{"id":13521,"date":"2026-04-17T09:35:18","date_gmt":"2026-04-17T14:35:18","guid":{"rendered":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/?post_type=campus_story&p=13521"},"modified":"2026-04-17T09:35:18","modified_gmt":"2026-04-17T14:35:18","slug":"breaking-the-language-barrier-uwl-students-achieve-fluency-in-one-of-the-hardest-languages-through-innovative-collaborative-program","status":"publish","type":"campus_story","link":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/story\/breaking-the-language-barrier-uwl-students-achieve-fluency-in-one-of-the-hardest-languages-through-innovative-collaborative-program\/","title":{"rendered":"Breaking the language barrier: UWL students achieve fluency in one of the hardest languages through innovative, collaborative program"},"content":{"rendered":"\n
\"Photo:<\/a>
Russian Studies students are prepared to succeed through a variety of strategies including AI technology, conversation partners, personal reflection, and a lot of encouragement to practice and make mistakes.<\/figcaption><\/figure>\n\n\n\n

Instructor Natalia Roberts cheers for her students like a coach on the sidelines. In her classroom, encouragement sounds a lot like game-day advice: <\/p>\n\n\n\n

\n

Be brave. <\/em>
It\u2019s not about perfection. <\/em>
With progress comes proficiency. <\/em>
Would a coach let you play if you hadn\u2019t practiced? <\/em><\/p>\n<\/blockquote>\n\n\n\n

Roberts\u2019 encouragement hasn\u2019t fallen on deaf ears. Her students in the Russian Studies Certificate program<\/a> have taken it to heart \u2014 and the results speak for themselves. <\/p>\n\n\n\n

Nearly all students in the program achieve functional fluency in Russian within six semesters, and some reach that level two or even three semesters earlier. That accomplishment is especially notable because Russian is classified as a Category IV \u201chard language\u201d by the U.S. Foreign Service Institute, meaning it requires significantly more time and dedication for English speakers to master. <\/p>\n\n\n\n

Despite the challenge, students across the collaborative Russian language programs at UW\u2013La Crosse, UW\u2013Eau Claire, UW\u2013Green Bay and UW\u2013Stevens Point have achieved remarkable outcomes. <\/p>\n\n\n\n

Since May 2023, more than 90% of Roberts\u2019 students have passed the nationally recognized STAMP 4S language proficiency exam<\/a> by the end of the six-semester program. To pass, students must score at least Intermediate-Mid (5+) in all four areas: reading, writing, listening and speaking. <\/p>\n\n\n\n

That achievement qualifies students for the Global Seal of Biliteracy,<\/a> an internationally recognized credential that verifies proficiency in two languages. <\/p>\n\n\n\n

Many students reach that milestone early. Of the 40 students who have taken the test since 2023, 25% passed ahead of the six-semester benchmark \u2014 12.5% three semesters early and another 12.5% two semesters early. <\/p>\n\n\n\n

\u201cI did not expect to learn Russian so quickly,\u201d says UWL Junior Grechyn Baldner, who earned the Global Seal of Biliteracy in December after three semesters of Russian. <\/p>\n\n\n\n

The collaborative program introduced the exam to ensure students graduate with a nationally recognized credential demonstrating their language ability. <\/p>\n\n\n\n

Roberts, teaching professor and coordinator of the Russian Studies Certificate program, attributes the success to a combination of innovative tools, intentional teaching strategies and a classroom environment where students feel comfortable taking risks with the language. <\/p>\n\n\n\n

Learning through encouragement and experience<\/h3>\n\n\n\n
\"\"
Natalia Roberts, left, originally from Dubna, Russia, can empathize with her students on the struggles of learning a new language. She originally came to the U.S. to learn English.<\/em><\/figcaption><\/figure>\n\n\n\n

Roberts\u2019 empathy as a teacher stems from personal experience. <\/p>\n\n\n\n

Originally from Dubna, Russia, Roberts came to the United States to improve her English. Although she had studied British English, she quickly realized everyday American speech presented a new challenge. <\/p>\n\n\n\n

\u201cPeople were using a different accent and speaking so quickly,\u201d she recalls. \u201cThe learning curve was steep.\u201d <\/p>\n\n\n\n

Even simple phrases could be confusing. For example, the expression \u201ctake a nap\u201d didn\u2019t translate logically. <\/p>\n\n\n\n

\u201cWhy would you \u2018take\u2019 a sleep?\u201d she says with a laugh. In Russian, verbs more directly describe the action rather than pairing verbs with nouns the way English often does. <\/p>\n\n\n\n

Experiencing those challenges herself shaped her approach in the classroom. <\/p>\n\n\n\n

\u201cSo, I can be an empathetic teacher because I went through the same thing on the other end,\u201d she says. \u201cOur motto is that language learning is not about perfection. With practice comes progress, and with progress comes proficiency.\u201d <\/p>\n\n\n\n

Innovative tools and teaching methods<\/h3>\n\n\n\n
\"\"
Students in Russian Studies classes practice vocabulary, pronunciation and other skills outside of class, so they can use class time practicing communicating with one another.<\/em><\/figcaption><\/figure>\n\n\n\n

In addition to creating a supportive learning environment, Roberts integrates innovative tools that help students build confidence using the language. <\/p>\n\n\n\n

One of those tools is Speakology AI, an online program that allows students to practice conversations with an AI tutor. Roberts programs the tutor with specific prompts and questions, allowing students to simulate real dialogue. The system also evaluates their responses and provides proficiency ratings so they can track improvement outside of class. <\/p>\n\n\n\n

