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9A STUDY OF RUSSIAN SPEAKERS AND RUSSIAN AS A HERITAGE LANGUAGE IN GERMANY: THE RUSSIAN LEARNING SITUATION OF SECOND-GENERATION
MIGRANTS
cl https://doi.org/10.24412/2181-1784-2022-22-172-177
SASAKI Yuka
yk.sasakiway24@ gmail. com
ABSTRACT
This paper aims to investigate Russian as a heritage language in German society through language usage at home as well as the opinions on learning from second-generation migrants who come from Russian-speaking countries. There is a large community of Russian speakers in Germany; the number of people with origins in the former Soviet Union who live in Germany is the third largest migrant groups.
This study is based on an analysis regarding Germany's integration policy and interviews with second-generation migrants. Looking at the case study of the heritage language education in North Rhine-Westphalia, the number of heritage language classes is recently increasing. However, there were the arguments concerning the continuation or abolition of the mother tongue education in the 1960s. Russian classes were introduced in a historical context until the 1990s but after the 2000s, they were placed in the context of the migration integration policy. Furthermore, it is noteworthy that heritage language classes are being integrated into the regular school system.
The interviews revealed the following three points. First, the language usage of the second-generation migrants depends heavily on the German levels of their families. Second, there are some students who do not learn Russian, although they live in a Russian environment. Third, different kinds of learning styles influence the significance of heritage language learning. Students in the Russian classes find various motivations to learn Russian, for example, not only family influence, but also that for academic achievement.
second-generation migrants, heritage language education, Russian-speakers in Germany 1990 200 ^A
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YAPONSHUNOSLAR XALQARO FORUMI VOLUME 2 | SPECIAL ISSUE 22
O ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
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