I am lucky to say that I grew up surrounded by multiple languages. I grew up bilingual: my mother taught me Russian while my father taught me French, which I perfected with the help of complementary private lessons, I then learned English by private lessons right before high school, and had seven years of Spanish lessons and can now fluently speak the language. I always considered that being multilingual is advantageous in my daily life, and I truly have developed a passion for learning new languages, as well as the process of acquisition and/or learning. This is why I am highly interested in pursuing my studies and career in Linguistics.

Besides from learning languages, my passion in life is travelling. I love exploring new places, discovering and appreciating all elements included in new cultures. I’ve travelled to many different countries, the most recent ones being Italy, Morocco, Mexico, and Cuba. As much as I consider myself an introvert, I still love meeting new people and hanging out with friends. I have been told that I have a very charismatic personality, which is the best compliment ever. I do in fact love socializing and I always try and bring out the best in people and to always make everyone happy : )

As much as I love learning new languages and discovering new cultures, I would be lying if I told you that I didn’t get upset when I learned that I could not be continuing to study the Spanish language up to a higher level at Dawson. Since I first started learning Spanish, I have always been so attached to this language at an emotional level and always loved learning about the different dialects, pronunciations, and accents in South American countries and how the Spanish language evolved and differentiates from the Spanish language from Spain. I would love to explore this theme for my research paper, as well as adding cultural aspects to my work. As I mentioned earlier, since I grew up in a bilingual household, with French and Russian, I am intrigued about on how we, or especially young kids, acquire and learn their first language, and if they grow up with two languages, how do they separate their two languages and know what they're talking about? I would also love to explore the topic of the history of the Russian language or learning Russian as a foreign language, as Russian is my mother tongue and I know that the Russian language is considered hard to learn.

Blog Entry 2 & Annotated Bibliography : Sources 1&2

This week, I started doing some research on the very basics of my subjects. I found a few examples that I could use in my final essay about the comparison of Russian and English words. Also, for the sources of this week, I found some global information which could serve as the background information in my introduction or even main paragraphs to give the readers more information about my subject.

Ellis, Mike. Russian Slanguage : A Fun Visual Guide to Russian Terms and Phrases.Gibbs Smith, 2017. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login url=https://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,url,uid&db=e000xna&AN=1431064&site=eds- live&scope=site

In this source, the author Mike Ellis, Web designer with expertise in e-commerce, online marketing, search engine optimization, and affiliate marketing, presents the most used words in Russian, the newer words, and the base words and sentences for travelling and being understood in eastern European countries, former USSR countries, whose population understand and speak Russian. This E-book will serve in my project for bringing up examples of sentence structure and vocabulary in my research project, and will also help having the right pronunciation of words: perfect for English- speakers, as it gives an approximate pronunciation of the Russian word with letters from the Latin alphabet. For example, the book presents categories of words: family, adjectives, verbs. An example from the verb category would be: Spa Sat –> Cпасать, which is the verb “to save”, given in a right pronunciation for English-speakers. This book serves as an excellent travel guide for travellers from the Western part of the world.

Ryazanova-Clarke, Larissa. The Russian Language Outside the Nation. Edinburgh University Press, 2014.EBSCOhost,https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,url,uid&db=e000xna&AN=783893&site=eds- live&scope=site

In this book, the author Larissa Ryazanova-Clarke, professor of Russian and sociolinguistics in the University of Edinburgh, presents the sociolinguistics factors of the expansion of the Russian language from the URSS on the other 14 former successor states countries, as Ukraine, Latvia, Estonia and many more. This source is reliable as not only was this book written by a Masters in Honours and PhD graduate professor, but also supervised and reviewed by other PhD professors. Additionally, Ryazanova-Clarke is the Academic Director of the Princess Dashkova Russian Centre, which englobes the biggest department of European languages and cultures in Scotland. In my research project, I will be using the information given in this source about how the cultural history and our surroundings influences the learning of the Russian language, as well as any language in general, and I will also be using the information about the globalisation of Russian and the power this language has had in the world for decades.

Blog Entry 3 :Annotated Bibliography: Sources 3 & 4

This week's sources that I found both talk about the core recognition process of the Cyrillic alphabet as well as the Russian words. I did some good research this week, and finding these sources allowed me to not only learn more about methods of learning, but also allowed me to start getting my own opinion about the subject.

Overall, this week was very productive and rich in new perspectives!

