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Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was restricted, and Hungarian-Russian bilingual schools were launched. The features of their establishment can be connected to political and professional power relations in different sub-periods within the structures of closed language policy. The objective in both states was the education of committed political elite. The first school was established by direct political control and closed because of the 1956 revolution. The second school was established in 1974, through professional and political compromises. The third school opened at the end of the period, as part of a top-down development project involving 14 schools. A number of European target languages (still including Russian) were introduced, which can be regarded as the opening up of language education policy. Relying on sources, documents, and personal recollections, the study aims to reveal the dynamics of the interrelations between controlled language education, University and the changes in Hungarian economic, social, domestic, and foreign policy in the given periods.

Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was restricted, and Hungarian-Russian bilingual schools were launched. The features of their establishment can be connected to political and professional power relations in different sub-periods within the structures of closed language policy. The objective in both states was the education of committed political elite. The first school was established by direct political control and closed because of the 1956 revolution. The second school was established in 1974, through professional and political compromises. The third school opened at the end of the period, as part of a top-down development project involving 14 schools. A number of European target languages (still including Russian) were introduced, which can be regarded as the opening up of language education policy. Relying on sources, documents, and personal recollections, the study aims to reveal the dynamics of the interrelations between controlled language education, University and the changes in Hungarian economic, social, domestic, and foreign policy in the given periods. [ABSTRACT FROM AUTHOR]