scholarly journals Neo-Renaissance and revitalization of Votic – who cares?

2011 ◽  
Vol 2 (1) ◽  
pp. 171-184
Author(s):  
Heinike Heinsoo ◽  
Margit Kuusk
Keyword(s):  
Soviet Union ◽  
General Trend ◽  
Russian Language ◽  
Local People ◽  
Language And Culture ◽  
The Soviet Union ◽  
Sparse Population ◽  
Sphere Of Influence ◽  
Near Future ◽  
The Russian Language

The paper deals with the reason for the decline of theVotic language and neo-renaissance and revitalization of the Votic.The reason for the decline of the Votic language are the small number of people, traditionally sparse population and the assimilation – the speakers of Votic have always lived in the sphere of influence of the Russian language and culture. The reasons for neo-renaissance are the collapse of the Soviet Union, a general trend to look for one’s roots, enthusiastic votophiles and the local activities. In the earlier times Votic national movement originated from local people, but recently there has been interest in the Votic affairs on the state level.The plans for the near future are under common title the Votic project

scholarly journals Do History Lessons Ever Pay off? A Diplomat’s Memoir

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Rodric Braithwaite
Keyword(s):  
Foreign Policy ◽  
Soviet Union ◽  
Russian Language ◽  
University Of Cambridge ◽  
The Soviet Union ◽  
Underlying Causes ◽  
The Uk ◽  
The Russian Language ◽  
Insight Into ◽  
Moscow River

Sir Rodric Braithwaite was educated at Christ’s College, University of Cambridge, from where he went to serve in HM Diplomatic Service, having worked in Jakarta, Moscow, Washington, Warsaw, Rome, and Brussels, where he was a member of the British delegation to the European Community. From 1988 to 1992, Sir Rodric served as HM Ambassador in the Soviet Union during the decisive years of the Perestroika and the first British ambassador in Russia. Subsequently, he was appointed foreign policy adviser to the Prime Minister in the second John Major ministry and chaired the UK Joint Intelligence Committee between 1992 and 1993. He was appointed Knight Grand Cross of the Order of St Michael and St George (GCMG) in 1994. As a career diplomat, Sir Rodric gained decades of insight into the troubled relations between Russia and West, having taken part in numerous negotiations on arms control. His affinity with the decision-making circles in both Russia and Britain alongside with the mastery of the Russian language allow him to skillfully dissect the underlying causes of ups-and-downs in Moscow’s relationship with the West, employing the works of both English- and Russian-speaking analysts. Among his recent books are Across the Moscow River (2002), Moscow 1941: A City and Its People at War (2006), Afgantsy: The Russians in Afghanistan, 1979–1989 (2012), Armageddon and Paranoia: The Nuclear Confrontation (2017). In this essay, Sir Rodric reminisces of the years spent as a diplomat and provides his view on the usefulness and applicability of historical lessons while devising a foreign policy course.

scholarly journals Russification of Muslim Central Asia: An Overview of Language, Culture and Society

2017 ◽  
Vol II (I) ◽  
pp. 70-85
Author(s):  
Ayaz Ahmad ◽  
Sana Hussan ◽  
Syed Ali Shah
Keyword(s):  
Soviet Union ◽  
Central Asia ◽  
Local Population ◽  
Russian Language ◽  
Language And Culture ◽  
European Languages ◽  
The Soviet Union ◽  
Central Asian ◽  
Asian Society

Russian influence in Muslim Muslim Central Asia was far reaching. The transformational force of Russian presence first emerged in the administrative setup and governance, soon it spread to the domain of education and sociocultural symbols. The Muslim Central Asian society lost its connection with Muslim world in neighborhood as Russian alphabets, lexemes and structures. The Tsarist era initiated these changes but its scope remained limited. In quest for making the Muslim Central Asians emulate the role of “new Russian man” the Soviet era used force to popularize and cultivate Russian language and culture. However, the distrust among Russian diaspora and Muslim Central Asian local population was deep seated. Once the Soviet Union fell, the demographic and linguistic changes were attacked by nationalists. Despite the post-1991 attempts, Russian language is still dominant in Muslim Central Asia as compared to English and other modern European languages

scholarly journals Вызовы современному русскому литературному языку

2020 ◽  
Vol 45 (2) ◽  
Author(s):  
Владимир Медведев
Keyword(s):  
Soviet Union ◽  
Russian Language ◽  
Rural Life ◽  
Literary Language ◽  
Current State ◽  
The Soviet Union ◽  
Russian Literary ◽  
Language Norms ◽  
Active Processes ◽  
The Russian Language

