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I am a Preceptor in Slavic Languages and Literatures in the Russian language
program at Harvard University. I hold a Ph.D. in Second Language Studies from Michigan State University. I am an applied linguist (second language teacher, teacher educator, SLA researcher, and translator) with over 15 years of professional experience at different institutions in Russia and the United States.


I have worked in language education since 2010 and have taught courses in English, Russian, SLA, and teacher education. Prior to Harvard, my teaching experience in the United States included work at Kent State University, California State University, Northridge, and Michigan State University, where I held graduate assistantships, received multiple fellowships, and worked in six STARTALK student and teacher programs. As a proponent of task-based approaches to teaching languages and content, I put an emphasis on meaningful and purposeful tasks based on real-world scenarios and integrated with scaffolding, peer interaction, and authentic materials.


My main area of research is instructed SLA. In my work, I employ theories and methods from interaction research, psycholinguistics, and corpus linguistics. As a researcher, I primarily work with learners and teachers of English and Russian. My skills include quantitative/statistical research methods, mixed-methods research, and analysis of language learners’ spoken and written language. I am deeply committed to bridging the “research-pedagogy divide” to help learners and teachers benefit from empirically supported pedagogical practices.

In my dissertation guided by Dynamic Systems Theory, I explored cognitive, psychological, and exposure-related individual differences of Russian language learners over the course of a summer immersion program. My recent publications have appeared in The Modern Language Journal, Applied Linguistics, Russian Language Journal, and TESOL Journal. I also have chapters in several Routledge volumes, including:

The following areas of SLA are central to my work:

  • Input and interaction (particularly, task-based peer interaction and group oral production tasks);
  • Individual differences in instructed L2 learning (working memory, motivation, and L2 exposure);
  • Instructed L2 learning of grammar from psycholinguistic and corpus-based perspectives.

For more information, please see my CV and academic social networks.

If you have any questions, please contact me at