'Language Is The Road Map Of A Culture. It Tells You Where Its . - ICC

Introduction to ISSUE 5Barry Tomalin Joint Managing Editor TLCFor some of us it’s been a hard winterbut welcome to Spring. As you can see,for Volume 2 we have changed our issuerelease dates to March, June, October andDecember, (appropriately seasonal, Spring,Summer Autumn and Winter).The two big events in the immediate futureare the RUDN (Peoples’ Friendship Universityof Russia) international conference on‘Topical Issues in Linguistics and TeachingMethods in Business and ProfessionalCommunication’ (April 19-20, 2018) andthe annual ICC-languages internationalconference on ‘Migration and LanguageTeaching’ (May 5-6) on the beautiful Greekisland of Santorini. For those who can’tattend personally we will be reporting onthe Moscow conference in our June issueand on the Santorini conference in ourOctober issue. For more information on eachconference please visit http://lspconference.ru (Moscow) or www.icc-languages.eu(Santorini).Now down to business. What have we gotfor you in this issue? First, as we know,European migration is a major concern andhow to integrate new citizens successfullyis an important question, especially forteachers of languages and culture. This6 T RAINING L ANGUAGEANDC ULTUREis why we are especially fortunate tobe able to publish Anzhela Dolzhikovaand Marina Kunovsky’s paper on theimmigrant examination approach usedby RUDN University. RUDN University isthe academic institution tasked by theRussian government with developing andadministering immigrant examinationsin language and culture, and Anzhelaherself will be one of the plenary speakersin the ICC-languages conference onSantorini in May.Dr N.S. Prabhu in India is one of the mostinfluential teachers and teacher trainersof our day having introduced as early asthe 1960s the principles of task-basedlearning and communicational teaching(as he called it) through the BangaloreProject in South India. A lesser knownidea but equally important initiative ofhis, relating to teacher development,is the teacher’s sense of plausibility –what motivates teachers and how theyincorporate new methods in helpingchildren learn. His ideas are discussedby Alan Maley, who knows Prabhupersonally and was greatly influenced byhim. Alan himself is a leading figure inEnglish language teaching internationallyboth as a British Council Officer and as a

writer, editor and teacher trainer and winnerof the British Council’s ELTons lifetimeachievement award for excellence.Continuing our studies of the relationshipbetween literature, language and culture,Bilyana Scott contributes a fascinatingpaper on the relationship between poeticand diplomatic languages in Poetry anddiplomacy: Telling it slant, a topic thatis also covered by Rosalie Rivett in herbook Diplomatic Protocol, reviewed inthese pages.We are delighted to feature the teachingof translation in Anisimova, Pavlyuk andKogotkova’s article on classroom factors toconsider in selecting a translation equivalentand, continuing our discussions of grammarusage, Gayane Petrosyan explores the useof free indirect speech as in, ‘She laid downher pen. Why was she so tired?’ All will berevealed on page 72.As you know, we have taken theopportunity to publish papers on howlanguage institutions developed both aspart of the history of language learningand teaching and as a possible model forother countries wishing to develop theirown institutions. In TLC 2 we exploredchanges in teaching methodology in Chinawith Patricia Williams-Boyd and in TLC 3Engelbert Thaler explored how the GermanGymnasium had contributed to excellencein language learning. Now in TLC 5, as welike to call it in-house, Nicolaos Maras andKaren Lee explain how the development oftutorial schools or frontistiria met the needsof a post second world war emerging Greekmiddle class wishing to take advantage ofinternational trade.Together with news from RUDN University,ICC-Languages and EUROLTA and reviewsof Daniel Dennett’s How language began,Rosalie Rovett’s Diplomatic protocol, DavidCrystal’s Making sense: The glamoroushistory of English grammar and AndyScott’s One kiss or two, you have a varietyof fascinating and maybe in some areasunexpected but always informative topics.As always, we’d love to hear from you.Feel free to contact Elena Malyuga(en malyuga@hotmail.com) or me(Barrytomalin@aol.com) and rememberwe can send you any articles you want orall 8 issues of Volume 1 and 2 online freeof charge as a special introductory offer.All it takes is an email to me at the aboveaddress. Happy Reading!TLCT RAINING L ANGUAGEANDC ULTURE 7

