Teaching Contemporary Russian Poetry in Upper Grades of Schools with Non-Russian Languages of Instruction

Teaching contemporary Russian poetry in upper grades of schools with non-Russian languages of instruction presents a complex pedagogical challenge that extends beyond the acquisition of vocabulary and the comprehension of literary content. Students encounter poetic texts through the interaction of linguistic structures, cultural associations, emotional responses, and individual interpretive experience. This article proposes an author-oriented methodological approach that transforms poetry lessons into a space of linguistic discovery, intercultural dialogue, critical thinking, and creative self-expression. The central idea is expressed through the original methodological sequence “word → image → association → interpretation → personal meaning → creative response.”