Cultural codes of Russia in the practice of teaching foreign students

Abstract

Introduction. This article examines the role of cultural codes in foreign language education. The study aims to provide a theoretical justification for a cultural and lingua-cultural approach to teaching international students. The authors analyze the effectiveness of educational technologies which are used for teaching and socio-cultural adaptation of international students at the Institute of Russian as a Foreign Language (IRFL) of Herzen University and are designed to introduce students to cultural codes of Russia.
Materials and Methods. The authors systematized theoretical material on the topic, employed the method of modeling, and carried out conceptual analysis. The study involved surveys of IRFL students and a mini-associative experiment designed to assess students’ background knowledge, ethno-stereo-types about Russia, and perceptions of cultural codes of Russia The authors examined theoretical approaches to defining the concept of ‘cultural code’, its structure, and its role in developing learners’ secondary linguistic personality. Educational (including moral and values education) and adaptation activities at the IRFL were described with a focus on familiarizing international students with cultural codes of Russia. Empirical data from the surveys and the mini-associative experiment were analyzed to evaluate the effectiveness of these activities and to formulate recommendations for improvement.
Results. The authors conclude that the concepts of ‘culture’ and ‘cultural code’ are fundamental in foreign language education, as language is an integral part of culture. Immersion of international students in the cultural codes of Russia facilitates their successful socio-cultural adaptation and acculturation. The importance of these processes as components of Russia’s ‘soft power’ cannot be underestimated in the context of modern geopolitical challenges. The pedagogical community has accumulated a rich set of tools to implement these processes effectively. The IRFL serves a successful example of using immersion, socio-cultural adaptation, and acculturation in educational and awareness activities, as confirmed by survey results and the mini-associative experiment. Nevertheless, the acculturation of international students remains a complex process with challenges.
Conclusions. The authors argue that the development of ‘cultural assimilators’ and their integration into the practice of teaching Russian as a foreign language represent a promising methodological strategy to support international students in Russian universities. These assimilators are expected to help overcome barriers in intercultural communication through immersion in the cultural codes of Russia.