The Tatar Language in Tatarstan: A Perspective from New Approaches to Native Language Learning

Introduction. The article evaluates the language situation and its dynamics in Tatarstan and other ethnic republics of the Volga Region in the context of new approaches to learning of languages of Russia’s peoples. In 2017, native languages were classified as a compulsory academic discipline at school, though with a legally stipulated right to choose such native language proper. Goals. The study aims at outlining the actual vectors of language processes and effects of the language policy nationwide through examples of the Tatar language in Tatarstan and languages of the Volga Region at large. Materials and methods. The work analyzes data from two research projects, namely: a mass survey of Tatarstan’s residents numbering 2,000 on their language use practices in public and private discourses conducted in July 2018 (the article focuses on language practices of ethnic Tatars); and a series of semi-formal interviews with representatives of the ethnic intelligentsia, public organizations, and the mass media in Tatarstan and in the five republics of the Volga Region (Bashkortostan, Mari El, Mordovia, Udmurtia, Chuvashia) on topical issues of language development held from June to November 2021 (a total of 48 interviews). Results. The sociological data make it possible to reveal key trends of linguistic development and the ratio of use between state languages (Russian and titular ones) in consumption of mass media and Internet products, in public discourses (office, stores, public institutions) and individual language practices. The data attest to a predominant use of Russian by ethnic Tatars in the context of expanding Russian-Tatar bilingualism, i.e. a steady continuation of the language shift inherited from the late Soviet era. Conclusions. The newly adopted agenda of teaching native languages has resulted in further expanded use of the Russian language, since — regardless of actual ethnic identities — some parents tend to choose Russian as a native language for their children, which leads to reduced numbers of students learning other native languages, a decrease in the demand for textbooks and teachers of the Volga peoples’ languages. This causes anxiety among the national intelligentsia and the public as to the future of linguistic and cultural diversity in Russia.

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