Integration examination in theRussian Federation, three yearsof experience and research.Success or failure?Anzhela V. Dolzhikova and Marina N. KunovskiThe 3-module Integration Examination,incorporating Russian language, Historyand the Basics of Law tests, is a mandatoryintegration requirement for immigrants inRussia. Integration tests and educationalcourses are only a few examples of thenew ‘civic integration policies’ used allover the world to promote common valuesfor newcomers. Through the presentstudy, the authors address the question ofwhether these requirements facilitate themigrants’ integration process. In doing so,they examine the impact of the IntegrationExam in Russia as one of its integrationpolicy strategies. The paper draws onsurveys to explore the attitude towardsthe Integration Exam among differentcategories of migrants. The research issupported by the all-Russia 2015-2017Integration Exam statistics. The authorsreveal causal relationships betweenlanguage proficiency and integration.The results presented in the paper indicatethat most migrants support the idea ofthe Integration Exam and demonstrateunderstanding of the importance ofcivic integration. The level of integration8 T RAINING L ANGUAGEANDC ULTURE Vol.2 (1), 2018correlates with the purpose of migration,which is reflected in the Integration Exam’slevel structure. The findings presentedin the article help explore the Exam’sperspectives. They make it possible tofacilitate better-addressed educationprogrammes, and discuss legislativeinitiatives in influencing Russia’s StateMigration Policy.KEYWORDS: Integration exam, migrationpolicy, civic integration, languageassessment, language proficiency1. INTRODUCTIONThe problem of integration tests andthe role of language in the integrationprocesses are ‘hot topics’ amongresearchers dealing with the issue ofmigration. Works published since thelate 1980s analyse the phenomenonfrom different angles (see, for example,Joppke, 2017; Resnyansky, 2016;Kostakopoulou, 2010; Ager, 1992). ForRussia, these problems are relativelynew, and there are not many localstudies devoted to this topic. The present

Integration examination in the Russian Federation, three years of experience and research. Success or failure?Anzhela V. Dolzhikova and Marina N. Kunovski‘Integration tests and educational coursesare only a few examples of the new ‘civicintegration policies’ used to promotecommon values for newcomers’paper examines the practice of the3-module Integration Exam in the RussianFederation. The exam, incorporatingRussian as a foreign language, Historyand Basics of Law tests, is a mandatoryintegration requirement. In this article,the authors examine the impact of theIntegration Exam as one of the integrationpolicy strategies. An attempt is made toascertain whether such requirements canfacilitate migrants’ integration process.Several countries in Europe have alreadyadopted obligatory language and countryknowledge requirements for settlementand naturalisation. Given the concernsof some countries regarding levels ofintegration, naturalisation is a pertinentissue in the field of migration. (Peters et al.,2016). Integration tests and educationalcourses are only a few examples of thenew ‘civic integration policies’ used topromote common values for newcomers.Many countries use naturalisation tests,though the form of the examination canbe different. The test can be conductedby written examination or interview. Somecountries, including Australia, have changedfrom a written test to a citizenship interview.There are different approaches toassessing the level of the languageskills development for the purposes ofmigration. Some countries have a languagetest as a separate part, some ‘measure’language proficiency indirectly by meansof civic tests. ‘Liberal democratic statesadopt widely varying attitudes and policiestowards foreign residents who seek tonaturalise as citizens. Language proficiencyis . a widespread requirement fornaturalisation in liberal democratic states’(Hampshire, 2011, p. 963).Only four countries in the EU – Belgium,Ireland, Italy and Sweden – do not requireapplicants for naturalisation to demonstrateproficiency in the of official language ofthe state. Australia, Canada and the UnitedStates require that applicants be able tospeak and understand basic English. In theUnited States, it is required that they canalso write a basic sentence in English.James Hampshire mentions languageproficiency as the most commonrequirement for naturalisation and seesit as relatively uncontroversial. ‘A basicT RAINING L ANGUAGEANDC ULTURE 9

