METHODOLOGICAL RESOURCES FOR UKRAINIAN LANGUAGE STUDY IN TODAY'S CANADA

• Published in: Aesthetics and Ethics of Pedagogical Action no. 14; pp. 172 - 184
• Main Author: Mashkova, Inna
• Format: Journal Article
• Language: English
• Published: 09.09.2016
• ISSN: 2226-4051; 2616-6631
• DOI: 10.33989/2226-4051.2016.14.171611

The article analyzes modern state and development of methodological resources for Ukrainian language study in Canada nowdays. Cultural development of Ukrainian Canadians, their efforts in preserving their national identity became an example of success for other ethnic groups in North America primarily through education and the printed media, where broad and diversified activities of the Ukrainian community in Canada are reflected.The analysis of psychological and pedagogical, methodological, culture studies and other works of prominent Ukrainian educators in North-American periodicals of Ukrainian Diaspora proves a considerable role and significance of professional periodicals in forming professional competency of teachers.Efforts and attempts of Ukrainian-Canadian educationalists resulted in high quality Ukrainian-language learning programs (for example English-Ukrainian Bilingual Program – EUBP) and methodology that are due to the cooperation of talented scientific and practical educational staff applying new innovative technologies. Since national self-identification is realized through the native language (mother tongue) its learning and practical using by the Ukrainian community in Canada for more than 100 years was the very challenge but due to the Ukrainian Diaspora activities and federal government support it is in Canada where Ukrainian- language studies are realized in the most effective way. In a special educational environment in many Canadian provinces children have the chance “to thrive” in the public school system while extending their language capabilities and cultural awareness.  As  a  result,  the  heritage  language  program  promotes  self-esteem  of children and their parents, enhances personal and cultural identity, provides for better communication   and problem-solving skills, expends cultural, economic and professional opportunities preparing them for living and working in cross-cultural environments.The author considers schooling to be an important factor of Ukrainian diaspora self-identification and activities in Canada that promotes forming and maintaining national identity of new generations of Ukrainians abroad as an integral part of active Ukrainians worldwide and emphasizes the prospectives of the positive experience of multicultural education in Canada and their implementation into policultural nations' education systems.