scholarly journals Native Language Education in Ukraine and the Ukrainian Diaspora: Comparative Analysis at the Turn of the Century

2014 ◽  
Vol 1 (2-3) ◽  
pp. 305-310
Author(s):  
Svitlana Romaniuk
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Native Language ◽  
Language Education ◽  
Global Scale ◽  
National Consciousness ◽  
Mountainous Regions ◽  
National Minorities ◽  
The Usa ◽  
State Educational

The trends of development of native language education of Ukrainians living in Ukraine,the USA and Canada have been analyzed. They are stipulated by globalization as well asintegration processes on a global scale in the end of the 20th and at the beginning of the 21stcenturies. Their dependence on state language and language education policies in Ukraine havebeen grounded together with national consciousness of the Ukrainians whereas the westerndiaspora dependence on external (language policy in the country of residence, assimilation,assistance from Ukrainian part) and internal factors (national consciousness of Ukrainians in thediaspora, their integration into different society, functioning of native language education, publicorganizations) have also been reasoned.The functioning of institutions in the USA and Canada have been studied (parents/family –kindergartens – Ukrainian Studies Schools and Courses at Universities). Where the subjects inUkrainian Language and Systems of State Educational Institutions for young generations of theAmerican and Canadian Ukrainians are being taught.The following key trends of native language education have been distinguished: bilingualism(Russian-Ukrainian languages in Ukraine which, in general, has a negative impact on the status ofnational language. English-Ukrainian languages in the USA and Canada which is an essential partof the integration of national minorities representatives into the societies of these countries);reduction of Ukrainian language speakers in the USA and Canada as well as in Ukraine; stateassistance in language teaching for ethnic communities/minorities in Ukraine and separateCanadian provinces; seeking for efficient means and methods of teaching native language inpolytechnic / multilingual environments such as mountainous regions of the USA, Canada andUkraine.The conclusion is that despite of assimilation and migration processes in the diaspora andUkraine, the need of Ukrainian language learning is growing. This is particularly connected withthe fourth emigration wave of Ukrainians who are willing to study their own language and obtainappropriate education.

NATIONAL EDUCATION IS THE MAIN GUARANTEE OF ESTABLISHING NATIONAL ELITE

2019 ◽  
pp. 89-94
Author(s):  
Mykola Zhulynskiy
Keyword(s):  
Private School ◽  
Native Language ◽  
Language Education ◽  
The State ◽  
Political Elite ◽  
Systematic Analysis ◽  
National Education ◽  
National Minorities ◽  
State Archives ◽  
The Right

In the article, the scientist focuses on the goal of education – the formation of a leading strata of the Ukrainian people – intellectuals, the national elite. The article states that the national character is formed only by the national school. The purpose of education is defined - formation of the leading layer of the Ukrainian people - intellectuals, national elites. It is noted that a conscious volyn political elite was formed. In a systematic analysis of archival sources, the author notes that in the State Archives of Ternopil region (fund 351) you can learn about the teachers of the gymnasium: the director and teacher of Latin Sergey Ulianovich Milyashkevich, professor of general history, geography and Latin Andrei Kutsa, professor of Ukrainian language and literature Victor Gnazhevsky , teachers of religion (Yuriy Ivanitsky), natural sciences and arithmetic (Luka Skibinetsky), manual labor, calligraphy and drawing (Vasyl Doroshenko), French and German; (Katerina Milyashkevich), teacher of mathematics. Physics and Chemistry (Vasyl Kavun). Describing the preconditions for the emergence of Ukrainian gymnasiums in Volyn, the author notes that at that time in the late 1920's Volyn voivodship operated 1144 schools, of which 390 were late saturdays, 750 Polish and only 4 schools with Ukrainian language education. The state program of assimilation of national minorities (the Ukrainian minority in the Second Common Polish Commonwealth was the second largest national group after the Poles, accounting for about 15% of the total population) in Volhynia was through compulsory school education in the spirit of the Propolis ideology. At the same time, Ukrainians sought to uphold the right to open schools with their native language of instruction even in those areas where they were quantitatively prevailing. This was guaranteed to the Ukrainians by the Polish Constitution of 1921. (Articles 110-111), but in reality it was extremely difficult to achieve this. Even the opening of a Ukrainian private school required a lot of effort - only with the permission of the minister of religion and public education. Kremenets Gymnasium, as well as Lutsk, as well as Rivne (arose thanks to the "Enlightenment" of 1923), nourished the native language, professed Orthodox traditions, revered outstanding national figures, leaders of the nation. It is from this angle that the role of the Ukrainian Gymnasium in Kremenets is shown, along with similar gymnasia in Lutsk and Vinnitsa in the formation of the secular and spiritual national consciousness of the Ukrainian intelligentsia, who later worked on asserting the statehood, including in the UPA ranks, for the development of the Ukrainian national culture.

