@ARTICLE{26543118_185900496_2016, 
	author = {Mariya Mayofis}, 
	keywords = {, history of Soviet education, schools with advanced study of foreign languages, late Stalinism, specialized schoolsmethods of teaching foreign languages},
	title = {<p class="text">The Anxiety of Influence: Towards the Early History&nbsp;of Soviet Schools with the Advanced Study of Foreign&nbsp;Languages (late 1940s&ndash;early 1960s)</p>},
	journal = {Educational Studies Moscow},
	year = {2016},
	number = {2},
	pages = {286-310},
	url = {https://archive_vo.hse.ru/en/2016--2/185900496.html},
	publisher = {},
	abstract = {Mayofis Mariya -&nbsp;PhD in Philology, Senior Research Fellow at the School for Advanced Study in&nbsp;Humanities, Russian Presidential Academy of National Economy and Public Administration;&nbsp;Associate Professor at the Institute of Public Policy,&nbsp;RANEPA. Address: 82, Vernadskogo pr., 119571, Moscow, Russian Federation.&nbsp;E-mail: mmaiofis@yandex.ruThrough the analysis of published and archived documents the author seeks to&nbsp;discern the reasons that impelled the Soviet government to establish schools&nbsp;with the advanced study of foreign languages. These reasons seem to be particularly&nbsp;interesting when taking into account that the said schools were founded&nbsp;in the period known by harsh fighting against "cosmopolitanism" and "kowtowing&nbsp;to the West." Graduates of the new schools were expected to alleviate the&nbsp;acute shortage of experts with foreign language skills, so the focus was put on&nbsp;speaking skills first, while the common secondary school syllabus was restricted&nbsp;to reading and translating. The author believes the conception of schools&nbsp;with the advanced study of foreign languages was self-contradictory from the&nbsp;very beginning and analyzes the resource, social, methodological and &nbsp;deological&nbsp;restrictions that had to be forced on the language school project. The era&nbsp;of "fighting against cosmopolitanism" left an imprint on the teaching philosophy:&nbsp;all learning materials had to pass numerous ideological filters, as Soviet leaders&nbsp;feared foreign languages would have underlying negative effects on students.},
	annote = {Mayofis Mariya -&nbsp;PhD in Philology, Senior Research Fellow at the School for Advanced Study in&nbsp;Humanities, Russian Presidential Academy of National Economy and Public Administration;&nbsp;Associate Professor at the Institute of Public Policy,&nbsp;RANEPA. Address: 82, Vernadskogo pr., 119571, Moscow, Russian Federation.&nbsp;E-mail: mmaiofis@yandex.ruThrough the analysis of published and archived documents the author seeks to&nbsp;discern the reasons that impelled the Soviet government to establish schools&nbsp;with the advanced study of foreign languages. These reasons seem to be particularly&nbsp;interesting when taking into account that the said schools were founded&nbsp;in the period known by harsh fighting against "cosmopolitanism" and "kowtowing&nbsp;to the West." Graduates of the new schools were expected to alleviate the&nbsp;acute shortage of experts with foreign language skills, so the focus was put on&nbsp;speaking skills first, while the common secondary school syllabus was restricted&nbsp;to reading and translating. The author believes the conception of schools&nbsp;with the advanced study of foreign languages was self-contradictory from the&nbsp;very beginning and analyzes the resource, social, methodological and &nbsp;deological&nbsp;restrictions that had to be forced on the language school project. The era&nbsp;of "fighting against cosmopolitanism" left an imprint on the teaching philosophy:&nbsp;all learning materials had to pass numerous ideological filters, as Soviet leaders&nbsp;feared foreign languages would have underlying negative effects on students.}
}