Multilingual Russia

North_Caucasus_regions_map_0The only official language in the Russian Federation is Russian and I would suspect that most Americans would think of Russia as a monolingual country, similar to the way many Americans see the U.S., despite the dramatic demographic changes in the U.S. that have made it multilingual in many locations. The reality about Russia’s language situation is quite different, as I have been experiencing in a visit to Pyatigorsk, located in the North Caucasus, in Southern Russia, between the Black Sea and the Caspian Sea. I am here to establish a partnership between my university, VCU, and Pyatigorsk State Linguistic University (PSLU). As you walk down the street or ride the street car here, you hear almost exclusively Russian. But go into a local eatery or bar, especially one specializing in local cuisine, such as Ossetian pies (kind of like stuffed pizzas) or Schashlik (kebabs), and you’re likely to see groups sitting together speaking one of the 30 to 40 indigenous languages of the North Caucusus. These include the Dagestanian language family, represented in the Northeast and a variety of languages, including Abkhaz, Abaza, Circassian, and Adyghe, in the Northwest. The language diversity is extraordinary, considering the small territory in question (see map above). The diversity continues south of the Caucasus. Georgia’s last census (2002) counted over 120 languages. The three major peoples in South Caucasia – the Georgians, Armenians and Azerbaijanis, all speak different languages that are mutually unintelligible.

At the end of a meeting I had this afternoon with students at PSLU, students having a native language other than Russian were asked to raise their hands. Out of a group of perhaps 40 students, 6 or 7 indicated that, although they were all native-born Russian citizens, they did not speak Russian as their first language. In talking to PSLU professors after my meeting with students, they acknowledged that there is considerable linguistic and cultural diversity among their students, who are mostly drawn from the North Caucasus region. All three professors were themselves ethnic Russian, but indicated that they felt distinct from ethnic Russians in the North and, in fact, were treated differently when they traveled to St. Petersburg or Moscow. They jokingly spoke of having been effected by the regional culture here, becoming more vivacious and emotional, as they claimed was typically of the inhabitants of the region.

It’s been wonderful to see Russia in a positive light, given the political tension currently between our countries. As an individual American I have had nothing but positive experiences here, having been warmly welcomed at the university and elsewhere. It’s also been nice to see a different side of a region that we hear about only in terms of conflict and terrorism, with Chechnya nearby.

3 miles apart and worlds away

hallwayThe current story in the radio show This American Life illustrates through an individual experience the reality of the gap between rich and poor in the United States as played out in education. It tells the story of New York city high school students participating in an exchange in which they visited each other’s schools. Both schools were in the Bronx and just 3 miles apart, but as put in the story, it took the equivalent of a foreign exchange program to bring them together. One school, University Heights High School, is a public school and is 97% black and Hispanic. The other, Fieldston, is one of New York City’s elite private schools, 70% white with an annual tuition rate of $43,000. The story follows several students who participated in the exchange visits and in particular one girl, Melanie, from University Heights, who reacted to the visit to Fieldston with shock and dismay. She was a bright student who seemed sure to go on to college and be successful in whatever career she would take up. But after managing to track Melanie down 10 years after the exchange between the schools, Chana Joffe-Walt, the producer of the episode, discovered that she had in fact not followed that path. In conversations with Melanie, we learn of the dream she had to attend a prestigious university and her struggles to get by working in a grocery store and her profound shame over her situation. Melanie had been close to winning a scholarship to attend an elite college (Middlebury) but was not selected. A student who did win a scholarship through that same program is also followed in the episode. The young man, Jonathan, attended Wheaton College, but dropped out. Although he had a full scholarship, he had no money to buy his textbooks, and felt out of place among the other students. Their stories demonstrate in poignant ways how difficult is to cross socio-economic boundaries, even with the support both students received from teacher-mentors.

In interviewing Melanie, Joffe-Walt went back to that initial visit to Fieldston and her shock at seeing the radically different environment:

It was just like, OK, this is private. So everything kind of is a fucking lie that you see your whole life growing up on TV shows or movies. It’s like, OK, this is not free. This is not available for kids of color. This is something that only privileged or the elite can have. I know I looked at it and I said, well, I know that we’re only being taught to flip burgers in Burger King or McDonald’s or to hold doors for students like them that will probably live in those buildings on Madison Avenue, and we’ll be wearing the uniform, servicing these people.

Joffe-Walt comments:

So that’s what she found so upsetting. It seemed that the people around her must believe that this was the natural order of things. Melanie knew there was no innate difference between her and a kid born into wealth. She could see that this division we’re all so inured to was not a reflection of her inferior worth or ability, she just didn’t know what to do with the idea that she might be alone in seeing that.