Abstract:

The Russian language, recognized as one of the official languages of the United Nations, occupies a central role in global communication. Echoing the observation made by Wang [1], the popularity of studying Russian as a foreign language has seen a significant rise among students worldwide. In Mexico, this upward trend is evident, prompting an in-depth investigation at the University of Colima. The study was conducted by a novice teacher during her professional practice. The primary research question driving this study was How do diverse undergraduate Mexican students learn Russian at the A1 level? Adding to the complexity of this phenomenon is the fact that these Mexican students are choosing to study Russian, not just as a language, but as a cultural and political entity, regardless of the current political situation in Russia.

This is a qualitative case study research, which is ideally suited for an in-depth exploration of complex social phenomena within their real-life context. The research data was collected through participatory observation, video records, open interviews, and field diaries, which offered a rich, nuanced view of the learning experiences of the participants. The research sample was drawn from two different faculties, providing a diverse range of perspectives and experiences. The analysis of the collected data was guided by Charmaz's Grounded Theory approach, a systematic methodology that involves the construction of theories through methodical gathering and analysis of data.

From the data analysis, it was inferred that the presence of a passionate and patient teacher significantly increases the likelihood of Mexican university students successfully learning Russian. Furthermore, the study identified the student's role in ascribing value to and actively managing their learning journey. This role was influenced by various factors, notably the learning environment. Primary motivators identified in the research for the participants to learn Russian were intricately tied to the learning environment's ability to foster a pleasant working atmosphere. Other motivators that emerged were cultural aspects related to the Russian language, the climate of the learning environment, the intrigue provided by the language itself, and the participants' personal interest or curiosity about the language's unique structure.

The study thus sheds light on the students' perception of their learning environment, which was found to considerably influence their motivation and ability to learn the language. Environments that cultivated a pleasant atmosphere and championed active learning were found to be most conducive for learning. The crucial role of a passionate and patient teacher was highlighted, demonstrating that this factor is vital in fostering students' engagement and enhancing their learning outcomes.

In conclusion, this study offers valuable insights into how Mexican university students navigate their learning journey in mastering Russian at the A1 level. It highlights the various factors that influence their learning experiences, offering a roadmap for future educational strategies and interventions in language learning. The study's findings thus highlight how language learning can serve as a powerful tool for bridging cultural and political divides, fostering mutual respect, and promoting peace.

Keywords:

Russian Language Learning, Diverse Profile, Spanish Speakers, University Students.