English in Russian academe: Uses and perceived significance

Elena P. Zhdankina Lawrick, Purdue University

Abstract

This dissertation study provides a comprehensive account of the presence of English in Russian academe. Taking the analysis of the environment in which Russian academics function professionally as a point of reference, this study sought to find out, firstly, how and to what extent English is used among Russian academics, and, secondly, what their perceptions are regarding the significance that producing scholarship in English has for maintaining and/or advancing an academic career in Russia. The study is contextualized in the sector of Russian academe that is most strongly affected by the current global agenda of Russian political leadership: research universities. The instruments include document examination, survey, and interviews with Russian academics. First, the complexities of recent developments in Russian academe were analyzed. Second, the survey of academics (n=461) across a range of disciplines was conducted in 22 public research universities. The survey was followed with in-depth semi-structured interviews with five academics representing such disciplines as philosophy, sociology, medicine, business management, and English language teaching. The major findings suggest that, for the majority of participants, English has become an active linguistic tool much needed for efficient functioning in academe. Russian scholars use English to produce and disseminate their scholarship, engage in international collaborative projects, teach, and communicate with colleagues. While the use of English was found across all contexts, the use in scholarly discourse (e.g., conference presentations, publications, and international research-related collaboration) surpassed the use in academic discourse (e.g., teaching and interpersonal professional communication). Furthermore, it was found that the perception of significance of producing scholarship in English is growing across all disciplines, which indicates a competitive relationship between Russian and English for functioning as a preferred linguistic medium of scholarly production. However, the findings also suggest that while the value attributed to scholarship written in English increases, Russian retains its dominant position, with academics being encouraged to produce scholarship in both languages: Russian and English. The study concludes with a discussion of implications for further research.

Degree

Ph.D.

Advisors

Berns, Purdue University.

Subject Area

Bilingual education|Sociolinguistics|Language|English as a Second Language

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