329-334 p.

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doi.org: 10.22378/he.2022-7-2.329-334

The purpose of the article is to show the dynamics of studying the Tatar, Russian, Mari, Mordovian, Udmurt, Chuvash languages at the Republic of Tatarstan schools with an ethnocultural component in the second decade of the 2000s. The author concludes that at schools with an ethnocultural (Mari, Mordovian, Udmurt, Chuvash) component, the Tatar language at the beginning of the first decade of the 2000s was taught in a much smaller volume than in Russian and Tatar schools of the Republic of Tatarstan. However, children studying at such educational institutions had a better knowledge of the Tatar language than their Russian peers. The abolition of the obligation to study the Tatar language in 2017 did not prevent schools with an ethno-cultural component from continuing to teach the Tatar language, but it began to be carried out in a truncated volume. The reduction of hours affected not only the Tatar language, but also the Mari, Mordovian, Udmurt, Chuvash languages. Situations occur when some parents refuse to study their native language.

Keywords: Tatar language, language policy, native language, Republic of Tatarstan, national education

For citation: Khusnutdinov T.R. Tatarskiy yazyk v shkolakh s etnokul’turnym (mariyskim, mordovskim, udmurtskim, chuvashskim) komponentom v Respublike Tatarstan [Tatar language in schools with an ethnocultural (Mari, Mordovian, Udmurt, Chuvash) component in the Republic of Tatarstan]. Istoricheskaya etnologiya, 2022, vol. 7, no. 2, pp. 329–334. https://doi.org/10.22378/he.2022-7-2.329-334 (In Russian)

About the author: Talgat R. Khusnutdinov, Master’s degree student, Lomonosov Moscow State University (27, building 4, Lomonosovsky Ave., Moscow 119192, Russian Federation); talgat_khus@mail.ru

Received January 19, 2022   Accepted for publication May 17, 2022

Published Online November 23, 2022