The article is devoted to the study of some active processes affecting the system of the modern Russian language. The result of the study is the identification of factors that negatively affect the dynamics of the Russian language, which are presented in socio-political and linguistic aspects. The socio-political reasons are caused by the active reduction of the Russian-language information space in the near and far abroad area under the influence of the collapse of the Soviet Union. Unsuccessful phenomena in the current state of the Russian language consist in the intentional violation of the language norms in the Internet space, the substitution of normative vocabulary for meaningfully and stylistically belittled expressions of rural life, the clogging of the Russian literary language with words and verbal turns of slang origin, the dissemination of obscene vocabulary, the saturation of the language with words and expressions of foreign origin, and the unjustified euphemization of speech, leading to the erosion of the meaning of words. The general conclusion is the need for the serious efforts of the whole society against the simplification and the purity of the Russian literary language.

scholarly journals Image of time in language consciousness of Russians and the Japanese

2018 ◽  
Vol 16 (4) ◽  
pp. 5-15
Author(s):  
Alexei D. Palkin
Keyword(s):  
Soviet Union ◽  
21St Century ◽  
Russian Language ◽  
Early 21St Century ◽  
The Soviet Union ◽  
Perception Of Time ◽  
Time Image ◽  
The Russian Language ◽  
The Early 21St Century

Perception of the image of time in Russian and Japanese linguocultures is analysed. An association experiment has become the main experimental method. Three samplings are under consideration: that of Russians of the early 1990s, that of Russians of the early 21st century, and that of the Japanese of the early 21st century. Russians and the Japanese share general human values, but cultural differences stand out in association reactions of Russian and Japanese respondents. The experimental material available shows that the Japanese are more time-conscious than Russians. The Japanese tend to consider things in a long-term perspective, while for Russians a medium-term perspective is more urgent. The specificity of hieroglyphs leads the Japanese to perceiving a close connection between time and space, while the Russian language does not provide clues of the kind, which results in fewer reactions indicating space in Russian samplings. The paper argues that the perception of time image has altered in the Russian linguoculture recently. Russians of the early 1990s lost their axiological targets in the turmoil of the Soviet Union collapse, which is not characteristic of the 21st century Russians, who started to regain their emotional stability.

scholarly journals Internationalization of Education: La Peau de Сhagrin of the Russian Language

2021 ◽  
Vol 30 (7) ◽  
pp. 139-148
Author(s):  
R. M. Petruneva ◽  
L. F. Belyakova ◽  
T. L. Sidorova
Keyword(s):  
Soviet Union ◽  
Foreign Students ◽  
Russian Language ◽  
The Soviet Union ◽  
The Status ◽  
Internationalization Of Education ◽  
The Russian Federation ◽  
Russian Universities ◽  
The Russian Language ◽  
Central Asia Region

The article examines the processes of internationalization, provides information on the number of foreign students in various countries and in Russia, discusses the arguments for choosing the country for study by international students, including socio-cultural and linguistic preferences. The authors address the issues relating to the status of the Russian language in countries of the Central Asia region – the former republics of the Soviet Union. The article provides an information on the expansion of Western and Eastern countries into the educational system of these countries. The conclusion is made about the need for Russian universities to more actively enter the international market of educational services, especially in those areas where the Russian Federation has undeniable achievements (natural science fields of training, etc.).

scholarly journals The Prospect of the Russian Language in Georgia. Insights from the Educated Youth

2020 ◽  
Author(s):  
Daniele Artoni ◽  
Sabrina Longo
Keyword(s):  
Soviet Union ◽  
International Communication ◽  
Russian Language ◽  
Structured Interviews ◽  
The Soviet Union ◽  
The Status ◽  
Southern Caucasus ◽  
Everyday Interaction ◽  
The Russian Language

After the collapse of the Soviet Union, the status of the Russian language in the new-born Republics became a central issue. In the Southern Caucasus, all the Constitutions promulgated by the three Republics opted for ethnocentric language policies that accepted the titular language as the only State Language. However, the role of the Russian language as a lingua franca remained crucial for international communication and everyday interaction. It followed that it continued to play an important role also in education. The present study focuses on Georgia, where a strong derussification policy has taken place in the last decades and aims at understanding to what extent the use of Russian among the young generations has contracted. In particular, we present an analysis conducted on data collected via (i) a survey for young people consisting of questions on their sociolinguistic background and a proficiency test in Russian, and (ii) semi-structured interviews for teachers of Russian and English as Foreign Languages on the research topics.

scholarly journals Centrifugal and Centripetal Forces Driving Russian Language Norms

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Arto Mustajoki ◽  
Ekaterina Protassova ◽  
Maria Yelenevskaya
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Economic Benefits ◽  
Russian Language ◽  
Strong Impact ◽  
Linguistic Features ◽  
Host Countries ◽  
The Soviet Union ◽  
Regional Specificity ◽  
The Russian Language

