I am a Ph.D. Candidate and Graduate Assistant in the Second Language Studies program at Michigan State University (USA), where I also served as the Russian Lead Instructor in the STARTALK Critical Language Assessment Program. I am an applied linguist (language teacher, teacher educator, SLA researcher, and translator) with 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, French, Russian, applied linguistics, SLA, and teacher education. My teaching experience in the United States includes work at Kent State University, California State University, Northridge, and Michigan State University (including 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.
Guided by the Dynamic Systems Theory, my dissertation explores the role of cognitive, psychological, and linguistic individual differences of Russian language learners in longitudinal L2 development. My recent publications have appeared in Applied Linguistics, Russian Language Journal, and TESOL Journal. I also have two chapters in the Routledge volumes Teaching English Language Variation in The Global Classroom and Task-Based Instruction for Teaching Russian as a Foreign Language.
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 SLA (working memory, motivation, and L2 exposure);
- SLA of grammar from psycholinguistic and corpus-based perspectives;
- Using learner corpora in the development of pedagogical materials.
If you have any questions, please contact me at firstname.lastname@example.org.