Information about the author:
Maria A. Goryacheva
Maria A. Goryacheva, PhD in Philology, Associate Professor, Senior Researcher of the Research Center on Ethnic and Language Relations, Institute of Linguistics of the Russian Academy of Sciences, B. Kislovsky per., 1 building 1, 125009 Moscow, Russia.
ORCID ID: https://orcid.org/0000-0002-3169-7811
The article examines the legislative activity in the Russian Federation in the field of educational policy for twenty years (2000–2020), in the context of the main milestones of the country’s national language policy. It also briefly talks about a large number of structures of different levels and types of organization that have arisen or been restructured during this time. At the beginning of the period under review, the state had to solve two basic tasks: centralization and strengthening of the power vertical and building a civil society. The national language policy of the country also took into account these guidelines. The most important tasks of the language policy are to maintain linguistic diversity and support the Russian language as the state language of the Russian Federation, as the language of unity. One of the most important tools at the disposal of the country’s national language policy, including language planning itself, is the education system. Therefore, the legislative activity aimed at it is also in line with the main trends of the national language policy. At the same time, a number of concepts and doctrines bear traces of internal contradictions and some inconsistency, which is generally corrected during this period. The main attention is paid to the laws of the federal level.
Keywords: language policy, languages at school, education, communication spheres, legislation of the Russian Federation.