Stoops, Anastasia, and Kiel Christianson. "Parafoveal Processing of Inflectional Morphology in Russian: A within-Word Boundary-Change Paradigm." Vision Research, vol. 158, May 2019, pp. 1-10 https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspdirect=true&AuthType=ip,url,uid&db=edselp&AN=S 0042698919300252&site=eds-live&scope=site

This study was conducted by Anastasia Stoops and Kiel Christianson, both Professors at the University of Illinois at Urbana-Champaign, with preliminary results presented at the 53^rd Annual Meeting of Psychonomic Society and the 8^thInternational Conference Lexical. Based on the field of study this research has been conducted, it is evident that this study demonstrates the capacity and the sensitivity of the brain and the vision to absorb the information given, while giving information on the formation of inflections, and word and sentence formation. After conducting their study and their research, although I agree with Stoops and Christianson’s argument that the eye movement of all participants stands as a cognitive process while reading Russian words, I disagree with the conclusion that it is the only recognition method of the Russian morphological inflections, as I believe that the grammar rules, sentence structure, and word structure also serve as a big part of the understanding process of the Russian language. For my research project, I will be using the information given about the benefit of the preview of words before reading and talking, and the skipping of words in sentences which is most of the time inevitable when talking in Russian, as morphological inflections very often replace the use of verbs (actions) in sentences, the six different types of inflections, and finally, all of the different types of word orders the Russian language allows ( i.e. SOV,SVO,VOS, OSV, etc.)

Jennifer Bown, et al. "Now I Know My АБВ’s: A Comparison of Inductive and Deductive Methods of Teaching on the Acquisition of the Cyrillic Alphabet." Russian Language Journal/ Русский Язык, vol. 57, Jan. 2007, pp.89-107. EBSCOhost,https://ezproxy.dawsoncollege.qc.ca/loginurl=https://search.ebscohost.com/login.as pxdirect=true&AuthType=ip,url,uid&db=edsjsr&AN=edsjsr.43669790&site=eds-live&scope=site

This study conducted by six teachers in the American Council of Teachers of Russian in 2007 gives us a deeper look on the instruction of the Russian Language, and specifically on the instruction of the Cyrillic alphabet, which is the alphabet used for the Russian language, as well as may other Eastern European countries. As stated previously, these teachers participated in the creation and application of this study, who are all part of the American Councils for International Education, situated in Washington DC. The 80 participants of this study were separated in two different groups: one where the learners where exposed to the Cyrillic alphabet in an inductive way, meaning that examples where given first, and after some time, the official rules were given. On the other hand, the other group was learning the deductive way, where the rule was given first, followed by examples. This study will be important in my project as I will be talking about the effectiveness of each individual method of learning, but nevertheless proving that they can both be good, as the recognition and repetition of each sound in the Cyrillic alphabet before the actual learning is essential for learning Russian.

Pen4Pals. "Russian Cases in Simple Words" https://pen4pals.com/en/russian-cases-simple-words-visual-sheets-chatrs- video

Blog entry 4 : Annotated Bibliography: Source 5

This week, I tried to concentrate more on the English-based linguistics perspective, allowing me to see the diferences between learning English and Russian, respectively the difference between an analytic and syntethic language. This source that I found englobes all the elements I need to know for my research and comparison to the Russian language.

Lust, Barbara C. Child Language : Acquisition and Growth. Cambridge University Press, 2006. https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=e000xna&AN=304532&site=eds-live&scope=site

In this source part of the Cambridge Textbooks in Linguistics, Lust, PhD graduate in Developmental Psychology at the University of New York and who has continued postdoctoral studies in Linguistics at the Massachusetts Institute, specifically talks about how children learn to speak, and how by the age of three, children can already master the language skill. In her book, Lust argues about how far language is biologically pre-programmed, and I agree with her approval of Chomsky’s ideology, who states that “language is not ‘learned’ in any classical sense of the term but requires computation through cognitive structure.” (Lust, 52). However, as a Russian native speaker, I disagree with Chomsky’s conclusion that “knowledge of syntax determines the order of a sentence by generating its structure” (Lust, 52) because of the interchangeable structure of sentences in the Russian Language and the many morphological inflections. With this source, I will be getting example of the learning of the English language and the facilities as well as hardest points of learning this language. Most importantly, what is going to be really useful in my project is how the stages of learning a first language as a child is different to learning a second language as an adult.

Blog Entry 5: Tentative Thesis Statement

English-based linguistic perspectives are not universally valid statements and cannot be applied to the Russian language because of differences between analytic and synthetic languages, the number of categories of morphological inflections, and the differentiation of the base syntax of these two languages.

