78683 - History of the Russian Language (LM)

Learning outcomes

The students are expected to have a good knowledge of the socio-cultural and historical-political factors which have contributed to the changes that the Russian language has undergone over time, and to be able to understand the latest language policy due to a good knowledge of the most influential scientific studies on synchronic and diachronic aspects of the history and historiography of the Russian language. They are expected to identify and recognize graphic, phonetic, morphological and syntactic, lexical, and pragmatic phenomena of the different stages that comprise the history of the Russian language, and to ascribe certain types of text to precise historic periods. Moreover, they are expected to know how to apply the knowledge and the tools of analysis, and to use the acquired learning methods to extend and update their knowledge independently. They are also expected to know how to do a research on the subject independently. Through practical exercises within a period of two years, all students must have achieved a C1 level in Russian according to the Common European Framework of Reference for Languages, which make them able to effectively interpret the socio-linguistic and cultural codes involved in a communicative relationship.

Course contents

The Evolution of the Russian language from the Soviet to the Post-Soviet period

Adopting a diachronic approach, the course deals with the evolution of the Russian language during the last two centuries. In this respect, particular attention is devoted to the historical and socio-cultural factors that have played a role in the development of the Russian language. An important part of the course is dedicated to the study of the linguistic reforms carried out during the Soviet period and to the role of Russian as lingua franca for interethnic communication. The linguistic situation in the post-Soviet context is too taken into account through the discussion of the current language planning policies. Notably, the course examines in depth the status of Russian in the former Soviet republics, with a specific reference to the case of South Caucasus (Armenia and Georgia). In this perspective, it is possible to assess the impact of Russian on other languages and cultural identities, investigating the bond “language – cultural identity – ideology”.

The course will inevitably refer to previous stages of development of the Russian language. Therefore, the first lessons will offer a brief history of the Russian language up to the 19th century, together with an explanation of the core concepts of the discipline. Exercises on real texts of diverse typologies will help students improve their knowledge of Russian.

ESERCITAZIONI (36 HOURS)

The language component of the course comprises 36 hours of classroom work (“Esercitazioni”) which focuses on Russian for Academic Purposes and places particular emphasis on: oral presentation and writing skills (i.e. answers to an open question).

 

Pre-requisites

For a better comprehension of the course, students should possess a basic knowledge of Slavic philology, of Russia’s history and culture. Students should also have a level of competence in Russian corresponding to B2 (Common European Framework of Reference for Languages).

 

Course contents

1. Introduction: a brief history of the Russian language up to the 19th century.

2. Soviet linguistic reforms.

3. Russian language in Soviet countries, a case study: South Caucasus (Armenia and Georgia).

4. Russian language in post-Soviet Russia.

5. Russian language in the former Soviet republics, a case study: South Caucasus (Armenia and Georgia).

Readings/Bibliography

Compulsory readings:

1. Cubberley, P. (2002) Russian: A Linguistic Introduction. Cambridge: Cambridge University Press, pp. 1-52.

2. Dietrich, A.P. (2005) “Language policy and the status of Russian in the Soviet Union and the successor states outside the Russian Federation”. Australian Slavonic and East European Studies, 19, 1-2, pp. 1-27.

3. Gorham, M.S. (2012) “Language Culture and National Identity in Post-Soviet Russia”, in: Landslide of the Norm: Language Culture in Post-Soviet Russia (Slavica Bergensia, vol. 6), ed. I. Lunde and T. Roesen. Bergen: Norway, pp. 18-30.

4. Pavlenko, A. (2008) “Russian in post-Soviet countries”, Russian Linguistics, 32, pp. 59–80.

5. Zemskaja E.A. (1996) Russkij jazyk konca XX stoletija (1985–1995). Moskva: Jazyki russkoj kul’tury (selected chapters).

 

Optional readings:

To fill gaps in their knowledge of Russian History and the early development of Russian language, students can refer to these texts:

1. Riasanovsky, N.V. (2001) Storia della Russia. Dalle origini a Putin. A cura di S. Romano. Milano: Bompiani (various editions).

