Abstract
This article is aimed at justifying the viability of the polyethnic Ghanaian audience for the implementation of the ethnomethodological approach to teaching Russian as a foreign language. Applying the analytical research method in reviewing literature, dedicated to the study of the ethnomethodological approach to teaching Russian as a foreign language, and literature, that describes the peculiarities of the Ghanaian contingency of students, thus the subject of this research work, the author recommends how the Russian language teacher can contribute to the effective implementation of an ethnomethodological approach to teaching the language in Ghana, regardless of the difficulties presented by the polyethnic Ghanaian landscape.
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