Russian, as a pluricentric language, demonstrates differences in pronunciation, lexis, syntactical structures, and regional specificity of grammar deviations. The imposition of a norm, which is difficult even in the metropolis, is hardly possible in the diaspora, where host countries’ realities have a strong impact on the Russian language spoken outside of Russian borders. Even support of the Russian language turns into a double-edged sword, as Russian institutions offering it to the diasporic communities refuse to admit the growing pluricentricity of the Russian language. Although almost 30 years have passed since the dissolution of the Soviet Union, Russian heritage remains strong in the post-Soviet space, and many countries continue using Russian in public settings and in education. Regional varieties of Russian increasingly drift away from the “Moscow norm”, although it still dominates culturally. New European borders and economic conditions stipulate new regulations in the use of traditional international languages. The debate on the norm and the struggle for bi- and multilingualism characterize the current situation with the Russian language in the world. At the same time, it is important to point out that due to diasporans’ transnational ties, globalization of Russian electronic media, and growing commodification of Russian, it is often used as a lingua franca on the territory of the former Soviet Union and in immigrants’ host countries. This requires a high degree of stability of the main linguistic features to ensure mutual understanding in communication. Russian speakers stick to their language and elevate its status whenever they feel mistreated or underrepresented in their countries of residence, or when they see economic benefits in its use.

Problems of Supporting Identity among Russian-Speaking Emigrants in the Educational Environment of Russian Schools Abroad

2020 ◽  
Author(s):  
Е.А. Омельченко
Keyword(s):  
Soviet Union ◽  
Language Education ◽  
Adaptation Strategy ◽  
Russian Language ◽  
European Countries ◽  
Educational Organizations ◽  
Integration Policy ◽  
Language And Culture ◽  
The Soviet Union ◽  
Long Term Observation

вопросы развития «европейской идентичности» русскоязычных эмигрантов, проживающих в Европе, рассматриваются в контексте русскоязычного образования за рубежом. Культурный концепт европейской идентичности все более размывается и становится неприемлемым в реальной интеграционной политике, особенно в связи с событиями в Европе последних двух лет. Автор исследует процессы, происходящие внутри многочисленной русскоязычной диаспоры, прежде всего, в той ее части, которая состоит из эмигрантов с постсоветского пространства, выехавших на постоянное проживание в Европу после распада Советского Союза, в 1990–2000-е гг. В последнее десятилетие в европейских государствах фиксируется рост числа образовательных организаций с обучением на русском языке и преподаванием русского языка. Длительные наблюдения автора за деятельностью этих образовательных организаций убеждают в том, что они выполняют запрос семей русскоязычной диаспоры в связи с двумя реализуемыми адаптационными стратегиями. Первая родительская стратегия вызвана желанием сделать интеграцию своих детей в принимающее инокультурное общество психологически комфортным процессом, без разрыва с родным языком и культурой. Для другой части родителей характерна вторая адаптационная стратегия: они «прячутся» в пространстве своего языка и культуры, поскольку не готовы к быстрой социально-культурной и психологической адаптации в принимающее общество. Автор статьи делает вывод, что в европейских странах в основе развития образования на русском языке лежит не только решение задачи сохранения и поддержки родного языка и культуры. Создающиеся русские школы также способствуют сохранению ценностного «русского» взгляда на образование, его содержание и цели. Можно предположить, что в какой-то степени эти процессы помогают эмигрантам из России и вообще постсоветского пространства позиционировать свое отличие от других жителей Европы и конструировать особую идентичность, которую можно условно именовать «русскоязычные европейцы». the development of the “Russian identity” of Russian-speaking emigrants living in Europe is researched in the context of the processes in the sphere of Russian-language education abroad. We note that the cultural concept of European identity is becoming indistinct and unacceptable within the real integration policy, especially in connection with the events happening in Europe during the latest two years. That is why the author of the article is interested in the processes occurring inside the Russian-speaking diaspora, especially among those post-Soviet emigrants who left for Europe in the 1990–2000, after the destruction of the Soviet Union. During the latest seven – twelve years there can be fixed the growth of the number of educational organizations in European countries that teach Russian and in Russian. Long-term observation of their activities convinces the author that such schools and kindergartens satisfy the query of the families of Russian-speaking diaspora following two adaptation strategies. The first strategy that some parents follow is inspired by the wish to make integration of their children into the accepting foreign-culture society a psychologically comfortable process, without the break with mother language and culture. Other parents follow the other adaptation strategy and “hide” in the environment of their mother language and culture because they are not ready to be socially, culturally, and psychologically adapted to the accepting society. The basis of the development of Russian-language education in European countries is not only the aspiration to save and support mother language and culture. Russian schools also help to conserve the valuable “Russian” outlook on education, its content, and its aims. We can suppose that to some extent these processes help emigrants from Russia and post-Soviet countries to position their distinction from other people living in Europe, to construct their own identity that can be named, for example, “Russian-Speaking Europeans”.

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