Languages coexistence models in the multicultural environment of Ukraine and the EU
DOI :
https://doi.org/10.34069/AI/2023.64.04.11Mots-clés :
multicultural environment, linguistic tolerance, multilingualism, civil society, European integration.Résumé
The aim the article is to study the model of coexistence of different languages in the multicultural environment of Ukraine and EU countries (the Czech Republic, Germany, Poland and Italy). Methods. Testing was conducted using the Communicative Attitudes Technique. The degree of satisfaction with the environment was studied. Statistical analysis was performed using t-test, the Kolmogorov-Smirnov test, Pearson’s correlation coefficient. Reliability analysis was performed using Cronbach’s alpha. Results. The adaptability of EU citizens was found to be significantly higher than that of the residents of Ukraine (t=13.24; p < 0.001). The indicators of EU citizens are higher than those of Ukrainians (p<0.001) on a number of qualitative characteristics of adaptability: self-acceptance (t=21.84), acceptance of others (t=4.01), emotional comfort (t=4.49), internal control (t=33.74), external control (t=8.12); consciousness (t=2.58 at p<0.05). Conclusions. The obtained results give grounds to state a high level of communicative tolerance in the multicultural environment. This indicates the existence of effective models of multilingualism both in Ukraine and in the EU countries. Prospects. Further research may focus on identifying universal languages as communicative tools both in Ukraine and in EU countries.
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Tarnopolsky, O. (2019). Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning. Foreign languages, 2, 3-9. Retrieved from http://surl.li/dzqxi
Vertehel, V. L., & Khrebtova, V. V. (2021). Theoretical aspect of the birth and development of multicultural education. Publishing House “Baltija Publishing”, 53-69. https://doi.org/10.30525/978-9934-26-023-0-4
Woehrling, J. M. (2005). The European charter for regional or minority languages: A critical commentary. Council of Europe. Retrieved from http://surl.li/dzwuu
Bartram, D., & Jarochova, E. (2022). A longitudinal investigation of integration/multiculturalism policies and attitudes towards immigrants in European countries. Journal of Ethnic and Migration Studies, 48(1), 153-172. https://doi.org/10.1080/1369183X.2021.1922273
Boyko, V. (2002). Communication tolerance diagnosis. In N. Fetiskin, V. Kozlov, & G. Manuilov (Eds.), Social-psychological diagnosis of personality and small groups development, (pp. 107-109). Moscow: Publishing House of the Institute of Psychotherapy. Retrieved from http://weblib.pp.ua/322-diagnostika-kommunikativnoy-tolerantnosti-22440.html
Brooks, R. (2021). The construction of higher education students within national policy: A cross-European comparison. Compare: A Journal of Comparative and International Education, 51(2), 161-180. https://doi.org/10.1080/03057925.2019.1604118
Chin, R. (2021). Illiberalism and the Multicultural Backlash. Routledge Handbook of Illiberalism (pp. 280-298). Routledge. Retrieved from http://surl.li/dzrha
?ummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Educational Review, 87(3), 404–425. https://doi.org/10.17763/1943-5045-87.3.404
Cummins, J. (2021). Translanguaging: A Critical Analysis of Theoretical Claims. In P. Juvonen & M. Källkvist (Eds.), Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives (pp. 7-36). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788927383-004
Flores, N. (2020). From Academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory into Practice, 59(1), 22-31. https://doi.org/10.1080/00405841.2019.1665411
Flores, N., & Chaparro, S. (2018). What counts as language education policy? Developing a materialist anti-racist approach to language activism. Language Policy, 17(3), 365–384. https://doi.org/10.1007/s10993-017-9433-7
García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
García, O., & Sung, K. K.-F. (2018). Critically assessing the 1968 bilingual education Act at 50 years: Taming tongues and Latinx communities. The Bilingual Review Journal, 4(4), 318–333. https://doi.org/10.1080/15235882.2018.1529642
García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203-228. https://doi.org/10.1080/15427587.2021.1935957