1) The low morpheme-per-word ratio in the English language doesn’t allow the recognition of the synthetic language’s morphemes in contrary to the Russian language.

2) English-based linguistic perspectives exclude the categories of morphological inflections present in the Russian language because of their absence in the English language.

3) The stricter structural rules of the English language make it impossible to relate to the Russian language, which has a freer structure.

Reaction from Peer Review

For this specific thesis and topic sentences, I do not have a review, because I had another thesis before that I presented to the class and I changed it right after my teacher told me it sounded more like an informative essay than an argumentative one, which I agreed to. My teacher helped my form my new thesis (which is this one) based on the annotated bibliography I did, as I clearly state a strong point of view on all the articles.

Annotated Bibliography: Source 6

Pesetsky, David. Russian Case Morphology and the Syntactic Categories. The MIT Press, 2013.https://dc153.dawsoncollege.qc.ca:2312/loginurl=https://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,url,uid&db=e000xna&AN=683175&site=eds-live&scope=site

In his book, Pesetsky, American linguist, Ferrari P. Ward Professor of Modern Languages and linguistics, whose doctoral advisor was Noam Chomsky, argues that “the peculiarities of Russian nominal phrases provide significant clues concerning the syntactic side of morphological case.” (Pesetsky,1). Therefore, I agree with this argument of his that the six different kinds of inflections used in Russian depending on context can most of the time be found by clues given by the root (base word), for example, some of the different ways of saying your in Russian all depend of the gender and context talked about : ты (the root, you), твой (your [m.s]), твоих (for your [plural] ), твои (your [m/f.p]), твоя (your, [f]), твоим (yours [p]) depends on the inflection of the noun used before/after). However, I disagree with Pesetsky’s conclusion who is “against the traditional view that case categories such as nominative or genitive have a special status in the grammar of human languages.” (Pesetsky,1). In my essay project, I will be arguing that these categories, which are nominative, accusative, genitive, dative, prepositional, and instrumental, do indeed matter in the Russian language.

Blog Entry 6: Annotated Bibliography : Source 7

Thoughts on Writing

Since I went to a French high school, coming to Dawson and only having to write in English definitely has been a big switch for me. There are obviously different criteria and expectations from an essay written in French than in English. But, I believe that I have gotten a lot of training before, as this is not my first time writing such long essays and have gotten a lot better at writing during the previous semesters with the help of my English teachers. Although, English is my third language, so I obviously am not expecting to write absolutely perfectly, but I will still manage to do my best. My biggest challenge for this writing will be integrating citations in a proper English and academic way, as I always mix up the French way of doing it. Also, I will need to try and be more concise: I love writing a lot, but I know that for this essay, I have to be as concise as possible.

Kytina, Natalia I. and Elizaveta A. Khamraeva. The Current State of the Teaching the Russian Language in the Multicultural Russian School. RUDN Journal of Psychology and Pedagogics, vol.18, no. 4,Dec2021,https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=edsdoj&AN=edsdoj.b5a391c69b6a4 201bc14049f919eeb74&site=eds-live&scope=site

In this source, Kytina and Khamraeva, both teachers in respectively a secondary school in Russia and the Moscow State Pedagogical University and the Herzen Russian State Pedagogical University, talk about globalization regarding education and “problems related to the implementation of the program of teaching the Russian language in a multicultural environment” (Kytina,785) In their research, the authors analyze “existing methods and practices of teaching the Russian language in a multicultural Russian school, systematization and structuration of the main studies devoted to the problems of teaching the Russian language” (Kytina, 786) So, using this information, I will be using ideas of their research paper to include the methods, practices and structuration of the Russian language, as I agree with the authors who state that the variables used in the language and learning of it in schools is the “validity of judgments and consistency of the narrative.”(Kytina, 786)

Blog Entry 8 : Source 10

This week, I finally found all of my sources ( there are two more, which I will publish on next week's entry), and I also started writting my final essay. I found that I have a lot of organizing and structuring to do, because that is how I work better. I always want the final result to be perfect, so as of right now, I am slowly but surely writting down some ideas, key words and sentences on my document and typing out as soon as something sounds good to me!

Chernova, Natalia, et al. “Teaching Russian Phraseology with the Component of Color Term “Black” to Philology Foreign Students.” Journal of Educational Psychology – Propositos y Representaciones, vol. 9, Feb. 2021. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=eric&AN=EJ1299475&site=eds-live&scope=site

In this paper, the author presents the methods of teaching Russian as a foreign language. Chernova talks about the phraseology and the difficulties, and I agree with the author on the point where there is a lack of understanding of phraseology because of the lack of representation of it in different countries. As I will be talking about English based linguistics, I will therefore concentrate on this lack of information concerning America.

