CHALLENGES OF ALIGNING STATE EDUCATIONAL STANDARDS WITH INTERNATIONAL STANDARDS (CEFR) IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

This article examines the methodological, pedagogical, and policy-related challenges of aligning national educational standards with the Common European Framework of Reference for Languages (CEFR) in teaching Russian as a foreign language, with particular focus on post-Soviet contexts including Uzbekistan. Drawing upon comparative analysis of the Russian Federal State Educational Standards, Uzbek National Curriculum Framework, and CEFR implementation experiences across Asian countries, the study identifies key tensions between international standardization and local educational needs. The analysis reveals challenges including: the Eurocentric orientation of CEFR descriptors; misalignment between CEFR proficiency levels and national assessment systems; teacher readiness and professional development gaps; resource limitations for standardized testing; and the specific linguistic characteristics of Russian that complicate direct CEFR application. The article proposes strategies for adaptive implementation including development of localized CEFR descriptors, integration of TORFL/ТРКИ certification systems, and context-sensitive teacher training programs. The findings contribute to broader discussions on educational policy borrowing and the globalization of language education standards in non-European contexts.本文探析了对外俄语教学领域中，将国家教育标准与欧洲语言共同参考框架（Common European Framework of Reference for Languages，CEFR）相适配所面临的方法论、教学法及政策层面挑战，研究重点覆盖包括乌兹别克斯坦在内的后苏联地区。 本研究通过对比分析俄罗斯联邦国家教育标准（Russian Federal State Educational Standards）、乌兹别克斯坦国家课程框架（Uzbek National Curriculum Framework），以及亚洲各国欧洲语言共同参考框架的落地实践经验，厘清了国际标准化与本土教育需求之间的核心矛盾。 分析结果显示，此类挑战具体包括：欧洲语言共同参考框架等级描述的欧洲中心主义倾向；CEFR语言水平等级与各国本土评估体系的适配错位；教师能力储备与专业发展的缺口；标准化测试的资源制约；以及俄语自身的语言特性使其难以直接套用CEFR框架。 本文提出了适应性落地的相关策略，包括制定本土化的CEFR等级描述、整合对外俄语水平测试（Test of Russian as a Foreign Language，TORFL/ТРКИ）认证体系，以及开展贴合本土语境的教师培训项目。 本研究结论可为非欧洲地区的教育政策借鉴与语言教育标准全球化相关的广泛学术讨论提供参考。