Language of minorities in school education in Russia: the scope and factors of variability
Keywords:
ethnic minorities, language policy, school education, comparative analysisAbstract
Teaching minority languages at school is one of the key aspects of language policy. At the same time, the scale of language teaching varies to a great extent in respect of different minorities in different regions. The article aims to identify the main factors that affect these differences. The quantitative comparative analysis, performed based on the results of the 2010 All-Russian Census and on the data of the Ministry of Education and Science of the Russian Federation, shows that the most important factors are the official status of the minority language and some demographic characteristics of the ethnic group, such as the high share of the group in the population of the region, as well as its absolute size. Furthermore, the localization of the group in the physical space of the region and the segregated format of localization are of significant importance. Additionally, the “maturity” of teaching minority languages in the region on the whole has a positive impact. The combination of these factors explains quite well the variability in the minority languages teaching in secondary schools. DOI: http://dx.doi.org/10.17072/2218-1067-2018-3-120-136References
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