Scientific-Theoretical Contributions

All Items

• When the First Lesson Is Missing or Interrupted Heritage Language Teaching between Expectations, Challenges, and Potentials

  Tatjana Kurbangulova

  77-90

• A Neurolinguistic Approach to the First Lesson in Teaching Russian as a Foreign Language Emphasizing Oral Practice and Rethinking Beginner-Level Didactics

  Maria Bondarenko

  1-25

• "Objective" and "Subjective" Frequency of Internationalisms in Croatian

  Emmerich Kelih

  1-16

• Heritage Language Teaching of Bosnian, Croatian and Serbian in Bern and Zurich A Sociolinguistic Pilot Study

  Katrin Bente Karl, Cristiana Lucchetti

  83-99

• Revitalization of Russian among Canadian Doukhobors through a Community Course

  Veronika Makarova

  100-109

• Structuralist Roots of the Traditional Instruction of Russian Verbs of Motion Does the “Directionality-Based Approach” Fit to the Russian L2 Classroom?

  Maria Bondarenko

  1-20

• The Impact of Testing Frequency on the Performance of Students of Croatian as a Foreign Language

  Bojan Prosenjak, Sandra Marman

  21-33

• Хау, бро, как жиза? (How) Can Teachers Use Artificial Intelligence to Teach Colloquial Russian?

  Wolfgang Stadler

  42-64

• Reading as a Process Empirical Findings and Didactic Potential

  Marion Krause, Nelli Ritter

  1-10

• Serhij Žadan in Russian Lessons

  Holger Kuße

  72-85

• Literature in Russian Lessons in Austria A Historical Overview of Educational Policy Guidelines

  Julia Hargaßner

  54-68

• Poems as an Invitation to Experience Acoustic Dimensions of Fleeting Moments in Poems from Bosnia, Croatia, Macedonia, and Serbia in Foreign Language Teaching

  Anja Burghardt

  34-53

• Heritage Speakers in Russian Teacher Training Programs A Comparison of Curricular Frameworks for Enhancing Linguistic and Communicative Competences of Future Teachers in Germany

  Natalia Ermakova

  1-13

• Motivation for Learning Russian? A Review of the Social Context of Teaching Russian in Austria and Germany

  Julia Hargaßner

  1-15

• Is Authentic Equal to Motivating? Authenticity and Motivation in Second Language Education An Overview of 30 Years of Research

  Magdalena Kaltseis

  16-29