Migrants and Language Learning in Russia (Late Seventeenth--First Part of Eighteenth Century)

Autor/in	Rjeoutski, Vladislav
Titel	Migrants and Language Learning in Russia (Late Seventeenth--First Part of Eighteenth Century)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 54 (2018) 6, S.691-703 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rjeoutski, Vladislav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1521848
Schlagwörter	Immigrants; Foreign Countries; Educational History; Teacher Shortage; Foreign Nationals; Second Language Learning; Second Language Instruction; Language of Instruction; Course Content; Advantaged; Social Class; Cultural Influences; Teacher Characteristics; Private Education; Geographic Regions; Social Problems; Russia; Europe; France + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Ausland; History of education; Bildungsgeschichte; Lehrermangel; Ausländer; Ausländerin; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Kursprogramm; Social classes; Soziale Klasse; Cultural influence; Kultureinfluss; Privatunterricht; Social problem; Soziales Problem; Russland; Europa; Frankreich
Abstract	In the eighteenth and early nineteenth centuries Russia experienced a considerable lack of teachers. In this situation, foreign migrants became Russia's preferred teachers for more than a century. Foreigners were particularly welcome to teach languages and a whole range of other subjects such as history, geography, and mathematics. All teaching was done in a foreign language. Foreigners became important actors in cultural transfers from Western Europe to Russia. Social elites (the nobility, particularly its upper strata) became the main clients of these foreign teachers. This process ended up producing several generations of aristocracy possessing a sort of hybrid culture, both Russian and Western-European with a particular predominance of French culture starting from the generation of the middle of the eighteenth century. In my paper I will first analyse the national composition of the teaching staff in some major Russian educational institutions, first and foremost the institutions for the nobility or in which noble students were present, and in private education; then I will give a brief overview of the geographical origin of the students in these institutions. I will finally analyse the positive aspects as well as the problems caused by this situation and will show what reactions the predominance of foreign teaching staff in Russia provoked in Russian society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01