The achievements of Russian scientists in the second half of the 19th century, from Mendeleev's periodic table to Popov's radio receiver, were largely made possible due to their proficiency in foreign languages—a prerequisite for full immersion in the global scientific community.
At that time, the language of science was predominantly French and German. For instance, cadets at the Saint Petersburg Mining Cadet Corps studied these languages alongside Latin and Russian throughout their six years of education. By 1830, the library of Russia's first technical university housed approximately 10,000 books, the majority of which were in foreign languages. An efficient system for replenishing the library's collection was established: before the start of each academic year, professors compiled lists of recommended works in their fields, which were then approved by the institution's management and acquired by the bursar. Books were sourced from around the world.
Today, despite well-known political constraints, the faculty of Saint Petersburg Mining University named after Empress Catherine II continues to stay attuned to the global scientific agenda, just as it did 200 years ago. English has become the primary language of academic communication, and its study receives significant attention at both the undergraduate and postgraduate levels.
In November 2024, a specialized division, the Center for Language Competencies, was established to provide high-quality language training for postgraduate students, with a focus on technical English. Forpost spoke with its director, Vyacheslav Zyrin.
– Vyacheslav Olegovich, the new strategy being implemented by Mining University as part of the pilot project to improve the university system (under the presidential decree of May 12, 2023) places significant emphasis on postgraduate studies reform. Language proficiency is becoming one of the three core competencies for graduate students, alongside pedagogical and scientific skills. What does this entail?
– Three full-time instructors at our Center focus exclusively on postgraduate language training. We don’t just prepare individuals to speak English fluently. Academic staff must master the language at a technical level. To achieve this, we have restructured the curriculum. We emphasize enabling young researchers to not only understand phonetics, grammar, and vocabulary but also to adapt their language skills seamlessly to academic audiences and their scientific objectives.
Language competency means that a person can confidently present their research at international conferences, deliver lectures, and read and write scientific articles in English.
The methodology for teaching technical language has fundamental differences. We cannot rely on traditional approaches, such as introducing a casual topic like gastronomy and teaching students to communicate about it. Technical language has its unique grammatical structures and specialized vocabulary. For instance, metallurgists use one set of terminology, while geologists use another. Therefore, our course is structured to first provide graduate students with general technical concepts in English. They can then build on this foundation with the specialized vocabulary relevant to their field.
–How is the language proficiency of postgraduate students assessed at the end of the course?
–Foreign language is a mandatory subject, and every postgraduate student takes a candidate exam at the end. This includes delivering an English-language presentation of their research project and assessing their ability to read and translate texts related to their scientific profile.
We have moved away from the standard Western evaluation systems like IELTS or TOEFL. While we respect these formats, technical fields benefit more from testing tailored to the vocabulary of specific specialties.
However, we cannot entirely depart from universally recognized classifications of language proficiency. We aim for every postgraduate student to achieve at least a B2 level (Upper-Intermediate) by the end of the course.
– What is the proficiency level of graduate students upon entering postgraduate studies?
–English teaching at the Mining University is of high quality. However, naturally, not all graduates are equally well-prepared. Therefore, we have divided postgraduate students into groups of 10 based on their proficiency level. Those at the lower level are provided with additional consultations to bring them up to speed with their peers.
The best English speakers in their first year of postgraduate studies are given the opportunity to study Chinese in parallel. In the second year, we form a group for those whose English is already excellent, allowing them to focus entirely on Chinese.
– Is there sufficient motivation to learn a language?
–Without a strong command of a foreign language, graduate students cannot qualify for increased stipends, but for them, this is more of a nice bonus than a primary motivating factor. Internal motivation works flawlessly. Graduate students are eager to improve their English, fully understanding that excellent language skills are a prerequisite for a successful teaching and academic career.
The level of English proficiency among the younger generation is improving every year. A teacher with weak language skills would seem out of place among English-speaking students. These students can read scientific literature in English and ask questions about it during lectures.
Not to mention that a scholar's reputation primarily hinges on their publication activity. Any international scientific collaboration begins with assessing the position of a researcher in scientometric databases like Scopus and Web of Science, which are known to index primarily English-language scientific journals. If a Russian scientist is preparing a paper jointly with a Chinese colleague, their correspondence and video calls will invariably be conducted in English. In such scenarios, online translators are of little use.
The research journey of every postgraduate student begins with exploring international publications in their field. The overwhelming majority of these articles and video materials are in English, serving as the most compelling motivation to learn the language.
The demand for language proficiency among the students and postgraduates of the Mining University is vividly illustrated by the packed halls during international conferences and Act Lectures conducted in English. These events feature Nobel laureates, top managers of multinational corporations, and professors from foreign universities. Among the recent highlights was a panel discussion led by Karin Kneissl, the former Minister of Foreign Affairs of the Republic of Austria.
Returning to the work of our Center, I must mention that our creative assignments, such as recording a five-minute video presentation of a research project in their core specialization, are not only considered useful by postgraduates but also highly engaging.
–Does the Center for Language Competence, like foreign language faculties, focus on teaching the standard British English dialect?
–An ideal British dialect is now rarely heard, especially in Russia, given the anti-Russian sanctions, among other factors. But the main challenge is not this. We believe it is more important to learn to understand diverse accents rather than to strive for standard pronunciation. It's no secret that Chinese, Indian, or African speakers use distinctly different English styles. Therefore, we plan to actively involve foreign experts in our educational programs, particularly through the consortium of universities called "Nedra Africa," which includes representatives from 42 countries on the continent.
–Your method of teaching English must also be of interest to faculty members.
– Many of them have a sufficient command of the language, but there’s always room for improvement. We conducted a survey to identify the needs of the teaching staff regarding additional language training. Based on their feedback, we developed a course called "Scientific and Technical Communication." It is aimed at alleviating linguistic discomfort during scientific conferences and seminars. Another course designed for university staff focuses on written English.
–While you teach English and Chinese to postgraduates, the Center also offers Russian courses to applicants from outside Russia. How is this organized?
–Among the postgraduate students at the Mining University, there are also international students. This year, for instance, we welcomed postgraduates from Cuba and several African countries. We teach them technical Russian, applying a similar approach as we do with English: they need to not only read, write, and speak Russian but also use it effectively for scientific communication. This involves gamification techniques, dialogue-based methods, and various interactive technologies.
The main block of Russian language education, however, is for foreign applicants. They must pass entrance exams in Russian, mathematics, and physics—all conducted exclusively in Russian.
At the preparatory department, we organize an intensive year-long language course for foreigners.The training process excludes intermediary languages—starting on the very first day, applicants are required to communicate with the instructor solely in Russian. Groups are small, with a maximum of 10 students, similar to postgraduate groups studying English. The workload consists of four double classes per day. Additionally, we aim to provide foreign applicants with an understanding of cultural aspects of life in Russia, which is why the curriculum includes excursions around St. Petersburg.
Our upcoming plans for the Center include holding language competitions in various countries among school students interested in enrolling at Saint Petersburg Mining University. This initiative will help us attract the best applicants and promote the university internationally.
The educational model implemented by Saint Petersburg Mining University ensures a high level of foreign language proficiency not only for postgraduate students and faculty but also for all certified engineers graduating from the university. Mastery of linguistic competence is confirmed by a special certificate, through which the university guarantees the quality of language training to potential employers.