Changes in language identity of bilingual students (Russian-Estonian Bilingualism) at Estonian-medium schools under the influence of the language situation

Moissejenko, Irina; Maltseva-Zamkovaja, Natalia Viktorovna; Tšuikina, Natalia Vladimirovna

doi:10.15293/2658-6762.1906.10

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has been attested that Russian speakers in Estonia do not constitute a uniform group as far as their language attitudes are concerned, and already in the 2000s Vihalemm and Masso (2002: 185) described bi-and monolingual Russians, while Ehala and Zabrodskaja (2014) outlined five types of identity among ethnic Russians, ranging between a complete separation from all things Estonian to the total identity change and internalization of the Estonian language and culture. Some studies on Russian-speaking students in Estonian-medium schools demonstrate a certain shift in identity and change in language use (Moisejenko et al 2019). However, not much is known about the introduction of Estonian as one or the only home language in families where both parents are Russian speakers.…”

Section: Focus On Flp Researchmentioning

confidence: 99%

Šeimos kalbų politikos ir ankstyvosios dvikalbystės sankirta: atvejo analizė

Verschik,

Argus

2024

View full text Add to dashboard Cite

The article discusses family language policy in a family of ethnic Russians in Estonia where the father speaks Russian, and the mother speaks Estonian. This is the case of internalization of Estonian among ethnic Russians, a novel phenomenon in the post-Soviet countries. The data come from family conversations (6 h) and the semi-structured interview with the parents (1.5 h). There are discrepancies between the declared ideologies, management, and practices. The declared policy is OPOL and, as the father rendered it, purism because of the concern that the children will be confused otherwise. During the interview the father switched between Estonian, Russian, and English. In family conversations the mother’s speech (539 turns, of which 50 % are directed to the child) contained code-switching (7% in Russian and 8% switches within one turn in speech directed to the child). The parents claimed to speak Russian to each other, yet the mother occasionally switched to Estonian while talking to the father. In general, both family conversations and the interview proved to be linguistically more diverse than expected.

show abstract

Section: Focus On Flp Researchmentioning

confidence: 99%

Šeimos kalbų politikos ir ankstyvosios dvikalbystės sankirta: atvejo analizė

Verschik,

Argus

2024

View full text Add to dashboard Cite

show abstract

Personality foreign language education in the conditions of inclusion in the world educational space: Theoretical foundations of the problem

Kuznetsova

2022

Prof. obraz. sovrem. mire

View full text Add to dashboard Cite

Introduction. The relevance of the problem of personality foreign language education is determined by the significant development of international cooperation and the inclusion of the Russian Federation in the world economic and educational space. The analysis of the theoretical foundations of this problem will allow us to determine the degree of its development from the point of view of different approaches, which will be the basis for the further research in this area.Purpose setting. The research purpose of the article was to identify and summarize the theoretical foundations of the problem of personality foreign language education.Methods and methodology of the study. The following research methods were used: analysis, generalization, system method. The theoretical basis includes works in the field of philosophy, in which the problem of education in the personality formation was developed. The researchers pay special attention to the individual creative potential, the continuity of education, its possibilities for the personality and society development. Results. As the results of the research, the author presents the theoretical foundations of the problem of personality foreign language education in the conditions of inclusion in the world educational space, exactly: philosophical, psychological, pedagogical, linguistic.Conclusion. The analysis of the theoretical foundations allowed us to conclude the following: the potential of foreign language education is not only in the development of the personality, but also of the society as a whole, which is realized under the conditions of accepting the students’ personalities as subjects of the educational process, considering their needs, characteristics and interests, ensuring the development of all aspects of a foreign language (cognitive, educating, developing, educational).

show abstract

Changes in language identity of bilingual students (Russian-Estonian Bilingualism) at Estonian-medium schools under the influence of the language situation

Cited by 2 publications

References 0 publications

Šeimos kalbų politikos ir ankstyvosios dvikalbystės sankirta: atvejo analizė

Šeimos kalbų politikos ir ankstyvosios dvikalbystės sankirta: atvejo analizė

Personality foreign language education in the conditions of inclusion in the world educational space: Theoretical foundations of the problem

Contact Info

Product

Resources

About