Principals as Gatekeepers of Language Policy Implementation in Kazan, Russia

Autor/in	Gilmetdinova, Alsu
Titel	Principals as Gatekeepers of Language Policy Implementation in Kazan, Russia
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 2, S.120-137 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1231772
Schlagwörter	Foreign Countries; Multilingualism; Literacy; Second Language Learning; Second Language Instruction; Principals; Language Usage; Ethnic Groups; Native Language; Language Proficiency; Administrator Role; School Policy; Decision Making; Language Minorities; Public Policy; Official Languages; Administrator Attitudes; Institutional Mission; Learning Motivation; Language Role; Turkic Languages; Educational Resources; Language of Instruction; Russian; USSR + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Principal; Schulleiter; Sprachgebrauch; Ethnie; Language skill; Language skills; Sprachkompetenz; Schulpolitik; Decision-making; Entscheidungsfindung; Sprachminderheit; Öffentliche Ordnung; Office language; Amtssprache; Motivation for studies; Lernmotivation; Turkish; Türkisch; Bildungsmittel; Teaching language; Unterrichtssprache; Russisch
Abstract	The purpose of the paper is to shed light on potential driving forces that guide principals' decisions on how to implement language policies in their schools in Kazan, Russia. Kazan is the capital of Tatarstan and home for the second biggest ethnic group in Russia, called Tatars, whose native language proficiency is gradually declining. After briefly reviewing the history of language policies in the USSR, Russia and their impact on Tatar community in Tatarstan, the paper examines several factors -- external pressures (official language policies, social interest groups, language status), internal pressures (school mission, motivation, curriculum, resources and staff) and principals' ideologies -- that impact Tatar language education in the school system. The analysis reveals that principals play a crucial role in creating a language environment and inculcating attitudes toward learning, speaking and developing literacy and proficiency in multiple languages, including Tatar. Given the fact that the implementation of language laws in Tatarstan and in Russia is not clearly specified, there is no infrastructure to monitor its realization. Thus, principals' beliefs, attitudes toward and knowledge of the benefits of multilingualism, and the role of mother language learning and instruction become paramount to enhancing or hindering language development among Tatars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01