proficiency in the official language of thestate is often seen as essential to effectiveparticipation in civil society and thelabour market, as well as a prerequisitefor informed political participation. Whilethe implementation of the languagetests has not always been pursued withalacrity . the principle is widely accepted’(Hampshire, 2011, p. 955).2. MATERIALS AND METHODSThe main source of information for thestudy was an anonymous survey of foreigncitizens applying for the Integration Examto RUDN University Examination Centre.The purpose of the survey was to explorethe attitude towards the Integration Examamong different categories of migrants.The survey was conducted from January toMarch 2017; 150 candidates agreed to actas respondents. 52% of the respondentswere women, 48% were men. Themajority of the respondents were betweenthe ages of 30 and 40. For more thanhalf, the period of residence in Russia wasfrom one to five years. There was also asubstantial group of respondents, whoseperiod of residence amounted to ten yearsand more.The research was supported by theall-Russian Integration Exam statisticscollected in 2015-2017. The theoreticalbase for this research was the principles oflanguage proficiency assessment and itsquality (CEFR, 2001; Balykhina, 2009).10 T RAINING L ANGUAGEANDC ULTURE3. STUDY AND RESULTS3.1. Integration Tests and the path tocitizenship in Russian FederationThe 3-module Integration Exam wasintroduced in the Russian Federation inJanuary 2015 following the provision ofRussia’s Migration Policy Concept. It wasinitiated as a prerequisite for migrants toenjoy a comfortable stay in the country.It aimed at the full social adaptation of aforeign citizen in the host society; migrants’legal literacy and ability to protect theirrights; prevention of the formation of ethnicenclaves and, consequently, the security ofthe host society.The Integration Exam requires a commandof Russian (the official language of theRussian Federation), knowledge of thenation’s history, law and some level ofacculturation. From the beginning, theexam was meant as an educational toolrather than a barrier to entry. Its developersare aware that the exam has to beaffordable and that the bar is set at a levelwhich accommodates migrants with a loweducation level. The test does not containquestions about the applicant’s personalbeliefs, but foreign citizens are expected todemonstrate an adequate knowledge oflife in Russia. The Integration Exam was pretested after a robust debate in professionalcircles and among the public at large.The goal of all these procedures was tointroduce a test that would not discriminateagainst less educated migrants.

Integration examination in the Russian Federation, three years of experience and research. Success or failure?Anzhela V. Dolzhikova and Marina N. Kunovski‘From the beginning the purpose ofthis exam has been an educationaltool rather than a barrier to entry’The test developers relied on the opinionsof people involved in immigration testingprocedures and immigrants themselvesand acknowledged that the decision to uselanguage tests as an instrument of policywas not taken lightly, as the outcomes oflanguage tests have important consequencesboth for the candidates and society at large(Saville, 2012).The exam is universal and is aimed at thefollowing categories of foreigners coming toRussia: (i) those who are planning to workand who will apply for a work permit; (ii)those who are planning to continue living inRussia and start a naturalisation process. Thelatter apply for a temporary residence permitfollowed by a permanent residency statusbefore the acquisition of full citizenship.The Integration Exam serves the purposeof the first two categories and has threeexamination levels, namely:(i) work permit application;(ii) temporary residence permit application;(iii) permanent residency status application.The final stage – citizenship acquisition, ornaturalisation – requires only a certain levelof proficiency in the Russian language (aminimum of A2).The Integration Exam is a one-stage,complex non-computerised test takenmostly in written form with only thelanguage proficiency part including aspeaking assessment (dealing with differentcommunicative tasks that require dialogueor a short monologue). The IntegrationExam consists of three parts/modules.1) Russian as a Foreign Language test thatassesses listening, writing, reading andspeaking skills; it also includes a specialsection assessing knowledge of Russiangrammar and vocabulary. This modulemeets the basic communicative needs offoreigners in their communication withRussian native speakers.2) The basics of Russian Federation lawtest consisting of 20 multiple choicequestions on society, government, andthe responsibilities and rights of a foreigncitizen in the Russian Federation.T RAINING L ANGUAGEANDC ULTURE 11

