Integrity of student's community in conditions of polylingualism (on materials of Transdniestrian Moldavian Republic)

This article is an attempt to answer the question: how the linguistic heterogeneity of student's community affects its integrity? Studying the designated problem in theoretical aspect, authors find out what among the scientists investigating linguistically non-uniform educational collectives there are the optimists revealing in polylingualism potentials to social ingtegration and sceptics who enter a concept of "language contradictions" and define linguistic heterogeneity as a barrier to complete community formation. Authors carry out the empirical analysis of polylingualism phenomenon on materials of the Transdniestrian Moldavian Republic. To have an idea of sociocultural climate of modern Transdnistria it is necessary to understand specifics of its cultural historical development. In the first millennium AD Transdniestria was populated with ancient Slavic tribes and also with Turkic nomads Cumans and Pechenegs (eternal rivals of ancient Slavs). In the second millennium Transdniestria was a part of many states: Kiev Rus and Galitsko-Volynsky principality, Grand Duchy of Lithuania. Northern Transnistria long time stayed as a part of the Polish principalities and the Polish-Lithuanian Commonwealth. The southern Transdnistria in the 13th century became a part of the Golden Horde, and later - a part of the Crimean khanate. At last, at the end of XVIII all territory of Transdnistria becomes a part of the Russian Empire. Then active settling of Transnistria begins. The power comtributed to labor migrations in Transdnistria of Russians, Moldavians, Ukrainians, Jews, Bulgarians, Germans, Greeks and Armenians. During the Soviet period till 1940 the main part of Transnistria was a part of the Moldavian Autonomous Soviet Socialist Republic which, in turn, was a part of the Ukrainian SSR. In 1940 with new inclusion of Bessarabia in structure of the Soviet Union the Moldavian SSR was created, and Transnistria became the territory of the Moldavian Soviet Socialist Republic. The new wave of migration of professional staff in Transnistria, mainly, from Russia and Ukraine began. Thus historical development of Transdnistria caused linguocultural heterogeneity of the region. Multilanguage and cultural heterogeneity of the Dnestr area, on the one hand, and its unconditional focus to the Russian world, with another, in many respects explain why Transdnistria could not follow Moldova when it, having announced the sovereignty, headed for the European development. The features of a cultural and communicative discourse found today in the unrecognized Dnestr Moldavian Republic found the reflection in an education system and linguocultural dynamics of educational collectives. Authors find out that the Dnestr polylingualism has today the sufficient and full regulatory and legal base. The polling research among students of the Pridnestrovian State University named after T.G. Shevchenko allowed authors to draw a number of conclusions. Peculiar feature of student's community in Transnistria is the frequent discrepancy of ethnic and linguistic identity (together they make cultural identity). Among the Dnestr students the ethnic identity in quantitative expression can be wider or, on the contrary, narrower than language identity. The situation when the ethnic identity completely coincides with linguistic, is peculiar only to those communities that only begin to join community, new to them. According to authors the recorded situation does not comprise the conflictogenic messages. Is shown that studying of language which is foreign for all members of student's community (the speech, first of all, about English) is the integrating factor for student's community. Empirical material allowed to reveal a special role of Russian as factor of a solidarization of student's collective. Russian and a concept of the Russian world objectively become today a kernel of linguocultural dynamics and of Transnistria youth communities everyday life. Authors come to conclusion that we should not understand polylingualism as an obstacle for collective integration. The student's community is a system, and the heterogeneity as obligatory property of system gives impulses to its development.

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