Problems of integrating international language proficiency standards into higher education in Russia

the article discusses the topical issue of integrating international language proficiency standards into the Russian higher education system. In the context of socio-economic globalisation, ensuring comparability between international and Russian language proficiency assessment criteria has become crucial. A systematic analysis of Russian and foreign educational documents has been undertaken to identify the factors and processes determining the existing problems and prospects for integrating international standards in Russia. It has been determined that discrepancies exist with regard to the criteria employed in the assessment of school leavers, the calibration of State Unified Examination scores in foreign languages, and the language proficiency requirements stipulated by higher education institutions. This discrepancy leads to an imbalance in the assessment of graduates' actual language skills, which hinders their transition to higher education. The research materials employed encompass documents from the Russian Ministry of Education and Science, recommendations from the Scientific and Methodological Council on foreign languages, and working programmes utilised in secondary general education institutions and non-language universities. The research also refers to the Council of Europe document, «Common European Framework of Reference for Languages: Learning, Teaching, Assessment». A comparative analysis of language competence descriptors revealed a general conceptual correlation between Russian and European approaches, as well as differences in competence and quantitative indicators. In order to achieve the integration of international language proficiency standards, a systematic approach and coordinated action at institutional and state levels are necessary.

language competence, assessment criteria, language training, integration, descriptor, foreign language, standard, systematic approach