Blog Entry 9: Sources 11 & 12

Here is my tentative first sentence for my introduction!

With its captivating and distinctive structure, the Russian language has been the subject of debate among English-speaking linguists around the world over the years.

We had to share this sentence with a partner, and the feedback I got was good, as long as the following sentence that I decide to put in my essay explains a little further the idea of this first sentence. I agree with this feedback and will definitely apply this in my essay!

Lunt, Horace G. “Phonological and Morphological Units in Teaching Russian.” The Slavic and East European Journal, vol. 19, No. 1, Special Issue: Soviet-American Russian Language Contributions (Spring, 1975), pp. 74-84 https://ezproxy.dawsoncollege.qc.ca/login?url=https://www.jstor.org/stable/306213

In this source, Lunt, Harvard University teacher, argues that it is easy for foreigners to find the right pronunciation of unknown Russian words based on distinguished stress, and several rules of the units, such as morphological, lexical, and phonological. He also argues that it is possible to distingue Russian words from the combination of the letters, so vowel and consonant combination. Finally, the author holds that each vowel should be analyzed and recognized as separate letters. I agree and will be using the information about the root-initials and stems of Russian words, as well as the vowel analysis.

Bin, Zhang, et al. “On the Question of Studying Phraseological Units with Adjectives in the Classroom in Russian.” Journal of Educational Psychology – Propositos y Representationes, vol.9, Mar. 2021. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=eric&AN=EJ1299473&site=eds-live&scope=site

In this paper, postgraduate student Zhang Bin and head of the Russian department Yusupova Zulfiya Firdinatovna of the Kazan Federal University, and lecturer Yu Lui from Luoyang University, debate about the phraseology units present in the Russian language, and how to teach it to foreign students. This paper talks about the importance of perfecting the speech, and I agree with the argument that every learner has to get in touch with the phraseology of a language as it helps them learn faster, but also familiarizes them to the culture and basic understanding of the nation’s functioning.

Blog Entry 10 : Peer Review Feedback

After the comments I received from my peer review with Michael, he pointed out a lot of interesting details and gave me constructive comments on my essay and how I could ameliorate it.

To begin with, Michael told me that it is essential to put the title of my essay on both the title page and first page right before starting my essay. He pointed out several errors that I made both for the MLA-style citations that I wrote wrong and some errors concerning the punctuation concerning all the essay, which I made sure to correct.

Then, he found that my topic sentences were clear, my justifications supported, and an unbiased view of the debate was given.

Finally, Michael made sure to look at my works cited and confirmed to me that they were all MLA style and in alphabetical order.

Lost in Translation: The Problem with English Linguistic Perspectives of the Russian Language

With its captivating and distinctive structure, the Russian language has been the subject of debate among English-speaking linguists around the world over the years. The Western world dominates multiple fields of studies, and when it comes to linguistics, the experts of this domain incline towards their views, opinions, and perspectives about their acquired language, English, into theirs works presented publicly. In the case of the Russian language, the approaches conflict between research done based on the fundamentals of the English language and factuality, as these two languages understandably differ, and so, from many variables.Therefore, English-based linguistic perspectives are not universally valid statements and cannot be applied to the Russian language because of differences between analytic and synthetic languages, the number of categories of morphological inflections, and the differentiation of the base syntax of these two languages.

