Science for Education Today, 2022, vol. 12, no. 1, pp. 127–149
© Iksanova R., Kireeva Z., Sattarov, Sagitov, 2022
UDC: 
316

Studying the practices of implementing a multilingual model of multicultural education in the Russian Federation [in English]

Iksanova R. 1 (Ufa, Russian Federation), Kireeva Z. 1 (Ufa, Russian Federation), Sattarov 1 (Ufa, Russian Federation), Sagitov 1 (Ufa, Russian Federation)
1 Bashkir State Pedagogical University n.a. M. Akmulla
Full text (Open Access) — Downloaded 730
Abstract: 

Introduction. The article discusses the practices of implementing a multilingual model of multicultural education in the Russian Federation. The Russian Federation is a multinational and linguistically diverse country. The official language of the country is Russian; 37 state languages are spoken in the republics of the Russian Federation; more than 15 languages have an official status. For a number of regions of the country, the model of multilingual learning is extremely relevant.
The purpose of the article is to study the practices of implementing a multilingual model of multicultural education in the territory of the Russian Federation and to conduct their comparative analysis.
Materials and Methods. Within the framework of the study, the analysis of legislative documents regulating the processes of multicultural and multilingual education in the Republic of North Ossetia-Alania, Kabardino-Balkar Republic, Chechen Republic, Republic of Sakha (Yakutia), Republic of Tatarstan, Chuvash Republic, Republic of Bashkortostan (state programs, concepts, regulations, etc.) was carried out. Data gathering included round-table discussions and interviews with the representatives of academic and teaching communities of the regions; analyses of curricula, syllabi and teaching materials on language disciplines; lesson observations; questionnaires and language assessment of primary (4th grade) and secondary schoolchildren (8th grade) in foreign and native languages; analysis of academic performance and attainment (e.g. the results of the All-Russian Olympiad of schoolchildren in Russian and Foreign Languages, national assessment, state final certification, and final national examinations).
Results. The research team of M. Akmulla Bashkir State Pedagogical University, in accordance with the state task in the field of science of the Ministry of Education of the Russian Federation, has been implementing a research investigation ‘Comparative analysis of the practices of implementing a multilingual model of multicultural education (with the main focus on the Republics of Bashkortostan, Tatarstan, North Ossetia-Alania, Sakha (Yakutia), etc.)’ since 2021.
The authors have determined the main types of models of multilingual education implemented in the studied regions. In particular, the models presented in the Republic of North Ossetia-Alania, the Republic of Tatarstan and the Republic of Sakha (Yakutia) are reported to be the most developed as they have been implemented for several years. The findings in this study contribute to a greater understanding of the specifics of multilingual education in Russia and the study makes a theoretical contribution to multilingual education in general.
Conclusions. The article concludes that currently there is no a single coordinated model for multilingual education in Russian schools. The development of a multilingual model of multicultural education is primarily aimed at preserving and further developing the native languages in the subjects of the Russian Federation, remaining one of the most important tasks not only in terms of solving narrow ethno-cultural problems, but also in the context of preserving the natural multicultural basis of the multinational Russian state.

Keywords: 

Multilingual education; Multilingual model; Practice of implementing a multilingual model; Multicultural environment; Comparative analysis of practices of implementing a multilingual model; Education system; Native language.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:48057198

 

