With the expansion of migration from Russia and the post-Soviet space to the rest of the world, there was a growing curiosity among the Russophones as to how their countrymen live outside Russia, how the language and culture are maintained, and how the environment, social traditions, culture, and a different way of thinking influence them. The composition of diasporic Russophone communities has changed. The proportion of professionals seeking employment and young people who wish to receive education and training has recently increased due to a massive flow of Ukrainian refugees (many of whom are Russophone) and political emigrants from Russia. As part of the current tensions that accompany multilingualism, the Russian language, which is inseparably connected to complex sociolinguistic contexts, must fight for its status. Its symbolic value is twofold: it is a global language and an essential component of one of the world’s rich cultures, but it is also a strategically important instrument of ideological manipulations and propaganda. It plays an important role in interethnic communication both within and beyond Russia. We concentrate on how ideologies of language learning coming up in discussions dedicated to educational needs of adults and immigrant children develop. Material for this study is drawn from surveys, interviews, and online discussions. Methodologically our study relies on critical language awareness theory and thematic and discourse analyses. Exploring different ways of teaching Russian outside the nation, we study its forms and functions, including that of mediator between different cultures. We investigate changing communication forms and learner goals and discuss diverse experiences accumulated by Russian teachers in the diaspora.