Kosovych, ?. V. (2022). Language policy of the leading states of the European Union and prospects for its development. Scientific Works Collection, spec., 56-61. https://doi.org/10.32782/2710-4656/2022.spec/09
Ku?elewska, E. (2021). Quo vadis English? The post-brexit position of English as a working language of the EU. International Journal for the Semiotics of Law-Revue internationale de Sémiotique Juridique, 34(5), 1417-1432. https://doi.org/10.1007/s11196-020-09782-x
Lægaard, S. (2021). Contextualist political theory about multiculturalism in a post-multiculturalist context. Ethnicities, 21(4), 615-637. https://doi.org/10.1177/1468796820964304
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Malovi?, N., & Vujica, K. (2021). Multicultural Society as a Challenge for Coexistence in Europe. Religions, 12(8), 615. https://doi.org/10.3390/rel12080615
Marginson, S. (2018). The new geo-politics of higher education. Global cooperation, national competition and social inequality in the World-Class University (WCU) sector. Working paper no. 34. University of Oxford, UK: Centre for Global Higher Education. Retrieved from http://surl.li/dzqyl
Mesiæ, M. (2022). Minorities in Croatia and challenges of multiculturalism. Perspectives of Multiculturalism-Western and Transitional Countries, 273. FF Press. Retrieved from http://surl.li/dzris
Mlinar, K., & Krammer, G. (2021). Multicultural attitudes of prospective teachers: The influence of multicultural ideology and national pride. International Journal of Intercultural Relations, 84, 107-118. https://doi.org/10.1016/j.ijintrel.2021.07.008
Modood, T. (2021). Can interculturalism complement multiculturalism? Multicultural Education Review, 13(4), 275-284. https://doi.org/10.1080/2005615X.2021.2006115
Müller, P., Pomorska, K., & Tonra, B. (2021). The domestic challenge to EU foreign policy-making: From Europeanisation to de-Europeanisation? Journal of European integration, 43(5), 519-534. https://doi.org/10.1080/07036337.2021.1927015
Otheguy, R., García, O., & Reid, W. (2019). A Translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625–651 https://doi.org/10.1515/applirev-2018-0020
Prus, N. (2021). The role of a foreign language teacher in the process of forming students’ multicultural competence. Pedagogy of Formation of Creative Personality in Higher and Secondary Schools, 75(2), 165-168. https://doi.org/10.32840/1992-5786.2021.75-2.31
Rusul, O. (2022). Multicultural crisis and migration problem in European states. Visnyk Natsionalnoho aviatsiinoho universytetu. Seriia: Filosofiia. Kulturolohiia, 33(1), 135-139. Retrieved from https://jrnl.nau.edu.ua/index.php/VisnikPK/article/view/15659
Shekhavtsova, S. (2022). Intercultural communication in education ass an imperative for democratic development of the society. Professionalism of the Teacher: Theoretical and Methodological Aspects, 2(17), 174-184. https://doi.org/10.31865/2414-9292.17.2022.260021
Shkarlet, V. (2021). Development of polycultural competence of future teachers by means of foreign languages. Young scientist, 3(91), 220-224. https://doi.org/10.32839/2304-5809/2021-3-91-47
Shuibhne, N. N. (2021). EC law and minority language policy: Culture, citizenship and fundamental rights. BRILL. Retrieved from http://surl.li/dzqxg
Sulik, ?. (2022). Correlation of the process of bilingual personality formation in educational institutions with the modern paradigm of foreign language learning. InterConf, (99), 252-263. https://doi.org/10.51582/interconf.19-20.02.2022.030
Tarnopolsky, O. (2019). Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning. Foreign languages, 2, 3-9. Retrieved from http://surl.li/dzqxi
Vertehel, V. L., & Khrebtova, V. V. (2021). Theoretical aspect of the birth and development of multicultural education. Publishing House “Baltija Publishing”, 53-69. https://doi.org/10.30525/978-9934-26-023-0-4
Woehrling, J. M. (2005). The European charter for regional or minority languages: A critical commentary. Council of Europe. Retrieved from http://surl.li/dzwuu
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Publiée
2023-05-30
Comment citer
Sikorska, V., Danylchuk, A., Biskub, I., Balla, E., & Horlachova, V. (2023). Languages coexistence models in the multicultural environment of Ukraine and the EU. Amazonia Investiga, 12(64), 117–127. https://doi.org/10.34069/AI/2023.64.04.11
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