2. Aragona, G. (2018) La Russia post-sovietica. Dalla caduta del comunismo a Putin: storia della grande transizione. Milano: Mondadori.

3. Uspenskij, B.A. (1993) Storia della lingua letteraria russa. Dall’antica Rus’ a Puškin. Bologna: Il Mulino.

4. Živov, V. (1995) “Origini della lingua e tappe della sua evoluzione storica - Storia della norma letteraria”, in: Il russo, a cura di N. Marcialis e A. Parenti. Scandicci: La Nuova Italia, pp. 17-81.

 

For further reading on the topics of the course, students can refer to these texts:

1. Krongauz, M. (2008) Russkij jazyk na grani nervnogo sryva. Moskva: Znak.

2. Marchesini, I. (2017) “Russian (1917-1918) and Armenian (1922) Orthographic Reforms. Assessing the Russian Influence on Modern Armenian Language”. Studi Slavistici, pp. 171-190.

3. Perotto, M. (1996), Lingua e nazionalità nelle repubbliche postsovietiche. Santarcangelo di Romagna: Fara Editore.

4. Perotto, M. (2003), “La sociolinguistica in Russia oggi: problematiche e tendenze”, Slavia, XII, 4, pp. 11-43.

5. Perotto, M. (2014) “Bilinguismo letterario e politica linguistica nell’area postsovietica. Il caso georgiano”, in: La lingua spaesata. Il multilinguismo oggi, a cura di C. Montini. Bologna: Bononia University Press, pp. 163-179.

Most of the materials will be available for free download from the lecturer’s website (section: “teaching material” / IOL platform).

Teaching methods

Lectures, seminars. Students will be encouraged to actively engage discussions on relevant topics.

Assessment methods

Students attending the course

The exam will consist of two parts: (i) an oral presentation in Russian thematically linked to the contents of the course, to be delivered during the lessons (50% of the final mark, topic to be agreed with the Professor), and (ii) a written exam in Russian on the contents of the course and of the exercise component "Esercitazioni" (50% of the final mark). The oral presentation as in point (i) has to be part of a group work (date to be defined, 15-20 minutes per person). This presentation MUST include a translation and linguistic comment of a meaningful excerpt. The written exam (ii) will comprise multiple choice and open questions.

 

Students NOT attending the course (individual preference-need)

The exam will consist of three parts: (i) a written essay in Russian, topic to be agreed with the Professor (10-15 pages, Times New Roman 12, maximum spacing 1,5, language: Russian; 1/3 of the final mark), (ii) translation and linguistic comment of an excerpt in Russian to be agreed with the Professor (5-10 pages; 1/3 of the final mark), and (iii) a written exam (1/3 of the final mark). The essay will focus on one of the themes relevant to the course. Students MUST send both the essay and the translation with its linguistic comment via e-mail at least 2 weeks prior to the date of the written exam.

 

Methods of evaluation

Evaluation of student presentations, papers and written exams will be based on the following criteria: (i) knowledge of the course contents; (ii) appropriateness and coherence of the argumentation; (iii) structure of the answers/presentation/written work (clear sections, proper quotations, accurate bibliography/sitography).

Students who demonstrate an in-depth knowledge of the course contents and of the topic of their choice (group presentation/essay-linguistic analysis), who actively participate in the lessons (only for students attending the course), who are logically coherent in their exposition and can problematize notions, will obtain an excellent mark.

To obtain an average mark, students have to demonstrate a good knowledge of most contents of the course and an adequate knowledge of the topic of their choice (group presentation/essay-linguistic analysis).

To obtain a pass mark, students have to demonstrate a basic knowledge of most contents of the course and a good knowledge of the most important aspect of the topic of their choice (group presentation/essay-linguistic analysis).

Each session will offer two dates for written exams.

Teaching tools

Use of audio-visual material, powerpoint presentations, e-learning platforms.

Office hours

See the website of Irina Marchesini