This paper discusses an approach to foreign language teaching and learning that is being used to teach Russian to students at Bradley University in Peoria, Illinois, and English to students at Moscow State University in Russia. The approach relies on an alphabetical list of nearly 4,000 cognates and semi-cognates recognizable in both languages, along with sub-lists that group words according to themes. The lists serve as both textbook and dictionary, and with accompanying activities can be used independently or as a component of a formal course of instruction. The use of cognates allows students to assimilate the target language alphabet fairly quickly. From the very first session students are introduced to large numbers of words in the target language that they are able to pronounce and remember. Examples of sub-lists and activities are presented. (MDM)