KFU. Card publication. Implementing a multimodal online program for very young learners of Russian: Educators' perspective

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

IMPLEMENTING A MULTIMODAL ONLINE PROGRAM FOR VERY YOUNG LEARNERS OF RUSSIAN: EDUCATORS' PERSPECTIVE

Form of presentation

Articles in international journals and collections

Year of publication

2019

��

��

Authors, employees of KFU

Kayumova Albina Ramilevna, author

Sadykova Gulnara Vasilevna, author

Bibliographic description in the original language

Kayumova A, Sadykova G., Implementing a multimodal online program for very young learners of Russian: Educators' perspective//Indonesian Journal of Applied Linguistics. - 2019. - Vol.9, Is.1. - P.1-13.

Annotation

CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, & Gimaletdinova, 2017; Segers & Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci & Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales? (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool childr

Keywords

Digital resources; early childhood education; language learning software; multimodality; technology-assisted language learning

The name of the journal

Indonesian Journal of Applied Linguistics

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068128943&doi=10.17509%2fijal.v9i1.13323&partnerID=40&md5=452b8add3c8dcb95877cf83e77ac9267

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=206148&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Kayumova Albina Ramilevna	ru_RU
dc.contributor.author	Sadykova Gulnara Vasilevna	ru_RU
dc.date.accessioned	2019-01-01T00:00:00Z	ru_RU
dc.date.available	2019-01-01T00:00:00Z	ru_RU
dc.date.issued	2019	ru_RU
dc.identifier.citation	Kayumova A, Sadykova G., Implementing a multimodal online program for very young learners of Russian: Educators' perspective//Indonesian Journal of Applied Linguistics. - 2019. - Vol.9, Is.1. - P.1-13.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=206148&p_lang=2	ru_RU
dc.description.abstract	Indonesian Journal of Applied Linguistics	ru_RU
dc.description.abstract	CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, & Gimaletdinova, 2017; Segers & Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci & Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales? (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool childr	ru_RU
dc.language.iso	ru	ru_RU
dc.subject		ru_RU
dc.title	Implementing a multimodal online program for very young learners of Russian: Educators' perspective	ru_RU
dc.type	Articles in international journals and collections	ru_RU