3) Russian history test consisting of 20multiple choice questions covering thehistory of Russia, which are of importanceto the forming of the national identity. Thismodule also includes questions on Russianculture and prominent personalities, peoplewho are considered significant in thedevelopment of the nation’s historyand culture.The Integration Exam was developed firstof all as an exam corresponding to thereal language needs of migrants in Russia.The Russian language module of the examis based on the structure and languagerequirements of CEFR A1 Russian as aforeign language proficiency level test(Elementary level in Russian as a foreignlanguage), with a vocabulary of 900-1000lexical units. These lexical units include,inter alia, 240 internationalisms (loanwordsexisting in several languages with similarmeanings or etymology) and approximately30 items of speech etiquette, as wellas the vocabulary required in situationstypically used in migrants’ social interactionin Russia. The article focuses on theeducational advantages of the IntegrationExam for all categories of immigrantscoming to live and work in Russia. Whenthe Integration exam was introduced, itwas an innovation in Russian as a foreignlanguage testing practice. Its developmentwas timely – a practical realisation of themigrants’ adaptation model, which can bedone through learning Russian as a foreign12 T RAINING L ANGUAGEANDC ULTURElanguage and the basics of law and history.Special attention is paid to the challengesof overcoming the language barrier,aspects of socio-cultural adaptation, thelanguage learning environment and its rolein facilitating adaptation.The language assessment system of Russianas a Foreign Language comprises six levels.The system was officially recognised by theAssociation of Language Testers of Europe(ALTE) as being equivalent to the Europeansystem of levels of foreign languageproficiency. The multi-level system ofTesting Russian as a Foreign Languagewas developed by the universities whoare participants in the Russian TestingConsortium. It allows assessment ofthe level of Russian communicationcompetence of foreigners and unifies therequirements for the contents of teachingRussian as a foreign language.The Integration Exam developers reliedon the vast theoretical, academic andmethodological understandings establishedthrough the theory and practice ofteaching Russian as a foreign languageover the last 60 years. They took intoaccount existing testing methods,developed in Russia and abroad, andanalysed them to verify their effect andusability in testing for integration purposes.The fact is that migrants in Russia havespecial language objectives and language

Integration examination in the Russian Federation, three years of experience and research. Success or failure?Anzhela V. Dolzhikova and Marina N. Kunovskineeds. These objectives reflect thepeculiarities of their communication inthe host country. The migrants requiremore vocabulary units than are providedby A1 (Elementary Level) Standard. A1Level of competence in Russian as aforeign language is considered to be abreakthrough level. According to theCEFR (Common European Framework ofReference for Languages), A1 languageproficiency means that candidates canunderstand and use familiar everydayexpressions and very basic phrases, canintroduce themselves and others andcan ask and answer questions aboutpersonal information such as where he/she lives, people they know and thingsthey have. This level allows interaction ina simple way provided the other persontalks slowly and clearly and is preparedto help. The vocabulary and the grammarof this level let the migrant establishand maintain social contacts in standardeveryday situations. The language skillsdevelopment is usually enough to getacquainted with somebody; to give typicalholiday greetings and to reply to them;to offer an invitation, to accept or refusean invitation, and explain the reason forrefusal. The communicative competenceat A1 level also includes the ability to findout and give your address and phonenumber and information about where youlive. A migrant should know how to use atransport schedule, understand street signsand directions at stations, and the airport,manage the conversation with a waiter ata restaurant or café, order food and drinksand pay for the meal.Besides language proficiency, theIntegration Exam checks whether peopleknow their rights. The test determineswhether the migrants are aware of theirrights and that their rights cannot bedenied (for example, migrants shouldknow that they are free to practise theirreligion). The test contains many questionsthat stress basic knowledge, such as Whatis the currency of Russia? and What isthe main identification document in theterritory of Russia? The test also establisheswhether a person has some familiaritywith Russian history. It asks questionsabout the Great Russian Revolution andthe Great Patriotic War of 1941-1945. Thetest also checks social knowledge, sucha

System of Russian as a Foreign Language and the new language exams introduction. Anzhela supervises RUDN University projects promoting the Russian language abroad and uniting Russian Language teachers all over the world. Marina N. Kunovski Marina is head of the Russian Language Department of the Faculty of Russian