The Finno-Ugric Languages in Russian Education: Changing Legal-Institutional Framework and Falling Access to Native Language Study

Research output: Contribution to journalArticleScientificpeer-review

Abstract

After the collapse of the USSR, not only the former union republics, but also autonomous republics and regions inside post-Soviet Russia adopted extensions of native-language teaching in school as one of the central goals of their national revival and language revival policy. To achieve this goal, regional authorities adopted legislation and created an institutional framework for language education. Depending on the resultant configuration of the legal-institutional framework of language education, the dynamics in implementing the goal of language teaching extension in regions varied. How have different regional configurations of the legal-institutional framework affected language teaching? This study explores the position of Finno-Ugric languages in Russian regional education systems using a legal-institutional approach. The effect of the policy is studied by employing calculation of the dynamics in the relative share of native language learners in school. The empirical study demonstrates that the frameworks of teaching the native languages in Finno-Ugric republics and autonomous districts are comparable, but that access to native language learning was provided to differing degrees.
Original languageEnglish
JournalÉtudes finno-ougriennes
Volume44
Pages (from-to)197-272
Number of pages76
ISSN0071-2051
Publication statusPublished - 2012
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • minority language education
  • education reform
  • 517 Political science
  • Russian Federation
  • 513 Law
  • language legislation
  • legal-institutional framework
  • 6121 Languages
  • Finno-Ugric languages

Cite this

@article{3925d48feb614fee8cfc4817481e0327,
title = "The Finno-Ugric Languages in Russian Education: Changing Legal-Institutional Framework and Falling Access to Native Language Study",
abstract = "After the collapse of the USSR, not only the former union republics, but also autonomous republics and regions inside post-Soviet Russia adopted extensions of native-language teaching in school as one of the central goals of their national revival and language revival policy. To achieve this goal, regional authorities adopted legislation and created an institutional framework for language education. Depending on the resultant configuration of the legal-institutional framework of language education, the dynamics in implementing the goal of language teaching extension in regions varied. How have different regional configurations of the legal-institutional framework affected language teaching? This study explores the position of Finno-Ugric languages in Russian regional education systems using a legal-institutional approach. The effect of the policy is studied by employing calculation of the dynamics in the relative share of native language learners in school. The empirical study demonstrates that the frameworks of teaching the native languages in Finno-Ugric republics and autonomous districts are comparable, but that access to native language learning was provided to differing degrees.",
keywords = "516 Educational sciences, minority language education, education reform, 517 Political science, Russian Federation, 513 Law, language legislation, legal-institutional framework, 6121 Languages, Finno-Ugric languages",
author = "Konsta Zamyatin",
year = "2012",
language = "English",
volume = "44",
pages = "197--272",
journal = "Études finno-ougriennes",
issn = "0071-2051",
publisher = "Klincksieck",

}

The Finno-Ugric Languages in Russian Education: Changing Legal-Institutional Framework and Falling Access to Native Language Study. / Zamyatin, Konsta.

In: Études finno-ougriennes, Vol. 44, 2012, p. 197-272.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - The Finno-Ugric Languages in Russian Education: Changing Legal-Institutional Framework and Falling Access to Native Language Study

AU - Zamyatin, Konsta

PY - 2012

Y1 - 2012

N2 - After the collapse of the USSR, not only the former union republics, but also autonomous republics and regions inside post-Soviet Russia adopted extensions of native-language teaching in school as one of the central goals of their national revival and language revival policy. To achieve this goal, regional authorities adopted legislation and created an institutional framework for language education. Depending on the resultant configuration of the legal-institutional framework of language education, the dynamics in implementing the goal of language teaching extension in regions varied. How have different regional configurations of the legal-institutional framework affected language teaching? This study explores the position of Finno-Ugric languages in Russian regional education systems using a legal-institutional approach. The effect of the policy is studied by employing calculation of the dynamics in the relative share of native language learners in school. The empirical study demonstrates that the frameworks of teaching the native languages in Finno-Ugric republics and autonomous districts are comparable, but that access to native language learning was provided to differing degrees.

AB - After the collapse of the USSR, not only the former union republics, but also autonomous republics and regions inside post-Soviet Russia adopted extensions of native-language teaching in school as one of the central goals of their national revival and language revival policy. To achieve this goal, regional authorities adopted legislation and created an institutional framework for language education. Depending on the resultant configuration of the legal-institutional framework of language education, the dynamics in implementing the goal of language teaching extension in regions varied. How have different regional configurations of the legal-institutional framework affected language teaching? This study explores the position of Finno-Ugric languages in Russian regional education systems using a legal-institutional approach. The effect of the policy is studied by employing calculation of the dynamics in the relative share of native language learners in school. The empirical study demonstrates that the frameworks of teaching the native languages in Finno-Ugric republics and autonomous districts are comparable, but that access to native language learning was provided to differing degrees.

KW - 516 Educational sciences

KW - minority language education

KW - education reform

KW - 517 Political science

KW - Russian Federation

KW - 513 Law

KW - language legislation

KW - legal-institutional framework

KW - 6121 Languages

KW - Finno-Ugric languages

M3 - Article

VL - 44

SP - 197

EP - 272

JO - Études finno-ougriennes

JF - Études finno-ougriennes

SN - 0071-2051

ER -