Azerbaijani language courses will be introduced in three state schools in Armenia this academic year. Similarly, the teaching of the Armenian language is also proposed in Azerbaijan.
So, in which other countries is the Azerbaijani language taught as a subject?
Education expert Kamran Asadov gave a statement to AzEdu.az regarding the topic.
"The teaching of the Azerbaijani language as a subject is carried out quite systematically and extensively within the country, but opportunities in this direction abroad are still limited. The state's language policy yields positive results in terms of protecting the mother tongue and strengthening ties with the diaspora. Statistical indicators show that in approximately 92% of general education institutions, instruction is conducted solely in Azerbaijani, which ensures national identity and a unified educational space. Abroad, however, for example, in Armenia, the Azerbaijani language is taught as a subject in only 4 schools and is applied only in upper grades, which indicates serious limitations in the dissemination of the language.
The state's legislative framework stipulates that educational opportunities in the mother tongue should be created for citizens of other nationalities. This is important for both domestic and foreign audiences, but in practice, a large portion of Azerbaijanis living abroad still cannot receive education in their mother tongue. This situation indicates that the language education opportunities for 40 million Azerbaijanis living abroad are insufficient.
Among the positive aspects, it can be noted that the dominance of the Azerbaijani language is preserved within the country, ensuring the formation of national identity and the perpetuation of the language by future generations. Abroad, however, opportunities have been created for the diaspora through online courses and projects, which is important for the dissemination of the language using modern technology.
The negative aspects are that abroad, the language exists as a subject only within a limited framework and does not have the status of a primary language of instruction. Problems persist in terms of teacher training, textbooks, and resources, which affects the improvement of language proficiency.
I believe that the language policy within the country is more systematic and effective, whereas abroad it has not yet been fully implemented. In the future, it is possible to increase educational opportunities for the diaspora by expanding Azerbaijani language programs abroad, training teachers, and adapting textbooks to international standards. This will serve both the preservation of the national language and its international recognition.
The activities of the Ministry of Science and Education in this direction – the preservation of the language, the organization of courses for the diaspora, and the retention of the Azerbaijani language as the primary language of instruction in the country's schools – are commendable. These steps are significant for the preservation of national identity, culture, and continuity, and should be expanded internationally, as they are domestically".
