"An International Affairs Specialist Without Language Proficiency Is Not an International Affairs Specialist"

Ordinary Professor at HSE and Head of the European Languages Section of the International Relations and Global Studies (IRGS) educational program, Irina Yakusheva, shares her experience, insights on teaching foreign languages at the faculty, the importance of language proficiency for international affairs specialists, and much more.

Choosing a foreign language to study is sometimes no less difficult and responsible a decision than choosing an academic program. An applicant faces a choice that will determine not only their four years in undergraduate studies but possibly change their entire life. We decided to learn more about how the educational process is organized and what approach prevails at the Faculty from Professor Yakusheva. Her academic and teaching career spans 48 years, and she has been working at the Higher School of Economics since 2001. It is important to note that she has been with the Faculty of World Economy and International Affairs from its inception, as the Department of Foreign Languages was established simultaneously with it.

How did we plan to organize foreign language education? First and foremost, the emphasis has always been and continues to be on professionally oriented language, Professor Yakusheva shares. This is our main goal because there is a common misconception that students arrive with a good knowledge of English acquired in school, and that this is sufficient. There is a significant difference between the language learned in school and the language required for professional purposes, for reading specialized literature, and for discussing it. We must teach the language used by specialists worldwide.

I firmly stand by this position, which is why all students at our faculty study English for International Relations. A specialist in international relations without foreign language skills is not a specialist at all. No one will ever know what they think, no matter how talented they may be. The IRGS program is staffed by highly qualified teachers, and I take pride in the faculty team that has been working here for many years, developing the principles of foreign language instruction within the international program. Professors teaching other subjects note that the level of professional language proficiency among students in this program is high. That was our main goal. Students must be equipped with economic and political terminology that helps them understand all aspects of international affairs. One of the key principles of our program is the careful selection of literature that highlights economic and political issues, as well as the perspectives of specialists from different countries.

At the Faculty, this practice is an integral part of the learning process. However, in the international program "International Relations and Global Studies," which is taught entirely in English, this approach becomes even more crucial. Speaking about the principles of language training in the program, Professor Yakusheva highlights the key aspects of foreign language teaching:

Alongside the careful selection of study texts, it is important to master new active vocabulary. In terms of lexical material selection, we focus on high-frequency terminology specific to political and economic discourse. The selected texts facilitate discussions using specialized linguistic structures, helping to internalize vocabulary so that it becomes natural and intuitive in independent discussions on the given topic. The selection of texts and topics is preceded by consultations with colleagues teaching specialized subjects. This approach allows us to achieve two goals at once: if we were to use only basic textbooks, we would remain at that level. We collaborate with faculty members who teach professional disciplines to ensure deeper immersion into the specialty.

Despite the fact that the IRGS program requires a sufficient level of English proficiency, students do not all have the same level of proficiency. Within the first-year English curriculum, there are two main aspects. One could be described as General English, where we refine students' language skills, expand grammar topics, and so on. The other aspect is English for Specific Purposes (ESP), which helps students better understand lectures delivered in English.

For the second foreign language, the approach is different. The language is studied over four years. Since we start from scratch, the program is naturally divided into two stages. The first stage involves learning the general foundations of the language, as we recognize that professional language skills cannot develop without a solid grasp of grammar and general vocabulary. Nevertheless, by the second year, we begin introducing texts related to social and political issues. When students are exposed to original texts related to their specialty in the second year, they find them more engaging because they go beyond school-level knowledge. In the third and fourth years, specialization deepens, both in text selection and in the development of skills and competencies.

We were also interested in Professor Yakusheva's opinion on the importance of foreign languages for a career in international relations. Is it even possible for someone pursuing international politics to succeed without a strong command of foreign languages?

That is simply impossible; it would be like having a mute and deaf specialist, Professor Yakusheva replied without hesitation. Without language skills, an international relations specialist cannot succeed. How would that work? What could you read, learn from foreign sources, say, or understand? What negotiations could you conduct? A specialist in international relations must not only know the language but also understand all the specific diplomatic nuances, negotiation strategies, and much more. There is no debate here. A specialist without language skills is not a specialist.

In general, when we talk about foreign languages, I always say the same thing: while knowledge in many fields may become outdated over time, a foreign language is a lifelong competitive advantage for any specialist. Language does not change significantly within a person’s lifetime. Moreover, foreign languages are a tool for developing cognitive flexibility and quick thinking. An international relations specialist must be able to adapt to new conditions and cultures, and knowledge of foreign languages helps develop such abilities. The human brain must be capable of restructuring, and switching between languages is excellent training.

Ирина Владимировна Якушева

МОГИ

Every student entering the IRGS program must choose a second foreign language. We asked Professor Yakusheva what language she would choose in today's world and what she would recommend to future international relations professionals.

At our faculty, we have great freedom of choice. For example, no one asked me—I didn’t want to study German, but since there was no other option, I started learning it and eventually came to love it. I realized how important it was. If I were in the same situation now, I would gladly choose German again. However, when I began organizing foreign language instruction, I thought I would have loved to learn Italian. Italian is becoming a rarer European language, yet Italy invites Russian students to participate in various educational programs. Isn’t that a reason to learn the language?

When I found out that knowing Portuguese allows one to understand both Spanish and Italian, I would have chosen Portuguese! People seem afraid of it—they pick Spanish instead, but not Portuguese. Given current global events, that should change. BRICS, closer ties with Africa—these are regions where Portuguese is widely spoken, alongside French. Therefore, knowing these languages is highly valuable for career success. Not only is Portuguese increasingly relevant, but learning it also makes Spanish and Italian much easier to acquire, solving three problems at once. I really hope applicants start considering Portuguese and Italian alongside other languages.

Given geopolitical shifts and Asia's rising influence, many wonder whether studying European languages remains relevant. This issue has become more pressing as the narrative grows that German, Spanish, French, and other European languages are losing their importance. In the interview, Professor Yakusheva refutes this idea, arguing that European language proficiency remains essential.

From the press center, we extend our gratitude to Professor Yakusheva for her detailed responses to questions of interest to not only applicants but also their parents.

This material was prepared as part of the "Press Center for International Relations and Global Studies" project. Interview and text by V. Lyamtseva (first-year student), edited by T. Petrov (first-year student, press center coordinator).