Linguistic plurality of languages in Russian education system

Бесплатный доступ

This article is a conceptual piece reviewing and problematizing various perspectives to language education in Russia with a particular attention paid to the case of Tatar language. A general overview of the existing literature will be presented highlighting the situation with the minority language in Russia, comparing and contrasting it with the English language education. After providing the background of English and minority language instruction in Russia, the authors zoom in on the case of Tatarstan, to explore the workings of the discourses on identity and education in a multilingual region, where teaching of English goes along with the teaching of national (Russian) and regional (Tatar) languages. Lastly, the discussion and conclusion summarize the current vision of the interaction between Tatar, Russian, and English languages. It also proposes directions to further exploit the topic in order to serve the needs of multilingual students in a wide range of similar multilingual contexts, to seek ways towards maintaining the plurality of languages and strengthening the linguistic diversity of the world.

Еще

Language policy, language learning, multilingualism, tatar language, russian language, english language

Короткий адрес: https://readera.org/148322838

IDR: 148322838   |   DOI: 10.25586/RNU.V925X.21.03.P.036

Список литературы Linguistic plurality of languages in Russian education system

  • 2010 Census Information. http://www.tatstat.ru/VPN2010/DocLib8/нац состав.pdf
  • Alòs i Font H. (2014) Chuvash Language in Chuvashia’s Instruction System: An Example of Educational Language Policies in Post-Soviet Russia. JEMIE, 13, 52.
  • Alos i Font H. (2015) Prepodavamie Chuvashskogo yazyka I problema yazykovogo povedeniya roditelei. Cheboksary: Chuvashskii gosudarstveniy institute gumanitarnikh nauk.
  • Baker C. (2011) Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matt ers.
  • Bialystok E. (2011) Reshaping the mind: Th e benefi ts of bilingualism. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4), 229.
  • Crystal D. (2000). Language death. Ernst Klett Sprachen.
  • Cummins J. (2000). Language, power, and pedagogy: Bilingual children in the crossfi re (Vol. 23). Multilingual Matt ers.
  • Faller H.M. (2011). Nation, language, Islam: Tatarstan’s sovereignty movement. Central European University Press.
  • Fan M. (2009). An exploratory study of collocational use by ESL students-A task based approach. System, 37(1), 110–123.
  • Garipov Y. & Faller H. (2003) Th e politics of language reform and bilingualism in Tatarstan. Nation Building, Ethnicity and Language Politics on Transition Countries. Budapest: LGI/ECMI, 163–184.
  • García О. (2009) Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
  • Gett y S. (2000). Foreign language education and teacher preparation in Russian and the United States: Th e etic perspective. ADFL Bulletin, 31(3), 33–38.
  • Giles H., Bourhis R.Y., & Taylor D.M. (1977) Towards a theory of language in ethnic group relations. Language, ethnicity and intergroup relations, 307348.
  • Grenoble L.A. (2003) Language policy in the Soviet Union (Vol. 3). Dordrecht, Boston & London: Kluwer Academic Publishers: Springer Science & Business Media.
  • Joseph M. & Ramani E. (2012) “Glocalization”: Going beyond the dichotomy of global versus local through additive multilingualism. International Multilingual Research Journal, 6, 22–34.
  • Khilkhanova E., & Khilkhanov D. (2004) Language and ethnic identity of minorities in post-Soviet Russia: the Buryat case study. Journal of Language, Identity, and Education, 3(2), 85–100.
  • Kiss Z.E. (2011) Language policy and language ideologies in Szekler Land (Rumania): A promotion of bilingualism?
  • Lallukka S. (1995) Assimilation and its measurement: Finno-Ugrian peoples of Russia. Conressus octavus internationalis Fenno-Ugristarum, Jyväskylä, 10–15.
