@article{zamyatin_language_2012,
	title = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},
	volume = {11},
	url = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},
	abstract = {Minority language education has been planned in post-Soviet Russia for two decades. During this period, language policy in education has shifted from compulsory to voluntary study of native languages in school. The effect of this move in policy and its relation to general trends on language education has not yet been systematically evaluated. Addressing this gap, the current article employs a quantitative method to calculate dynamics in the relative share of native language learners attending school. This study demonstrates that, after the breakdown of the Soviet Union, the significant investments by regional authorities to extend titular language teaching resulted in the provision of native language teaching to most of the titular students in some former autonomous republics, notably the Turkic republics in the Volga and Ural areas. In contrast, steps for the promotion of titular languages in the Finno-Ugric republics have had less impact on native language teaching. Throughout the two post-Soviet decades, the insufficient amount of teaching of the Finno-Ugric languages in titular republics failed to ensure the transfer of language competence to a considerable proportion of children. This failure to ensure revival of the titular languages may accelerate the language shift from minority languages towards Russian},
	number = {2},
	journal = {Journal on Ethnopolitics and Minority Issues in Europe},
	author = {Zamyatin, Konstantin},
	year = {2012},
	keywords = {Language Revival, core of language policy, education reform, finno-ugric, has been at the, have the policies actually, in education, in russia, minority language education, national republics, republics, revived, russia, since the early 1990s, the languages, volga and ural turkic},
	pages = {75--102},
}

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Addressing this gap, the current article employs a quantitative method to calculate dynamics in the relative share of native language learners attending school. This study demonstrates that, after the breakdown of the Soviet Union, the significant investments by regional authorities to extend titular language teaching resulted in the provision of native language teaching to most of the titular students in some former autonomous republics, notably the Turkic republics in the Volga and Ural areas. In contrast, steps for the promotion of titular languages in the Finno-Ugric republics have had less impact on native language teaching. Throughout the two post-Soviet decades, the insufficient amount of teaching of the Finno-Ugric languages in titular republics failed to ensure the transfer of language competence to a considerable proportion of children. This failure to ensure revival of the titular languages may accelerate the language shift from minority languages towards Russian","number":"2","journal":"Journal on Ethnopolitics and Minority Issues in Europe","author":[{"propositions":[],"lastnames":["Zamyatin"],"firstnames":["Konstantin"],"suffixes":[]}],"year":"2012","keywords":"Language Revival, core of language policy, education reform, finno-ugric, has been at the, have the policies actually, in education, in russia, minority language education, national republics, republics, revived, russia, since the early 1990s, the languages, volga and ural turkic","pages":"75–102","bibtex":"@article{zamyatin_language_2012,\n\ttitle = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},\n\tvolume = {11},\n\turl = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},\n\tabstract = {Minority language education has been planned in post-Soviet Russia for two decades. During this period, language policy in education has shifted from compulsory to voluntary study of native languages in school. The effect of this move in policy and its relation to general trends on language education has not yet been systematically evaluated. Addressing this gap, the current article employs a quantitative method to calculate dynamics in the relative share of native language learners attending school. This study demonstrates that, after the breakdown of the Soviet Union, the significant investments by regional authorities to extend titular language teaching resulted in the provision of native language teaching to most of the titular students in some former autonomous republics, notably the Turkic republics in the Volga and Ural areas. In contrast, steps for the promotion of titular languages in the Finno-Ugric republics have had less impact on native language teaching. Throughout the two post-Soviet decades, the insufficient amount of teaching of the Finno-Ugric languages in titular republics failed to ensure the transfer of language competence to a considerable proportion of children. 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