Language integration of internally displaced students
challenges and adaptation practices
DOI:
https://doi.org/10.22633/rpge.v29iesp2.20680Keywords:
Language adaptation, Internally displaced persons, Students, Acculturation, MultilingualismAbstract
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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