Multiple impact of international cooperation in the language education of children in Ukraine after 1991

• Olga Misechko ^[1]
  1. [1] Zhytomyr Ivan Franko State University

     Zhytomyr Ivan Franko State University

     Ucrania

     
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 12, Nº. 2, 2017 (Ejemplar dedicado a: The synergy pf educational environments), págs. 139-160
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • The article analyses the issue of international partnerships in plurilingual language education as a prerequisite for creating common grounds for productive communication in a pan-European area, of which Ukraine is a part. In this context, the past and present day practices in teaching and learning foreign languages in Ukraine have been described. The historical retrospection in the regular practice of language school education in the19th–20th centuries proves that, although plurilingualism was a constant trend of the individual existence of a multilingual and multicultural setting of the Russian Empire and the Soviet Union, it has never really been valued as a factor of personal, academic or professional development of an individual and the society as a whole. The new social and individual perspectives that opened up in Ukraine after independence in August 1991 inspired the demand for real-life communicative skills in foreign languages. The key intention of the paper is to show how significantly foreign language education has been facilitated by the initiation of active cooperation with Western educational and cultural institutions. The narration ends with conclusions that stress the necessity of reciprocal efforts on the part of Ukraine and her partners in order to obtain a synergetic effect of their collaboration.