KFU. Card publication. Beyond resources: principles for effective language teaching derived from practitioner experience in Cuba

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

BEYOND RESOURCES: PRINCIPLES FOR EFFECTIVE LANGUAGE TEACHING DERIVED FROM PRACTITIONER EXPERIENCE IN CUBA

Form of presentation

Articles in Russian journals and collections

Year of publication

2026

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Authors, employees of KFU

Gagarina Vilena Rustemovna, author

Nurutdinova Aida Rustamovna, author

Bibliographic description in the original language

Baez Irian Vasallo, Nurutdinova A. R., Gagarina V. R. Beyond resources: principles for effective language teaching derived from practitioner experience in Cuba// Problemy sovremennogo pedagogicheskogo obrazovaniya. – Sbornik nauchnykh trudov: – Yalta: RIO GPA, 2026. – Vyp. 90. – Ch. 2. – C. 38-41

Annotation

This article provides an analysis of pedagogical practices in foreign language education within the Cuban higher education system, shaped by conditions of persistent material resource constraints. Moving beyond a mere description of challenges, the focus is on identifying the core methodological principles developed by university educators to ensure effective teaching and learning in such an environment. Drawing from direct professional experience, the authors examine how the scarcity of academic textbooks, limited digital access, and sporadic internet connectivity fundamentally reshape the lecturer's role and curriculum content at the tertiary level. The central argument posits that the key adaptive principle is a strategic shift towards maximizing human interaction, verbal creativity, and local cultural context as primary teaching tools. The paper details specific teaching strategies that emerge from this principle in a university setting, including the use of authentic materials (songs, oral histories, local press), project- based learning rooted in socio-cultural analysis, and collaborative peer-learning methodologies. The conclusion highlights that the pedagogical approaches forged within these constraints hold significant value for higher education, offering alternative models that are less technology-dependent and more focused on fostering deep communicative competence, critical thinking, and academic autonomy. This body of experience presents relevant insights for academics and educators in other global contexts facing similar limitations.

Keywords

language education in Cuba, resource constraints, adaptive pedagogy, teaching experience, low-tech approaches, communicative competence, cultural context, peer-teaching, teacher creativity, pragmatic methodology.

The name of the journal

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

https://repository.kpfu.ru/eng/?p_id=323847&p_lang=2

Resource files

File name	Size (MB)	Format
90_chast_2__2026_god_2.pdf	0,58	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Gagarina Vilena Rustemovna	ru_RU
dc.contributor.author	Nurutdinova Aida Rustamovna	ru_RU
dc.date.accessioned	2026-01-01T00:00:00Z	ru_RU
dc.date.available	2026-01-01T00:00:00Z	ru_RU
dc.date.issued	2026	ru_RU
dc.identifier.citation	Baez Irian Vasall�, Nurutdinova A. R., Gagarina V. R. Beyond resources: principles for effective language teaching derived from practitioner experience in Cuba// �� . – �� : – ��: �� , 2026. – ��. 90. – �. 2. – C. 38-41	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=323847&p_lang=2	ru_RU
dc.description.abstract	�� .	ru_RU
dc.description.abstract	This article provides an analysis of pedagogical practices in foreign language education within the Cuban higher education system, shaped by conditions of persistent material resource constraints. Moving beyond a mere description of challenges, the focus is on identifying the core methodological principles developed by university educators to ensure effective teaching and learning in such an environment. Drawing from direct professional experience, the authors examine how the scarcity of academic textbooks, limited digital access, and sporadic internet connectivity fundamentally reshape the lecturer's role and curriculum content at the tertiary level. The central argument posits that the key adaptive principle is a strategic shift towards maximizing human interaction, verbal creativity, and local cultural context as primary teaching tools. The paper details specific teaching strategies that emerge from this principle in a university setting, including the use of authentic materials (songs, oral histories, local press), project- based learning rooted in socio-cultural analysis, and collaborative peer-learning methodologies. The conclusion highlights that the pedagogical approaches forged within these constraints hold significant value for higher education, offering alternative models that are less technology-dependent and more focused on fostering deep communicative competence, critical thinking, and academic autonomy. This body of experience presents relevant insights for academics and educators in other global contexts facing similar limitations.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	language education in Cuba	ru_RU
dc.subject	resource constraints	ru_RU
dc.subject	adaptive pedagogy	ru_RU
dc.subject	teaching experience	ru_RU
dc.subject	low-tech approaches	ru_RU
dc.subject	communicative competence	ru_RU
dc.subject	cultural context	ru_RU
dc.subject	peer-teaching	ru_RU
dc.subject	teacher creativity	ru_RU
dc.subject	pragmatic methodology.	ru_RU
dc.title	Beyond resources: principles for effective language teaching derived from practitioner experience in Cuba	ru_RU
dc.type	Articles in Russian journals and collections	ru_RU