Manuela Kovalev1; 1 University of Applied Sciences Burgenland, Austria
Discussion
The full-scale invasion of Ukraine by Russia has profoundly disrupted the perception and teaching of Russian as a foreign language (RFL) worldwide. Once primarily associated with cultural exchange and geopolitical significance, the language is now closely tied to global discourses on war, power and moral accountability. These developments have reshaped how learners of Russian perceive the language, influencing their motivations and views of its relevance in professional and cultural contexts. This shift is particularly significant in international business, where language skills intersect with cultural and geopolitical considerations, making the role of Russian increasingly complex.
This paper examines how geopolitical disruptions have impacted beginner students’ motivations for learning Russian and their perceptions of its role as a language for international business. It addresses two key research questions:
1) How do geopolitical disruptions shape beginner students’ motivations for learning Russian? 2) How do students perceive the role of Russian as a language for international business amid these disruptions?
The paper begins by exploring theoretical considerations regarding learner motivations and briefly discusses the role of Russian in international business prior to the invasion. It then presents findings from semi-structured interviews with beginner-level RFL students enrolled in a degree programme in international business relations. For these students, the disrupted geopolitical landscape presents unique challenges: they must reconcile the strategic utility of Russian as a tool for international business with its associations with contentious geopolitical issues. The interviews provide valuable insights into students’ motivations for studying Russian and their perceptions of its relevance as a language for business. Content analysis is used to identify patterns and key themes, including students’ professional aspirations, ethical concerns and their engagement with the Russian-speaking world.
The paper concludes by arguing that understanding students’ motivations and perceptions in disrupted contexts can inform teaching practices for politically sensitive languages, especially within a business context. Incorporating discussions of Russian’s evolving role in international business into beginner-level courses can thus enhance engagement, prepare students for real-world applications and ensure that language instruction balances linguistic skill development with critical socio-political reflection.