Students also meet weekly with conversation partners. Newer Russian learners are paired with more advanced students to encourage practice and mentorship. After each meeting, students reflect on the experience \u2014 considering what was challenging, what went well and what course materials they could review before the next conversation. <\/p>\n\n\n\n

\u201cIt helps them organize their learning and truly prepare,\u201d Roberts says. \u201cAnd their feedback helps me see what we need to review.\u201d <\/p>\n\n\n\n

Roberts also uses a flipped classroom model. During asynchronous time, students complete activities such as vocabulary practice on Quizlet, where they hear recordings of Roberts pronouncing the words. \u201cThey listen to me beforehand,\u201d she explains. \u201cSo they come to class already understanding how to pronounce the vocabulary.\u201d <\/p>\n\n\n\n

Students complete interactive exercises and written work online, often with instant feedback and unlimited opportunities to retry. <\/p>\n\n\n\n

\u201cWith open resources and open-book homework, we spend class time communicating,\u201d says Roberts. \u201cClass time is for applying the language and going over misconceptions.\u201d <\/p>\n\n\n\n

That approach allows students to focus on conversation and real-world communication during class sessions. <\/p>\n\n\n\n

Kenzie Scott, a fourth-year student from UW\u2013Eau Claire, says those natural and unscripted conversations have been especially helpful.  <\/p>\n\n\n\n

\u201cI’ve gotten lots of practice with my professor, classmates and AI conversation partners,\u201d says Scott. \u201cNatural conversations have helped and continue to help me learn to take concepts I’ve learned in one topic and transfer them to other topics. They also help surface things I’m struggling in and need to focus on.\u201d <\/p>\n\n\n\n

Baldner agrees, adding that the flipped classroom format helped accelerate her learning. <\/p>\n\n\n\n

\u201cInstead of just studying grammar and rules in class, we actually learn grammar on our own, and class time is purely for practicing conversation and answering questions,\u201d Baldner says. \u201cBeing able to practice conversation from day one really sped up the language learning process.\u201d  <\/p>\n\n\n\n

Scott also notices growth in herself beyond language learning. <\/p>\n\n\n\n

\u201cI’ve noticed that the more I learn Russian, the better I get at pattern recognition and problem-solving,\u201d Scott says. \u201cTaking this class has also helped with cultural understanding and self-discipline.\u201d <\/p>\n\n\n\n

A collaborative program<\/h3>\n\n\n\n

The Russian Studies program is also distinctive because of its multi-campus collaboration. <\/p>\n\n\n\n

Students from UW\u2013La Crosse attend class in person, while students from UW\u2013Eau Claire, UW\u2013Green Bay and UW\u2013Stevens Point participate remotely through synchronous distance learning. All students enroll through their home campus while joining the same shared classroom. <\/p>\n\n\n\n

The program is further strengthened by a Fulbright Foreign Language Teaching Assistant (FLTA) hosted at UW\u2013Stevens Point. For more than a decade, the assistant has helped support instruction and cultural exchange across the program. <\/p>\n\n\n\n

In addition to Roberts, the Fulbright scholar helps teach the language inside and outside of class and collaborates on developing new learning materials. <\/p>\n\n\n\n

As a result, students regularly interact with two native speakers and gain exposure to cultures across the Russian-speaking world. <\/p>\n\n\n\n

\u201cIn class, the instructor and FLTA model authentic conversations,\u201d Roberts says. \u201cThat helps students develop strong listening and speaking skills.\u201d <\/p>\n\n\n\n

The multi-campus format also expands the student community. <\/p>\n\n\n\n

\u201cWhen you have a larger cohort across four campuses, it creates more opportunities to match students based on learning styles and interests,\u201d Roberts says. \u201cIt really strengthens the language practice.\u201d <\/p>\n\n\n\n

And as new facilitators contribute teaching materials and resources, the program\u2019s digital library of learning tools continues to grow \u2014 helping support the next generation of students taking on one of the world\u2019s most challenging languages. <\/p>\n\n\n\n

\n\n\n\n

Written by UW-La Crosse University Marketing and Communications<\/p>\n\n\n\n

Link to original story: https:\/\/www.uwlax.edu\/news\/posts\/breaking-the-language-barrier\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Instructor Natalia Roberts cheers for her students like a coach on the sidelines. In her classroom, encouragement sounds a lot like game-day advice:  Be brave. It\u2019s not about perfection. With progress comes proficiency. Would a coach let you play if you hadn\u2019t practiced?  Roberts\u2019 encouragement hasn\u2019t fallen on deaf ears. Her students in the Russian Studies Certificate program have taken […]<\/p>\n","protected":false},"author":15,"featured_media":13522,"comment_status":"closed","ping_status":"closed","template":"","institution":[104],"story_category":[147,146],"class_list":["post-13521","campus_story","type-campus_story","status-publish","has-post-thumbnail","hentry","institution-uw-la-crosse","story_category-community","story_category-research-innovation"],"_links":{"self":[{"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/campus_story\/13521","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/campus_story"}],"about":[{"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/types\/campus_story"}],"author":[{"embeddable":true,"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/users\/15"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/comments?post=13521"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/media\/13522"}],"wp:attachment":[{"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/media?parent=13521"}],"wp:term":[{"taxonomy":"institution","embeddable":true,"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/institution?post=13521"},{"taxonomy":"story_category","embeddable":true,"href":"https:\/\/www.wisconsin.edu\/all-in-wisconsin\/wp-json\/wp\/v2\/story_category?post=13521"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}