The motivational self of the novice language learner

2019 ◽  
Vol 9 (1) ◽  
pp. 203-221
Author(s):  
Maria Villalobos-Buehner
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Language Education ◽  
Language Learner ◽  
Pedagogical Practices ◽  
Language Class ◽  
The Usa ◽  
Professional Self ◽  
Motivational Focus

Abstract Novice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

scholarly journals Foreign Language Learning Process at an Early Age and Its Impact on the Native Language Education

2021 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Shqipe Husaj
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Native Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Early Age

Perhaps the most complex question risen among linguists, psychologists and philosophers is how a child learns foreign language? Considering that language learning is natural and that babies are born with the ability to learn it since learning begins at birth, still Language learning (be it native or foreign) is a process that is not simple and short. It takes time, patience and self-discipline. Independent from some internal and external factors that are found inside and outside of every learner and which differ from each and every person this process has its pros and cons. A foreign (English) language learning at an early age has evolved considering modern technologies and methodologies used by individual learners and teachers. The earlier the language is learnt the more fluent the speaker is, but what happens to the mother tongue? Is the child well understood by the community, school teachers and friends? What is the progress of that child at school, what are psychological effects of technology used in the process of learning a language, what is the best age to learn a foreign language? , etc. These and many other questions will be discussed in this paper. The findings of this paper are assumed to also identify teachers’ perceptions about the main challenges they face during the classroom management with foreign language speakers in the classroom, the strategies they use, parents’ attitude toward this and also to find out some steps that parents and native language teachers should take to improve the situation.

Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon

2012 ◽  
Vol 18 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Deanna Ferree Womack
Keyword(s):  
Twentieth Century ◽  
Language Learning ◽  
Identity Formation ◽  
Political Identity ◽  
Language Education ◽  
Arabic Language ◽  
Language Instruction ◽  
Reciprocal Relationship ◽  
Foreign Missions ◽  
The Usa

This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.

scholarly journals THE IMPLEMENTATION OF ENGLISH-MEDIUM INSTRUCTION IN UKRAINIAN HIGHER EDUCATION

2021 ◽  
Author(s):  
Olena Shcherbakova ◽  
◽  
Svitlana Nikiforchuk ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Education ◽  
The European Union ◽  
Professional Activities ◽  
Advantages And Disadvantages ◽  
Higher Educational ◽  
Definition Of ◽  
State Educational

The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.

Improving The Students’ Pronunciation Competence in a Second Language Acquisition Through the Implementation of Lesson Study in Faculty of Language Education of Indraprasta PGRI University Jakarta

2019 ◽  
Vol 2 ◽  
Author(s):  
Syahfitri Purnama
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Lesson Study ◽  
Native Language ◽  
Research Question ◽  
Language Education ◽  
Target Language

When speaking or reading a foreign language, Students always doing mispronunciations. When speaking or reading a foreign language. They are errors in encoding at the productive phonological level. They still do not know the system of the target language sounds which are different from their first language but the fact that few second language learners are able to speak a second language without showing evidence of the transfer of pronunciation features of their native language is evidence of the difficulty of acquiring a native like pronunciation, but also of the goals learners set for themselves. Many learners are quite comfortable to show evidence of their native language on their second language phonology, since it is sometimes viewed as a core part of their cultural identity. The research question is how to improve the students’ pronunciation competence in a second language learning through the implementation of lesson study? The lesson study team meets to plan a research lesson to discuss the research lesson and in which classroom it will be taught. They decide what data the team will collect and how to collect it. This phase happens one day to one to make the syllabus design through the lecturers collaboration with the purpose is to learn successful teaching techniques and behaviors from other lecturers, to improve students learning based on observation. This research is qualitative research and data are taken from the students’ pronunciation while they are presenting paper in the classroom. The lecturer found some mispronounce words, they did not pronounce well for dental [θ] for think, labio- dental [f] for phoneme, cluster [kj] for occurrence, diphthong [ai] for phsychology. They did interlingual and intralingual processes. For helping the students better in pronouncing, it is done by using the lesson study by doing; plan, do, check and acts. Lesson Study is appropriate to encourage a learning community consistently and systematically and also can help lecturers and students in their competences.

scholarly journals USE OF ASSISTIVE TECHNOLOGIES FOR LANGUAGE LEARNERS WITH VISUAL AND HEARING IMPAIRMENTS IN THE USA

2019 ◽  
Vol 93 (6) ◽  
pp. 148-155
Author(s):  
O.Ye. Krsek
Keyword(s):  
Language Learning ◽  
Students With Disabilities ◽  
Language Education ◽  
Assistive Technologies ◽  
Future Research ◽  
Hearing Impairments ◽  
Writing Technologies ◽  
The Usa ◽  
Research Findings ◽  
Education And Development

