UCLA

This dissertation investigates the contemporary dynamics of language policies and practices in kindergartens in the Republic of Armenia, emphasizing the influence of recent sociopolitical changes alongside historical legacies. By examining the evolution from Soviet-era Russification, which sought to establish Russian dominance, to post-Soviet efforts of de-russification and the promotion of literary Armenian, the research highlights how these shifts have shaped language socialization and national identity formation in modern Armenia. The study reveals significant differences between public and private kindergartens, with public institutions strictly adhering to government mandates that prioritize Armenian language, while private kindergartens demonstrate greater linguistic flexibility, reflecting diverse educational philosophies and the impact of global interactions. Recent geopolitical events, such as the Armenia-Azerbaijan conflicts and the influx of immigration of Russian families due to the Russia-Ukraine war, have further complicated the linguistic landscape, reinforcing purist language ideologies in public institutions and prompting adaptations in private kindergartens. Teachers play a crucial role in navigating these changes, balancing official policies with personal beliefs as they socialize children into national language ideologies. The research also delves into the use of the address term "ընկեր" (uhnker), tracing its evolution from a Soviet-influenced term to one that now signifies respect and authority in the Armenian educational context, particularly within public kindergartens. The study employs a comprehensive theoretical framework, incorporating language socialization, language ideologies, and sociolinguistic perspectives on standardization, offering a nuanced understanding of the forces shaping language education in Armenia today. This study contributes to linguistic anthropology by applying established frameworks in the field to the Armenian context, providing new insights into the implementation and contestation of language policies in post-Soviet settings, and offering practical recommendations for enhancing language education in an increasingly diverse and complex sociopolitical environment.