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.