To begin with, the low morpheme-per-word ratio in the English language doesn’t allow the recognition of the Russian language’s morphemes. Indeed, since Russian is a synthetic language, it therefore regroups many more variations of a single free morpheme. For example, as mentioned in the book “Russian Slanguage: A Fun Visual Guide to Russian Terms and Phrases”, the Russian form of the verb “to eat” is, as declared by the author “To eat, Есть, [pronounced as] Yest’”(Ellis 15). The author makes it evident to his public with the inclusion of the word “[Есть]” as his only example that it is the main word to learn to say “to eat”. However, Ellis clearly excludes the 5 other used words for this same action in Russian, which are [кушать, покушать, поесть, жрать, пожрать]. With his example, Ellis only shows a vulgar morpheme for this action, which is therefore not representative of the big majority of the language speakers, as he could have cited any other of the five above. Nevertheless, Mike Ellis’ work consists of a vulgarization of the Russian language and is said to be an introduction to the slanguage, but as observable in any other of his chapters, the author uses a mix between commonly used morphemes and a few slangs of the language. Thus, American linguists’ and researchers’ justifications and explanations of the functioning of word variations are not to be taken as universal statements, as differentiations are considerable, including even a different alphabet. In fact, the Cyrillic alphabet used for multiple Slavic languages is, as stated in Now I Know My АБВ’s: A Comparison of Inductive and Deductive Methods of Teaching on the Acquisition of the Cyrillic Alphabet, “the teaching and learning of the Russian alphabet is an area that has been largely ignored in the research literature” (Bown 90). As seen with this example, studies on the Cyrillic alphabet is as important as the recognition of morphemes in the language, as it is the base of word formation. The representation of the Russian language is also one of the variables which plays an enormous role on the learning of Russian as a foreign language and the view of it by English-based linguists. In fact, as mentioned in the article Some Aspects of the Russian Language Democratization in Modern Media, the authors claim that “the media sphere itself has a significant impact on the communicative culture of society and language functioning” (Zagidullina & Kiklewicz 402). Therefore, the Western world and its representation of Eastern-Europe has consequences on the labels given to the Russian language by English-based linguists, as well as any scholar, because of how the foreign language is presented. Furthermore, the way the Russian language is being studied is now changing, as said in the article The Russian Language Outside the Nation: “while the first post-Soviet decade was marked by a lack of interest in the plight of the Russian speakers abroad, in recent years, the Russian government has made energetic steps to assert its authority over the Russian language and the right to determine its standards by launching a series of language policies towards the outside world” (Ryazanova-Clarke 2). So, defense and protection systems are being set in order to assure the respect and proper usage of the Russian language, and so, by English-

based scholars and linguists.

To continue, English-based linguistic perspectives exclude the categories of morphological inflections present in the Russian language because of their absence in the English language. A recurrent example of a representative of these perspectives emitted is the famous linguist Noam Chomsky. In studies conducted by linguists with Chomsky’s ideology, it is said that “[Chomsky] is against the traditional view that case categories such as nominative or genitive have a special status in the grammar of human languages” (Pesetsky 1). However, in the case of the Russian language, the use of the six categories, nominative, accusative, genitive, dative, prepositional, and instrumental, are essential as these groups replace what we use in English: prepositions. Each category depends of the gender and context talked about, and contrary to what the study in Parafoveal Processing of Inflectional Morphology in Russian: A within-Word Boundary-Change Paradigm, which states that “inflectional morphology on Russian nouns is processed parafoveally in words longer than five characters while the eyes are fixated on the word.”, the recognition of morphological inflections does not primarily come from the eye movement, but rather on the grammar rules, sentence structure, and word structure (Stoops 1). In addition, the functioning of the morphological units as seen by English linguists are based on a vowel and consonant combination, more precisely “a set of abstract phonological units are combined into meaningful morphemes, also abstract” (Lunt 75). The Russian morphological inflections are added to a root word, therefore are root-initials. What English linguists agree on when it comes to a foreign language learner, is that “[…] teaching in schools have a tendency, when successful, to result in more knowledge “about” the language than fluency in actually using the language” (Yule 220). So, in the case of the Russian language and English linguists, this is an accurate factor which represents how the way the morphological units are taught in the Western world is not representative of the factual matters of how they are formed nor of what they represent.

Finally, the stricter structural rules of the English language make it impossible to relate to the Russian language, which has a freer structure. Indeed, English-based linguists, such as Chomsky, as stated earlier, base their reasonings on the easiness of learning English as a foreign language because of the straightforwardness and the SVO structure which never changes. Therefore, Chomsky’s conclusion that “knowledge of syntax determines the order of a sentence by generating its structure” would not apply to the case of the Russian language, because of its interchangeable structure of sentences, caused by the many morphological inflections in the language (Lust 52). To continue, the teaching of both the English and Russian language understandably differs of their structure, but the way the structure of Russian sentences is being taught contrasts in the Western world as “existing methods and practices of teaching the Russian language […], systematization and structuration of the main studies [are] devoted to the problems of teaching the Russian language” (Kytina 786). So, the issue of the teaching of the structure of the Russian language by English-based linguists involves the judgment of each. On the other hand, when learning the structure of sentences in the Russian language, English linguists do not analyze each component of sentences, but rather view them as whole. It is therefore important to consider each element part of the phraseology as “[the] practice of teaching Russian language shows that first you need to study adjectives in the direct meaning, and then offer examples with phraseological units that contain adjectives” (Bin 5). Thus, every learner has to get in touch with the phraseology of the language as it helps them learn faster, but also familiarizes them to the culture and basic understanding of the nation’s functioning. Finally, studies conducted by English-based linguists on the Russian language fail to demonstrate knowledge on factual phraseology units of this eastern-European language. Chernova claims that “the problem of understanding the phraseology of the Russian language is associated with the fact that representatives of different countries have knowledge of the phraseology of their native language that encompasses regional geography, linguo-culturological, national concepts, which often do not coincide with similar phenomena in the Russian environment” (Chernova 1). Thus, these examples show that the differences between the English language’s phraseology and the Russians make the studies of English-based linguists different from factuality.

