Integração linguística de estudantes deslocados internamente: desafios e práticas de adaptação

Svitlana Parfilova; Uliana Shostak; Olesia Samokhval; Oksana Verbovetska; Nina Svystun

doi:10.22633/rpge.v29iesp2.20680

Authors

Svitlana Parfilova Sumy State Pedagogical University https://orcid.org/0009-0000-0008-9365
Uliana Shostak State University of Trade and Economics https://orcid.org/0000-0002-3258-2098
Olesia Samokhval State University of Trade and Economics https://orcid.org/0000-0001-7958-945X
Oksana Verbovetska Volodymyr Hnatyuk Ternopil National Pedagogical University https://orcid.org/0000-0003-3142-364X
Nina Svystun Volodymyr Hnatyuk Ternopil National Pedagogical University https://orcid.org/0000-0003-0398-8803

DOI:

https://doi.org/10.22633/rpge.v29iesp2.20680

Keywords:

Language adaptation, Internally displaced persons, Students, Acculturation, Multilingualism

Abstract

This study investigates the linguistic adaptation process of internally displaced Ukrainian students in the European Union, in a context of large-scale forced migration caused by war. The research's relevance stems from the unprecedented scale of this migratory flow and the essential role of language proficiency in educational integration. The objective is to propose a comprehensive approach to linguistic support and identify effective practices inspired by the European experience. The methodology combines quantitative analysis of data from the EU Agency for Fundamental Rights with a qualitative synthesis of theories on acculturation, multilingualism, and translingualism. The study develops a predictive model of technological support that meets the individual needs of migrants based on age, language level, and professional status. Its originality lies in the creation of the first integrated model of linguistic support for displaced students, offering relevant contributions to the fields of applied linguistics, educational policy, and migration studies.

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Author Biographies

Svitlana Parfilova, Sumy State Pedagogical University

Department of Preschool and Primary Education, Educational and Scientific Institute of Pedagogy and Psychology, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.

Uliana Shostak, State University of Trade and Economics

Department of Foreign Languages and Translation, Faculty of Accounting and Finance, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine.

Olesia Samokhval, State University of Trade and Economics

Department of Foreign Languages and Translation, Faculty of Accounting and Finance, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine.

Oksana Verbovetska, Volodymyr Hnatyuk Ternopil National Pedagogical University

Department of General Linguistics and Slavic Languages, Faculty of Philology and Journalism, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ternopil, Ukraine.

Nina Svystun, Volodymyr Hnatyuk Ternopil National Pedagogical University

Department of General Linguistics and Slavic Languages, Faculty of Philology and Journalism, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ternopil, Ukraine.

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