Abstract
The shortcomings of language teacher training in Russian Ph.D. programs are not a new concern (Chaput 2000, Rifkin 2000). To be hired as a faculty member after graduating from these programs, foreign language teaching is a necessary skill; therefore teacher training should be considered an important part of the overall professional development a department provides. In this roundtable we will discuss various models of language pedagogy training of graduate students. The presenters will discuss best practices for the mentoring instructor or language coordinator can provide, and institutional hurdles to implementing such practices.