For citation:
Iksanova R., Kireeva Z., Sattarov, Sagitov Studying the practices of implementing a multilingual model of multicultural education in the Russian Federation [in English]. Science for Education Today, 2022, vol. 12, no. 1, pp. 127–149. DOI: http://dx.doi.org/10.15293/2658-6762.2201.06
References: 
  1. Sagitov S. T., Nasibullin R. T., Bakhtizin R. N. Priority ranking of social systems in managing the sociocultural processes: public opinion. Revista Inclusiones: Revista de Humanidades y Ciencias Sociales, 2020, vol. 7, pp. 697–710. ISSN 0719-4706 URL: https://revistainclusiones.org/index.php/inclu/article/view/1446
  2. Sagitov S. T. The role of public opinion in the process of managing the sphere of culture. Sociology, 2017, no. 4, pp. 100–105. (In Russian) URL: https://www.elibrary.ru/item.asp?id=36983849&  
  3. Kirss L., Saalik U., Leijen A., Pedaste M. School effectiveness in multilingual education: A review of success factors. Education Sciences, 2021, vol. 11 (5), pp. 193. DOI: https://doi.org/10.3390/educsci11050193
  4. Van Avermaet P., Slembrouck S., Van Gorp K., Sierens S., Maryns K. (eds) The Multilingual Edge of Education. Palgrave Macmillan, 2018. 374 p. DOI: https://doi.org/10.1057/978-1-137-54856-6
  5. Piccardo E., Germain-Rutherford A., Lawrence G. (eds) The Routledge Handbook of Plurilingual Language Education. New York, NY: Taylor and Francis, 2021. 534 p. DOI: https://doi.org/10.4324/9781351002783 
  6. Brisk M. E. (eds) Language in Writing Instruction: Enhancing Literacy in Grades 3-8. Milton: Taylor and Francis, 2020. 198 p. DOI: https://doi.org/10.4324/9780429397769 
  7. Hammer S., Viesca K. M., Commins N. L. (eds) Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice. Taylor and Francis, 2019. 218 p. DOI: https://doi.org/10.4324/9780429459443
  8. Kourtis-Kazoullis V., Aravossitas T., Skourtou E., Trifonas P. P. (eds)  Interdisciplinary Research Approaches to Multilingual Education, Taylor and Francis, 2018. 306 p. DOI: https://doi.org/10.4324/9781351170086
  9. Curdt-Christiansen X. L., Wang W. Parents as agents of multilingual education: Family language planning in China». Language, Culture, and Curriculum, 2018, vol. 31 (3), pp. 235–254. DOI: https://doi.org/10.1080/07908318.2018.1504394
  10. Breuer E. O., Lindgren E., Stavans A., Van Steendam E. (eds) Multilingual Literacy, 2021. 304 p. DOI: https://doi.org/10.21832/9781800410701
  11. Gao X., Zheng Y. Multilingualism and higher education in Greater China. Journal of Multilingual and Multicultural Development, 2019, vol. 40 (7), pp. 555–561. DOI: https://doi.org/10.1080/01434632.2019.1571073
  12. Duarte J., Günther-van der Meij M. A holistic model for multilingualism in education. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 2018, vol. 5 (2), pp. 24–43. DOI: https://doi.org/10.21283/2376905X.9.153
  13. Wang L., Kirkpatrick A. Trilingual education in Hong Kong primary schools: An overview. Multilingual Education, 2015, vol. 5, pp. 3. DOI: https://doi.org/10.1186/s13616-015-0023-8
  14. Xu H, Shan Z. Teaching and learning multiple varieties of a foreign language for sustainable multilingual education. Sustainability, 2021, vol. 13 (14), pp. 8004. DOI: https://doi.org/10.3390/su13148004
  15. Schwartz M. Preschool bilingual education agency in Interactions between children, teachers, and parents. Springer, 2018. 374 p. ISBN: 978-3-319-77228-8 DOI: https://doi.org/10.1007/978-3-319-77228-8
  16. Zhang L., Tsung L. Bilingual education and minority language maintenance in China. The Role of Schools in Saving the Yi Language. Springer, 2019. 165 p. ISBN: 978-3-030-03454-2 DOI: https://doi.org/10.1007/978-3-030-03454-2
  17. Teng M. F. Identity, Motivation, and Multilingual education in Asian contexts, 2020. 193 p. DOI: https://doi.org/10.5040/9781350099685
  18. Hollebeke I., Struys E., Agirdag O. Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review. Journal of Multilingual and Multicultural Development, 2020. Latest Articles. DOI: https://doi.org/10.1080/01434632.2020.1858302
  19. Paulsrud B., Zilliacus H., Ekberg L. Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland. International Multilingual Research Journal, 2020, vol. 14 (4), pp. 304–318. DOI: https://doi.org/10.1080/19313152.2020.1714158
  20. Cenoz J., Leonet O., Gorter D. Developing cognate awareness through pedagogical translanguaging. International Journal of Bilingual Education and Bilingualism, 2021, Latest Articles, pp. 1–15. DOI: https://doi.org/10.1080/13670050.2021.1961675
  21. Aronin L. Challenges of multilingual education: streamlining affordances through dominant language constellations. Stellenbosch Papers in Linguistics Plus, 2019, vol. 58, pp. 235–256. DOI: https://doi.org/10.5842/58-0-845
  22. Bolton K. Language policy and planning in Hong Kong: Colonial and post-colonial perspectives. Applied Linguistic Review, 2011, vol. 2, pp. 51–74. DOI: https://doi.org/10.1515/9783110239331.51
  23. Adinolfi L., Phyak P., Bhattacharya U. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Taylor and Francis, 2022. 216 p. DOI: https://doi.org/10.4324/9781003158660
  24. Gorter D., Cenoz J. Language education policy and multilingual assessment. Language and Education, 2016, vol. 31 (3), pp. 231–248. DOI: https://doi.org/10.1080/09500782.2016.1261892
  25. Wang L. Trilingual education in Hong Kong secondary schools: A case study. Silk Road: A Journal of Eurasian Development, 2020, vol. 2 (1), pp. 18–34. DOI: https://doi.org/10.16997/srjed.10
Date of the publication 28.02.2022