Acculturated Blended Learning: Localizing a Blended Learning Course for Russian Trainees

J.B. Strother, Z. Fazal, and M. Gurevich (USA)


Acculturated blended learning, pedagogy localization, Russia


When designing any kind of online learning curriculum to be delivered internationally, many issues must be considered. One is the cultural pedagogical framework of the national group of trainees. In the case study reported in this paper, the training organization uses a blended learning model to deliver Aviation English training to groups of pilots who speak English as a second language. The online portion of the training is standardized for international delivery, but the classroom sessions are to be localized for each country where the training will be delivered. This paper presents the Acculturated Blended Learning Model, in which trainees are adapted to a new learning environment and to a culturally different pedagogical model within the onsite portion of a blended learning course. In this case study, the onsite classes are in Russia, where a sciento-technocratic (teacher-centered) paradigm is traditional. The model includes five guidelines to help the training organization prepare its trainers and their trainees to transition from the traditional pedagogical paradigm to a student-centered activity-based paradigm that is more successful for language learning. This Acculturated Blended Learning Model is pedagogically adaptable to other cultures and should help to create a more positive and successful learning situation wherever it is delivered.

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