Keyword: «language policy»

This paper examines the role of the Russian language as a key tool for the integration of cultural and civilizational space during the formation of the Soviet Union in 1922-1924. It analyzes how the Russian language contributed to the unification of various ethnic groups and regions, forming a common identity and contributing to the socialization of the population in new conditions. Particular attention is paid to the language policy of the Soviet state, aimed at standardizing and disseminating the Russian language, as well as its influence on cultural and educational development.

The article examines contemporary avenues for development of national –Russian bilingualism across regions of the Russian Federation. It outlines types of bilingualism, factors affecting language maintenance and transformation, and practical models for supporting bilingualism in education and culture. Policy and pedagogical recommendations are provided, as well as an expanded review of the mechanisms and factors affecting language functioning in different social contexts. The main task of a multinational society is to create favorable conditions under which bilingualism will be recognized as an advantage for an individual, an ethnic group and the state as a whole.

This article analyzes Russian-language journals operating in Turkey and focusing on Russia and Russian culture. These publications are viewed as a significant element in the development of intercultural and scholarly interaction between Russia and Turkey. The paper highlights their role in shaping public perceptions of Russia among the Turkish public, as well as among specialists, including through the example of the peer-reviewed open-access online journal “Russian Insights: Literature, Culture and Linguistic” published by Atatürk University in Erzurum.

The development of general education systems in Francophone African countries is largely determined by the historical conditions of their establishment and the specific features of language policy. Although numerous studies have examined educational development in individual countries of the region, the influence of the French colonial heritage on contemporary general education systems in Francophone Africa remains insufficiently explored from the perspective of comparative pedagogy, which determines the relevance of this study. The purpose of the article is to identify and analyze the main aspects of the French colonial heritage influence on the development of general education systems in Francophone African countries. The methodological framework of the study is based on comparative-pedagogical, historical-pedagogical, and systemic approaches. The empirical basis includes international statistical and analytical materials as well as works of Russian and foreign scholars in the fields of comparative education, history of education, and language policy. The findings demonstrate that the French colonial heritage continues to exert a significant influence on the functioning of educational systems in the region. Its impact is reflected in the preservation of certain elements of the schooling organizational structure, centralized governance principles, and the leading role of the French language in the educational process. At the same time, contemporary educational reforms contribute to the gradual adaptation of inherited educational models to national socio-economic, demographic, and cultural conditions. A comparative analysis of Senegal, Benin, Cameroon, Chad, and Niger revealed differences in the scale of educational transformations and the implementation of language policies. The theoretical significance of the study lies in expanding scholarly understanding of the role of historical, linguistic, and institutional factors in the development of general education systems in Francophone African countries. The practical significance of the research is associated with the possibility of applying its findings in comparative educational studies, analyses of educational reforms, and the development of language policies in multilingual societies.

The article analyzes the paradox of contemporary language policy in Russia: the growing expansion of Anglicisms amid the consistently strengthening legislative protection of the Russian language. Drawing on material from the practical use of Russian in both official and everyday spheres, the article demonstrates that the process of borrowing has become irreversible, and legal mechanisms prove powerless against linguistic fashion. In conclusion, the author proposes shifting the focus from legal instruments to cultural and educational alternatives.