Bilingual cognitive map in the space of teaching public administration: a russian case

Mariia Rubtcova,Oleg Pavenkov,Vladimir Pavenkov

doi:10.20952/revtee.v9i20.5897

Abstract

The introduction of bilingual programs for future bureaucrats turned out to be a great challenge. In Russia this is one of the “classic” areas, in which the spirit of conservatism and collectivism prevails. In this area, the idea of teaching in English may be perceived with hatred: English can invade the closed area communication of offi cials, to make the excessive diversity of their contacts and violate patriotism and national identity. We used a cognitive map approach. It allows us to create diff erent kinds of cognitive maps and teaching materials for university students who need to learn in one course the terminology in both languages. The results show that the study of the subject/course in English is not harmful to the development of professional Russian language. It was confi rmed by the individual discussion in Russian. At the same time, the skills of reading articles in English were signifi cantly improved.

Highlights

The introduction of university bilingual programs for future bureaucrats turned out to be a great challenge (ARNÓ-MACIÀ; MANCHO-BARÉS, 2015; PAVENKOV, O.; SHMELEV, I.; RUBTCOVA, M. 2016)
The idea of teaching in English may be perceived with hatred: English can invade in the closed area communication of officials, to make the excessive diversity of their contacts and violate patriotism and national identity
We agreed with the students that the part of the course will be in Russian

Summary

Introduction

The introduction of university bilingual programs for future bureaucrats turned out to be a great challenge (ARNÓ-MACIÀ; MANCHO-BARÉS, 2015; PAVENKOV, O.; SHMELEV, I.; RUBTCOVA, M. 2016). On the one hand, students will work in Russia in positions related to the governance of the state Their degree of knowledge of Public management special terminology in Russian should be excellent. While there is a very general description of translanguaging paradigm, not much has been done to show its application in the content subject university class This is related to the initial focus on the secondary school education and the beliefs that at the university level teachers and students have a very good level of the English language. This led to the gap between the rationale for multilingualism and its practical implementation in the content subject university class. A.; ARRUARTE, A.; CALVO, I.; LARRAÑAGA, M.; RUEDA, U.; HERRÁN, E. 2013; JIRÁSEK, I.; PLEVOVÁ, I.; JIRÁSKOVÁ, M.; DVOŘÁČKOVÁ, A. 2016), its use in the content subject university class has a very little spread

State hypothesis

Findings

Determine the design