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

Autores/as

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

Palabras clave:

Adaptación lingüística, Desplazados internos, Estudiantes, Aculturación, Multilingüismo

Resumen

Este estudio investiga el proceso de adaptación lingüística de estudiantes ucranianos desplazados internos en la Unión Europea, en un contexto de migración forzada a gran escala causada por la guerra. La relevancia de la investigación radica en la magnitud sin precedentes de este flujo migratorio y en el papel esencial del dominio del idioma en la integración educativa. El objetivo es proponer un enfoque integral del apoyo lingüístico e identificar prácticas eficaces inspiradas en la experiencia europea. La metodología combina el análisis cuantitativo de datos de la Agencia de los Derechos Fundamentales de la UE con una síntesis cualitativa de teorías sobre aculturación, multilingüismo y translingüismo. El estudio desarrolla un modelo predictivo de apoyo tecnológico que satisface las necesidades individuales de los migrantes en función de su edad, nivel lingüístico y situación profesional. Su originalidad reside en la creación del primer modelo integrado de apoyo lingüístico para estudiantes desplazados, que ofrece contribuciones relevantes a los campos de la lingüística aplicada, la política educativa y los estudios migratorios.

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Biografía del autor/a

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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