All in all, the Russian language and its multiple differentiations from English make English-based linguistic perspectives not universally valid statements and cannot be applied because of differences between analytic and synthetic languages, the number of categories of morphological inflections, and the differentiation of the base syntax of these two languages. This case shows that an open-mind is needed and expected from researchers, scholars, and linguists during their studies, as the representation of foreign languages impacts their analysis from experts. It is therefore because of the great influence the Western world has on the planet that people listen and believe what does not accord with their environment.

Bibliography

Bin, Zhang, et al. “On the Question of Studying Phraseological Units with Adjectives in the Classroom in Russian.” Journal of Educational Psychology – Propositos y Representationes, vol.9, Mar. 2021. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=eric&AN=EJ1299473&site=eds- live&scope=site

Bown, Jennifer et al. “Now I Know My АБВ’s: A Comparison of Inductive and Deductive Methods of Teaching on the Acquisition of the Cyrillic Alphabet.” Russian Language Journal/ Русский Язык, vol. 57, Jan. 2007, pp.89-107.EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=edsjsr&AN=edsjsr.43669790&site= eds-live&scope=site

Chernova, Natalia, et al. “Teaching Russian Phraseology with the Component of Color Term “Black” to Philology Foreign Students.” Journal of Educational Psychology – Propositos y Representaciones, vol. 9, Feb. 2021. EBSCOhost, https://dc153.dawsoncollege.qc.ca:2312/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=eric&AN=EJ1299475&site= eds-live&scope=site

Ellis, Mike. Russian Slanguage : A Fun Visual Guide to Russian Terms and Phrases. Gibbs Smith, 2017. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=e000xna&AN=1431064&site=eds-live&scope=site

Kytina, Natalia I. and Elizaveta A. Khamraeva. The Current State of the Teaching the Russian Language in the Multicultural Russian School. RUDN Journal of Psychology and Pedagogics, vol.18, no. 4, Dec 2021, pp.785-800.EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=edsdoj&AN=edsdoj.b5a391c69b6a4201bc14049f919eeb74&site=eds-live&scope=site

Lunt, Horace G. “Phonological and Morphological Units in Teaching Russian.” The Slavic and East European Journal, vol. 19, No. 1, Special Issue: Soviet-American Russian Language Contributions (Spring, 1975), pp. 74-84 https://ezproxy.dawsoncollege.qc.ca/login? url=https://www.jstor.org/stable/306213

Lust, Barbara C. Child Language: Acquisition and Growth. Cambridge University Press, 2006. https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=e000xna&AN=304532&site=eds- live&scope=site

Pesetsky, David. Russian Case Morphology and the Syntactic Categories. The MIT Press,2013. https://dc153.dawsoncollege.qc.ca:2312/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=e000xna&AN=683175&site=eds-live&scope=site

Ryazanova-Clarke, Larissa. The Russian Language Outside the Nation. Edinburgh University Press, 2014. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=e000xna&AN=783893&site=eds-live&scope=site

Stoops, Anastasia, and Kiel Christianson. “Parafoveal Processing of Inflectional Morphology in Russian: A within-Word Boundary-Change Paradigm.” Vision Research, vol. 158, May 2019, pp. 1-10

https://ezproxy.dawsoncollege.qc.ca/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip,url,uid&db=edselp&AN=S0042698919300252&site=eds-live&scope=site

Yule, George. Second Language Aquisition/Learning. The Study of Language, Cambridge University Press, 2017, pp. 219-227.

Zagidullina, Marina V. and Aleksander K. Kiklewicz. “Some Aspects of the Russian Language Democratization in Modern Media.” Russian Language Studies, vol.19, no.4, Dec. 2021, pp.401-418. EBSCOhost, https://ezproxy.dawsoncollege.qc.ca/login? url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=edsdoj&AN=edsdoj.f2d03bdd83411 4919699436e484abc&site=eds-live&scope=site