From RP to Global Adaptability: Examining Language Education Trends in Russian Universities

Abstract

For decades, Russian higher education institutions have favoured British English, particularly Received Pronunciation (RP), as the academic standard. Adhering to these norms, they often overlook the importance of exposing students to a variety of accents, mistakenly viewing deviations from RP as academically inferior. This approach limits students' ability to master English comprehensively for global communication as the contemporary reality of English requires a more expansive and inclusive pedagogy. This study investigates the alignment between English instruction preferences of students and faculty members at the Russian Presidential Academy of National Economy and Public Administration (RANEPA) in Moscow. It explores the reasons behind teachers' adherence to British pronunciation, analyses students' emerging needs, and questions the effectiveness of an RP-centric approach in fostering global communication skills. The survey collected responses from students at various academic levels and faculty members through an anonymous questionnaire featuring multiple-choice and open-ended questions. Results reveal a significant divergence between students' preferences and teachers' instructional focus. Most students learn English to interact with both native and non-native speakers and are aware of major English varieties. While students’ preferred pronunciation models vary, faculty members predominantly favour British English, particularly RP, as the instructional standard. The study concludes that students display a pragmatic and open-minded approach, desiring exposure to various English accents. This contrasts with teachers' preference for British English, which may hinder effective communication and cultural understanding. The study recommends a more inclusive approach in language instruction, exposing students to diverse English accents to better prepare them for global communication.