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Russian Language Journal

Author ORCID Identifier

0000-0002-8595-2566

0009-0007-0643-9742

Keywords

Russian language education, career readiness, professional identity, language program design

Abstract

The decline in Russian language enrollments reflects a broader trend of diminishing confidence in higher education, particularly in the humanities and language studies. Many Americans question whether an undergraduate degree effectively prepares students for meaningful careers, fueling skepticism about the value of language programs. Meanwhile, the job market has undergone significant shifts, with fewer lifelong careers and more frequent job transitions. In this evolving landscape, graduates must develop not only professional skills but also career management skills, including the ability to envision career paths, articulate their qualifications to employers, and construct compelling professional narratives.This longitudinal study examines the effectiveness of a career-integrated Russian language program that combines language instruction with structured career support. The program includes biannual advising meetings, guidance on internships, volunteer and research opportunities, and targeted workshops on scholarship applications and professional identity formation. Adopting a constructionist approach, the study focuses on students’ evolving professional identities as revealed through narrative practices, particularly personal statements. The findings demonstrate that embedding career-focused support within language curricula fosters early student commitment, strengthens professional identity development, and enhances career preparedness. These insights underscore the need for educators to take on a more active role as career coaches, equipping students to navigate an increasingly dynamic job market.

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