This article strives to provide research findings and implications for the use of assistive technologies (AT) for students with visual and hearing impairments. First, the common challenges associated with visual and hearing impairments in students while learning languages, and the process of fitting AT to this category of students have been discussed. The research was focused on AT for language learning, reading, writing. Assistive technology items have been grouped according to whether they enhances the visual or hearing capabilities of students with disabilities. Assistive technologies for students with visual impairments and blindness have been united in assistive technologies for reading (technologies that enhance sight capabilities, technologies that engage senses and abilities other than sight literature), assistive technologies for writing (technologies that enhance sight capabilities, technologies that engage senses and abilities other than sight); assistive technologies for students with hearing impairments (amplification devices, telecommunication device for the deaf, frequency-modulated amplification systems. Based on principles of organization of language education in the system of language policy in the USA, the importance of English learning for students with visual and hearing disabilities in the USA has been grounded. Areas for future research of assistive technologies for students with visual and hearing impairments and the value of research findings to optimizing the education and development of students have been shown as a great need for continued work in these areas.

scholarly journals PROBLEMS OF NATION-BUILDING PROCESSES IN UKRAINE AT THE PRESENT STAGE

2020 ◽  
Vol 33 ◽  
pp. 214-221
Author(s):  
Orest KRASIVSKYI ◽  
Nadiia PIDBEREZHNYK
Keyword(s):  
National Identity ◽  
Negative Impact ◽  
Nation Building ◽  
External Factors ◽  
Ethnic Composition ◽  
Problem Analysis ◽  
National Consciousness ◽  
Present Stage ◽  
National Minorities ◽  
Hybrid War

The article deals with the problematic aspects of nation-building processes in Ukraine at the present stage. A methodological basis is a comprehensive approach to problem analysis. The categories «nation», «Ukrainian nation», «Ukrainian people» are characterized. The main markers of national identity are identified among which: national consciousness, national interest, national territory, national idea, culture, language, history, common origin, religion. The nation was found to contain both ethnic, cultural and political components. From the dominance of one of these characteristics is formed in essence, an ethnic or political nation. The basic internal and external factors that negatively effecting nation-building processes in Ukraine are investigated. The internal ones include: lack of clear legislative criteria for inclusion in the ethnic community and real indicators of the ethnic composition of the Ukrainian people; loss of title ethnic identity based on linguistic marker; political speculation about the ethno-cultural features of the regions of Ukraine, linguistic and mental differences of the citizens of Ukraine; lack of an effective system of national-patriotic education and formation of national consciousness. External factors include: hybrid war of the Russian Federation against Ukraine, aimed at loss of territorial integrity and state sovereignty of Ukraine, aggravation of interethnic relations; intensive globalization processes that require new approaches to public policy on preserving and developing national identity; negative impact of information flows of foreign countries on the formation of information and cultural space of Ukraine; political and cultural expansion of neighboring countries (Hungary, Poland, Romania, Russia) into Ukraine, which goes beyond the support of their national minorities and poses a direct threat to Ukraine's national security. Keywords: ethnicity,nation, national identity, nationalization, Ukraine, Ukrainian nation, hybrid war.

scholarly journals Educational issues in program documents of Polish political parties (1919–1939)

2018 ◽  
Vol 11 ◽  
pp. 78-98
Author(s):  
Oksana RUDA
Keyword(s):  
Political Parties ◽  
Native Language ◽  
Educational Activity ◽  
National Consciousness ◽  
Equal Rights ◽  
Educational Rights ◽  
National Minorities ◽  
Political Forces ◽  
Polish Language ◽  
The Right

The article analyzes the program documents of the leading Polish political parties, traces the ways of solving educational problems, protecting the educational rights of representatives of different nationalities, and improving the financial situation for teachers. The educational activity of party members aimed at the development of primary, secondary and tertiary schooling, extracurricular education, as well as raising the level of national consciousness of the Polish population is discussed. It is observed that the right political forces advocated strengthening the Polish identity of the country and denied the right of national minorities to learn their mother tongue. They were convinced that Polish-language schools and Polish teachers were to become instruments of cultural and political influence on minorities and were supposed to form Polish national consciousness in children and young people which would make it impossible to spread national separatism. Policies of sanation defined the exclusive role in the country for the Poles, and made significant efforts to develop Polish-language schooling. However, representatives of national minorities were granted equal rights for education in their native language, provided they are fully loyal to the authorities. At the same time, Polish left-wing political forces advocated equal rights for citizens of all religions and nationalities, implementation of the articles of 1921 and 1935 Constitutions concerning the cultural, linguistic and educational rights of national minorities. Free of charge elementary, secondary and higher education institutions with the native language of instruction, which were intended to direct the upbringing of children for the public and civil service in Poland, were supposed to provide equal opportunities in the educational sphere, both for the Poles and representatives of other nationalities. Despite some differences, almost all program documents of the Polish political forces referred to the need to increase the level of education in schools, allocation of scholarships for students, teachers’ training, organization of educational courses, reading rooms, libraries and folk houses. Keywords political parties, Poland, educational activity, educational institutions, national minorities.

Sign in / Sign up

Export Citation Format

Share Document