For us immigrants, the language hasn’t changed since we left. It remained the same as when we brought it from the motherland.

Some words transformed their meaning right before my eyes. For instance, at the time when I was leaving Russia, visitors were invited to sit by the word садиться. Now people are more likely to say присаживайтесь. The next example is about the word задний. For me, задний means someone standing at the back. Nowadays, in Russia, this word has acquired the meaning of последний. In my girlhood, the word касаемо apparently meant что касается. It sounds rough to me now as it referred to spoken language. I’m not criticizing; I’m just stating the fact that my language is becoming archaic. I simply can’t keep up with it.

The descendants of immigrants who relocated to the U.S. about 100 years ago, after the events of 1917, call a school of the Russian language “Отрада.” They also say уборная instead of туалет. And do you know what the word отрада means? There is even a song with the words: “Живет моя отрада в высоком терему.” I suspected that it is a cognate with the word радость, but I still had to look it up in the dictionary to make sure. The original meaning of the word “отрада” is удовольствие, радость. For instance:“Дети — наша отрада.”

And I don’t have the word уборная in my vocabulary; I’m an immigrant from another time.

Also, there are Old Believers who live in Alaska, in the U.S. I talk to them only in English, as their Russian differs from mine; though they consider Russian their native tongue. I can only guess which variant of Russian they speak. Their names captivate me with their antiquity — for instance, the name Ulita. By the way, it doesn’t stop them from buying my books.

I’m telling you this because I hope to convey the idea that language is a living entity that flows, lives and evolves. Language is always changing. You can see it in the meanings of words, the use of cases, and the syntax.

If we continue with the river analogy, the language of immigrants is like a small (or large) body of water that remained as the river changed direction. This body of water no longer connects with the river from which it originated, and lives separately under its own laws.

So, what language do we learn? Some people may say, “There is a classical version of Russian that Chekhov spoke, for example. This variant must be learned!”

Let’s then read Chekhov. All quotations are from Chekhov’s complete works and letters, Moscow, 1946–1951.

«Рассказ неизвестного человека»:

«Я заказывал в ресторане кусок ростбифа и говорил в телефон Елисееву, чтобы прислали нам икры, сыру, устриц и проч.» (VIII том, страница 180).

Here is one more example from Chekhov’s letters. The volume and page numbers are listed in parentheses after the quote.

Chekhov wrote: «Сейчас в телефон говорила со мной Татаринова» (XIX, 231); «Альтшуллер говорил в телефон» (XIX, 231); «Сейчас говорил в телефон гурзуфский учитель» (XIX, 280); «Сейчас говорил в телефон с Л. Толстым» (XIX, 186) и т. д.

Someone may argue, “But wait, Chekhov lived 150 years ago (1860–1904). At that time, people had only invented the phone, and the norm of the language was in flux.” That’s true. I totally agree with it. Then, what language do we learn?

Let’s then turn to another classic, Korney Chukovsky, and his work, “Живoй кaк жизнь,” which is my favorite regarding language. Here’s the final quote for today.

Когда читаешь такие биографии слов, окончательно утверждаешься в мысли, что русский язык, как и всякий здоровый и сильный организм, весь в движении, в динамике непрерывного роста.

Одни его слова отмирают, другие рождаются, третьи из областных и жаргонных становятся литературными, четвертые из литературных уходят в просторечие, пятые произносятся совсем по-другому, чем произносились лет сорок назад, шестые требуют других падежей, чем это было, скажем, при Жуковском и Пушкине.

Нет ни на миг остановки, и не может быть остановки.

Здесь все движется, все течет, все меняется. И только пуристы из самых наивных всегда воображают, что язык — это нечто неподвижное, навеки застылое — не бурный поток, но стоячее озеро.

So, what conclusion do we reach? What language do we learn? When teaching a language, we should remember that it is constantly evolving. Therefore, in my opinion, we had better focus on the modern standards of the language that are commonly found in dictionaries. Immigrants who have difficulty finding modern dictionaries can turn to special websites such as грaмота.ру. It is still available for us; it’s our отрада.

All the best!

First, I would like for you to look in the Teacher’s Book and see what I am talking about.

For instance,  Unit 3, Lesson 2. Quote:

Open the textbooks to Page 11. A teacher reads words out loud and asks students how they can explain the difference  between идет – идут (goes – go),  спит – спят (sleeps – sleep), сидят – сидит (sits – sit), etc. Students should say that we use the words спит, сидит, читает (sleeps, sits, reads) when we talk about one person, and the words спят, сидят, читают (sleep, sit, read) when we talk about a few people.

The second example comes from Unit 7, Lesson1. Quote:

Next, the teacher asks the students, “Did any of you already figure out when we should say зеленый and when we should say зеленая?” Your students should give their answers. If they have problems with answers, you should give them a hint to look at the last letters in the words.

What kind of activity is that? What does it have to do with language? Typically it is the teacher’s job to explain a rule and drill it with students.

Working this way the students should:

1. Remember a rule

2. See the situations in which it works

3. Apply the rule

My teaching experience shows that rules exist in most kids’ heads separately from practical application. And it doesn’t matter whether they play chess, cross the road at a traffic light or learn the Russian language.

I suggest another way: To watch the language, see what changes occur in it and derive the patterns.

What does it give us? Firstly, it improves powers of observation and deduction. It is useful for mental development, and helps us in life.

Secondly, it is helpful because the student makes efforts by himself — his brain is working, it is active.

When you give a ready explanation of a rule, the students should only remember it. But as it is passive perception, they make only small efforts, so they are not motivated enough.

When we derive rules on our own, we use active perception and remember the information more quickly and longer. Because we assumed it, we put our energy into it; we became co-creators.

Many of you will probably argue by saying that children are not able to derive rules. Certainly, they are not. But if we offer them such kind of activity, they will learn by doing it.

There is a possibility that your students will not understand what you want them to do. Most of them don’t even have an idea about existing patterns that can be deduced. Let them discover it.

Let’s open the door to another world where students observe, deduce, and on that basis create their own world in which there is room for the Russian language.

Allow them to compare, to evaluate, and to find connections and logic to derive rules. It will help them to study the Russian language with the Soroka course, and in general will help in life.

Have good rules!

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