INTERNATIONAL TEACHING OF THE CHINESE LANGUAGE IN THE RUSSIAN FEDERATION: INSTITUTIONAL DYNAMICS AND METHODOLOGICAL PROVISION

Abstract

The article examines the current state of Chinese language teaching in Russia. It considers the main forms of Chinese language education in schools, universities, language centres, and Russian-Chinese educational programmes. Particular attention is paid to the fact that the rapid growth of interest in Chinese does not automatically lead to the equally rapid development of teaching methodology. The author argues that this issue should be assessed through specific criteria: the availability of teaching materials designed for Russian-speaking learners, the place of phonetic training in curricula, the methodological training of teachers, and the role of academic mobility in learning outcomes. The article also points out that the difficulties of learning Chinese cannot be explained only by a lack of textbooks or by organizational weaknesses. The typological distance between Chinese and Russian is also important, including the tonal system, Chinese characters, and the analytical structure of Chinese grammar. The article separately discusses the changes that have taken place after 2022: more complicated academic mobility, increased pressure on Russian educational institutions, and the continuing demand for Chinese language learning. The conclusion emphasizes the need for a more precise assessment of methodological problems and for teaching solutions designed specifically for Russian-speaking learners.