is open to many interpretations, which encourages students to create new meanings and exchange of ideas. Finally, literature represents language in an aesthetically organized and refined form. Euphony and tropes charge the language with emotions and, as a result, improve cognitive learning. In other words, literature provides those intellectual, emotional and social stimuli that are so essential for adult learner motivation. At the same time, teaching language through literature presents some challenges, such as the selection of appropriate texts, assessment of student progress, development of communicative skills, and teacher training. Nevertheless, Russian language programs at many leading universities in the United States use abridged, but not adapted literary texts, as their main authentic reading materials for all levels of proficiency for students of various departments and faculties.

The pandemic forced teachers to review and rebuild their course curricula, develop new materials, adapt to new technologies, change the way literature is discussed in class, and ultimately adjust to a new reality of teaching online. In my paper, I will present my experience in teaching Russian through Pushkin’s “The Bronze Horseman” and “The Queen of Spades” at Harvard University and Bucknell University, both online and in person.

Keywords: teaching language through literature, authentic text, elementary level, culture, efferent and aesthetic reading