23Received 21.02.2023. Revised 27.05.2023. Accepted 07.11.2023.
Abstract. The initial and main thesis of the article is that the teaching and learning of native languages in ethnic federations differs in specifics in comparison with other federations and unitary states. Comparing the experience of a number of ethnic federations in the field of education seems relevant for all multinational and multilingual states. The article consists of three parts. The first one deals with the problem of the division of powers in the management of teaching of native languages in the education system between the federal center and subjects of a federation. There is a difference in the implementation of these powers in multinational ethnic federations with a dominant national language and federations where there is no single official national language, and the sphere of education, including teaching of native languages, falls within the competence of the subjects of a federation. The author argues that the most optimal model of the division of powers in the field of language policy in the education system consists in consolidation of the basic provisions and principles at the federal level and transfer of issues of operational management of education and the functioning of educational institutions to the regional level, taking into account the elements of autonomy of the subjects of a certain federation. The second part discusses the problem of the voluntary choice of language in the education process or the non-alternative legislative designation of the language of teaching and learning. Generalization of the experience of a number of ethnic federations leads to the conclusion that in these states teaching of both national official language and official language of a subject of a federation, as well as the native language, as a rule, is not established on the basis of a free choice of parents or students, but is in fact mandatory. The third part is devoted to comparing the experience of both ethnic multinational and bi-ethnic federations in the face of conflict-causing factors that hinder the study of native languages. Rarely do ethnic federations avoid disputes over the use of dominant and non-dominant languages in teaching and learning, and there has been a number of extremely contradictory or even conflict situations. One of the reasons is that it is not always possible to develop an optimal model of the distribution of powers between the federal center and subjects of a federation in the system of education in the field of language policy, while all countries possess institutional mechanisms that can prevent the existing contradictions from escalating into conflicts on ethno-linguistic grounds. In conclusion, the author attempts to identify common features that characterize the teaching and learning of native languages in ethnic federations.
Keywords: multinational ethnic federation, bi-ethnic federation, distribution of powers, language, native language, official language, dominant language, conflict-causing factors
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