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Russian as a foreign language (РКИ) is one of the sections of linguodidactics, which studies the Russian language in order to develop methods, techniques and technologies for teaching speakers of other foreign languages.
Russian as a foreign language (РКИ) is one of the sections of linguodidactics, which studies the Russian language in order to develop methods, techniques and technologies for teaching speakers of other foreign languages.
Specialists distinguish the teaching of Russian as a foreign language (РКИ) from teaching Russian as non-native (РКН).
Specialists distinguish the teaching of Russian as a foreign language (РКИ) from teaching Russian as non-native (РКН).
In the methodology of teaching English to non-speakers, a similar division was noted between EFL and ESL - English as a Foreign Language and English as a Second Language.
In the methodology of teaching English to non-speakers, a similar division was noted between EFL and ESL - English as a Foreign Language and English as a Second Language.
However, in the context of globalization and the growing role of international communication, such a division is no longer relevant.
However, in the context of globalization and the growing role of international communication, such a division is no longer relevant.
The subject area of РКИ (Russian as a foreign language) is closely related to a number of scientific disciplines: general, comparative, structural and applied linguistics, psychology of learning, pedagogy, cultural studies and cultural linguistics, ethnopsychology, history of Russia and general history as well.
The subject area of РКИ (Russian as a foreign language) is closely related to a number of scientific disciplines: general, comparative, structural and applied linguistics, psychology of learning, pedagogy, cultural studies and cultural linguistics, ethnopsychology, history of Russia and general history as well.
Speaking of Russian as a foreign language, it is often meant:
Speaking of Russian as a foreign language, it is often meant:
1. philological (linguodidactic, linguistic-methodical) specialization: "teacher of Russian as a foreign language";
1. philological (linguodidactic, linguistic-methodical) specialization: "teacher of Russian as a foreign language";
2. methodology of teaching Russian language to foreigners.
2. methodology of teaching Russian language to foreigners.
For the purposes of teaching Russian to foreigners, special textbooks and grammars that describe the language from the point of view of other languages are compiled.
For the purposes of teaching Russian to foreigners, special textbooks and grammars that describe the language from the point of view of other languages are compiled.
Teachers of Russian as a foreign language are usually trained by the philological faculties of higher educational institutions.
Teachers of Russian as a foreign language are usually trained by the philological faculties of higher educational institutions.
In Russia, both Russians and foreigners who are going to teach РКИ in their home countries are studying these specialties.
In Russia, both Russians and foreigners who are going to teach РКИ in their home countries are studying these specialties.
To prepare foreign students from far abroad there are preparatory Russian language courses for foreigners.
To prepare foreign students from far abroad there are preparatory Russian language courses for foreigners.
The pre-university training usually takes one year.
The pre-university training usually takes one year.
In such Russian universities, as the Russian State Pedagogical University named after A.I. Herzen, there traditionally existed both: language one-year preparatory courses for foreign non-philology students and the faculty where the РКИ (Russian as a foreign language) teachers were trained; in the mid-1990s, the Department of the РКИ teaching methods became part of the Faculty of Philology, and began to prepare РКИ teachers among mostly Russians.
In such Russian universities, as the Russian State Pedagogical University named after A.I. Herzen, there traditionally existed both: language one-year preparatory courses for foreign non-philology students and the faculty where the РКИ (Russian as a foreign language) teachers were trained; in the mid-1990s, the Department of the РКИ teaching methods became part of the Faculty of Philology, and began to prepare РКИ teachers among mostly Russians.
At the faculty of РКИ of the Russian State Pedagogical University there were two main specialized departments - РКИ for foreign students and РКИ for foreign interns.
At the faculty of РКИ of the Russian State Pedagogical University there were two main specialized departments - РКИ for foreign students and РКИ for foreign interns.
The first of them was engaged in a full cycle of the РКИ teachers training among foreign students, and the second conducted classes in Russian language, literature and culture for foreign students (usually one or two semesters of language training), for which Russian was only one of the subjects in their home country university.
The first of them was engaged in a full cycle of the РКИ teachers training among foreign students, and the second conducted classes in Russian language, literature and culture for foreign students (usually one or two semesters of language training), for which Russian was only one of the subjects in their home country university.
Internships were supervised by organizations such as the American Council of Teachers of Russian Language and Literature (ACTR) and the Petersburg office of the American Councils for International Education.
Internships were supervised by organizations such as the American Council of Teachers of Russian Language and Literature (ACTR) and the Petersburg office of the American Councils for International Education.
The teachers and theorists of the РКИ are united in other national organizations in their countries, such as the Russian Committee and the network of teachers of Russian language, the Association of Language Education in the UK. Prominent teachers and methodologists are represented in the International Association of Teachers of Russian Language and Literature (MAPRYAL).
The teachers and theorists of the РКИ are united in other national organizations in their countries, such as the Russian Committee and the network of teachers of Russian language, the Association of Language Education in the UK. Prominent teachers and methodologists are represented in the International Association of Teachers of Russian Language and Literature (MAPRYAL).
Russkiy Mir Foundation is engaged in supporting the spread of the Russian language and Russian culture abroad.
Russkiy Mir Foundation is engaged in supporting the spread of the Russian language and Russian culture abroad.
Textbooks and reference literature are produced by specialized publishers, such as Russian Language.
Textbooks and reference literature are produced by specialized publishers, such as Russian Language.
The leading organization for the development of concepts of teaching Russian as a foreign language is the Pushkin State Russian Language Institute.
The leading organization for the development of concepts of teaching Russian as a foreign language is the Pushkin State Russian Language Institute.
Currently, the study of the Russian language for foreign students in Russia takes place mainly in the Russian language by means of direct (non-translational) communicative methods in groups with different mother tongues of students.
Currently, the study of the Russian language for foreign students in Russia takes place mainly in the Russian language by means of direct (non-translational) communicative methods in groups with different mother tongues of students.
A number of universities use professional internships in Russian-speaking organizations in Russia, CIS and Baltic countries as an effective addition to traditional communication methods.
A number of universities use professional internships in Russian-speaking organizations in Russia, CIS and Baltic countries as an effective addition to traditional communication methods.
Russian as a foreign language is taught in the countries of near and far abroad at different levels of general and vocational education.
Russian as a foreign language is taught in the countries of near and far abroad at different levels of general and vocational education.
In neighboring countries, Russian is the native language of a significant percentage of the population and is important for titular nations as 1) an intermediary language in which the achievements of world culture were broadcast in former Soviet republics and 2) the language of labor migration to Russia. Its state status and the scope of its teaching in different countries of the post-Soviet space is not the same; it is the highest in Belarus, which together with Russia makes up the Union State of the two countries; In Belarus, the Russian language has the status of one of the state languages.
In neighboring countries, Russian is the native language of a significant percentage of the population and is important for titular nations as 1) an intermediary language in which the achievements of world culture were broadcast in former Soviet republics and 2) the language of labor migration to Russia. Its state status and the scope of its teaching in different countries of the post-Soviet space is not the same; it is the highest in Belarus, which together with Russia makes up the Union State of the two countries; In Belarus, the Russian language has the status of one of the state languages.
In non-CIS countries, it is represented in the education system as one of the living languages with a large number of speakers and rich cultural traditions.
In non-CIS countries, it is represented in the education system as one of the living languages with a large number of speakers and rich cultural traditions.
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