Preparing Multilingual Professionals: Deficiencies and Prospects of Foreign Language Education at Russian Universities

Abstract

The trend of global mobility and super-diversity is reflected in the growing number of multilingual people. Research demonstrates that foreign language skills lead to a wage increase, and this is another important motivational factor in learning a foreign language. National and supranational language policies aim at developing citizens’ multi-lingual skills, one of the most prominent examples being the European Union Multilingualism Policy. Although English as a means of international communication remains the main language to be studied in non-English speaking countries, some states have announced the development of languages other than English. In Russia, foreign language competence remains a mandatory part of higher education standards for all areas of training, and the quality of language education is important. This article presents the results of an online survey that show students’ satisfaction with their foreign language skills acquired at Russian universities. The survey was conducted at four universities among students of non-linguistic curricula. As it turned out, more than a half of the respondents are only partially satisfied with their foreign language proficiency. As the main deficiencies, students mention an insufficient number of class hours, a lack of speaking practice, as well as obsolete programs and teaching styles. It follows then that students require more practical skills, including communication in everyday life situations, preferably with native speakers, as well as the modernization of programs and teaching methods. Many voiced a need to introduce edutainment activities into teaching.