Language Ideologies, Language Policies, and English-Language Teaching in Russia

Davydova, Julia

doi:10.1007/978-3-030-02899-2_10

Cited by 3 publications

(11 citation statements)

References 24 publications

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“…Secondly, research on FL teacher multilingualism and the implementation of MTPs is mostly non-existent in the Russian context (Calafato, 2020b(Calafato, , 2021b and remains understudied in the Norwegian one (exceptions to this include Haukås, 2019;Lorenz et al, 2021). Norway and Russia also make for an interesting comparison in that they are neighbors, yet the former is firmly situated in Europe, geographically and culturally, while the latter has a more hybrid identity (Davydova, 2019;Protassova, 2010). Third, the FL curriculum for schools in both Norway and Russia emphasizes the importance of learning multiple FLs and using these languages to boost one's knowledge in other fields.…”

Section: Foreign Language Education In Norway and Russiamentioning

confidence: 99%

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

Calafato

2021

10.14746/ssllt

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To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

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Section: Foreign Language Education In Norway and Russiamentioning

confidence: 99%

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

Calafato

2021

10.14746/ssllt

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“…That was by no means the first attempt in the country's history to establish the dominance of Russian at the cost of minority languages (see e.g. Davydova, 2019).…”

Section: Language Policies and Language Education In Russiamentioning

confidence: 99%

“…Some local languages maintained a stigmatised status and were associated with low social prestige. There was therefore a continuing shift towards Russian, which was attributed with enormous social power (Davydova, 2019). In December 2007 an amendment to the 1992 Federal Law on Education (Russian Federation, no.…”

Section: Language Policies and Language Education In Russiamentioning

confidence: 99%

“…To fully understand the politics underlying foreign language education in Russia, we should first consider the ‘context of general ideological stances and nation-building language policies’ (Davydova, 2019: 136). After the collapse of the Soviet Union in 1991 school education became ‘an arena of competing nationhood claims, where efforts to construct a state-centred identity confront[ed] attempts by regional actors to shape and transmit ethnic and regional belonging’ (Suleymanova, 2018: 53).…”

Section: Language Policies and Language Education In Russiamentioning

confidence: 99%

“…After the collapse of the Soviet Union in 1991 school education became ‘an arena of competing nationhood claims, where efforts to construct a state-centred identity confront[ed] attempts by regional actors to shape and transmit ethnic and regional belonging’ (Suleymanova, 2018: 53). The newly reshuffled post-Soviet republics and autonomous territories within the Russian Federation aimed to develop and implement their own language policies, as well as to manage the relationship between Russian and minority languages (Gulida, 2010, as cited in Davydova, 2019: 142). Language policies sought to exclude Russian from essential spheres of communication and promote the respective titular language as the national language of an independent state for use in government, education, administrative and media environments.…”

Section: Language Policies and Language Education In Russiamentioning

confidence: 99%

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The politics of language: The case of national examinations in English in Russia

Piattoeva

Smirnova

Santos

2023

European Educational Research Journal

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This article analyses discussions in the Russian media of the proposal to introduce the Unified State Exam (USE) in English as a mandatory test in the last year of (high) school education 2010s. The decision not to implement the mandatory USE in English was taken in August 2020. In the aftermath of the decision, we investigate the decade-long media debates. Building methodologically on frame analysis, we examine the frames used in the online media to present the pros and cons of English testing, and the qualitative modifications of these frames over time. We argue that media coverage of English as a compulsory test parallelled changes in the politics of nation-building and language policies. First it reflected the idea of Russia as a global economic actor, striving to reap the benefits of a global economy, and framed the acquisition of English as part of the global economic and political community. However, as the state’s prerogatives changed, English began to be discussed as a threat to national unity, national security and the mastery of Russian. Moreover, the ‘national’ became associated, with separation from the rest of the world and its perceived threat.

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The Emergence of English Language Education in Non-english Speaking Asian Countries

Nghia,

2023

Global Vietnam: Across Time, Space and Community

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Language Ideologies, Language Policies, and English-Language Teaching in Russia

Cited by 3 publications

References 24 publications

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

The politics of language: The case of national examinations in English in Russia

The Emergence of English Language Education in Non-english Speaking Asian Countries

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