  • Marquardt K.L. (2013) Language and Sovereignty: A Comparative Analysis of Language Policy in Tatarstan and Kazakhstan.
  • May S. (2013) Th e multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
  • McCaughey K. (2005) Th e kasha syndrome: English language teaching in Russia. World Englishes, 24(4), 455–459.
  • Minzaripov R.G., Akhemetova S.A., Nizamova L.R. (2013) Etnichnost’, religioznost’ I migratsii v sovremennom Tatarstane [Ethnicity, Religiosity and Migrations in Present-Day Tatarstan]. Kazan: Kazan University Press.
  • Mustafi na D.N. (2012) Funktsionalnoye razvitie tatarskogo yazika I drugih regionalnih yazikov RF I Evropy v svete sociolinguicheskoy paradigmy (Functional development of Tatar and other regional languages of Russian Federation and Europe in light of sociolinguistic paradigm.) Unpublished dissertation, Kazan Federal University, Kazan.
  • Nazimova L. (2016) Ethnic Tatars in contention for recognition and autonomy: bilingualism and pluri-cultural education policies in Tatarstan. Nationalities Papers, 44, 1, 71–91.
  • Norton B. (2013) Identity and language learning: Extending the conversation. Multilingual matt ers.
  • Ostapenko R. (2014). Britansky anglisky: Shto uchit. Russian offi ce of BBC (In Russian). http://www.bbc.com/russian/learning_english/2014/08/140815_british_us_english_languages.
  • Oviedo A., & Wildemeersch D. (2008). Intercultural education and curricular diversifi - cation: the case of the Ecuadorian Intercultural Bilingual Education Model (MOSEIB). Compare, 38(4), 455–470.
  • Pyoli R. (1998). Karelian Under Pressure from RussianInternal and External Russifi cation. Journal of Multilingual and Multicultural Development, 19(2), 128–141.
  • Ricento T.K., & Burnaby B. (Eds.). (1998). Language and politics in the United States and Canada: Myths and realities. Routledge.
  • Signatullin I. (2013). Education in a diverse society necessitates the implementation of an equitable language policy: Th e Russian experience. International Journal of Educational Reform, 22(1), 103–113.
  • Ter-Minasova S. (2005). Traditions and innovations: English language teaching in Russia. World Englishes, 24 (4), 445–454.
  • Tovar-García E.D., & Alòs i Font H. (2016). Bilingualism and educational achievements: the impact of the language used at home by Tatar school students in Tatarstan, Russia. Journal of Multilingual and Multicultural Development, 1–13.
  • Tse L. (2001) “Why don’t they learn English?”: Separating fact fr om fallacy in the US language debate. Teachers College Press.
  • Ulasiuk I. (2011) Legal protection of linguistic diversity in Russia: Past and present. Journal of Multilingual and Multicultural Development, 32(1), 71–83.
  • Ustinova I. (2005) English in Russia. World Englishes, 24(2), 239–251.
  • Valdés G., Fishman J.A., Chavez R.M., & Perez W. (2006) Towards the development of minority language resources: lessons from the case of California. Multilingual Matt ers: London.
  • Van Tubergen F., & Wierenga M. (2011) Th e language acquisition of male immigrants in a multilingual destination: Turks and Moroccans in Belgium. Journal of Ethnic and Migration Studies, 37(7), 1039–1057.
  • Veinguer A., & Davis H.H. (2007). Building a Tatar elite: Language and national schooling in Kazan. Ethnicities, 7(2), 186–207.
  • Wigglesworth-Baker T. (2016) Language policy and post-Soviet identities in Tatarstan. Nationalities Papers, 44(1), 20–37.
  • Wright W.E., & Baker C. (2017) Key Concepts in Bilingual Education. Bilingual and Multilingual Education, 65–79.
  • Yağmur K. & Kroon S. (2006) Objective and subjective data on Altai and Kazakh ethnolinguistic vitality in the Russian Federation Republic of Altai. Journal of Multilingual and Multicultural Development, 27(3), 241–258.
  • Zamyatin K. (2012) Th e education reform in Russia and its impact on teaching of the minority languages: An eff ect of nation-building. JEMIE, 11, 17.
Еще
Статья научная