Issues of defining language education in the scientific-pedagogical discourse of Ukraine and the Baltic countries

• Published in: The Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching no. 100; pp. 120 - 126
• Main Author: Virotchenko, Svitlana
• Format: Journal Article
• Language: English
• Published: 30.12.2024
• ISSN: 2786-5312
• DOI: 10.26565/2786-5312-2024-100-12

In the globalized world, the concept of language education becomes a subject of attention due to various factors defining its essence. The importance of understanding and defining language education is heightened in the context of increasing multilingualism in societies and technological changes affecting teaching and communication methods. The aim of this article is to analyze the definitions of language education in Ukrainian and Baltic scientific-pedagogical discourse to identify similar and different approaches to this concept. The object of the study is the concept of «language education», and the subject is the definition of this concept in Ukrainian and Baltic scientific-pedagogical discourse. The article examines approaches of Ukrainian researchers to defining language education from various perspectives. The role of language education in preserving cultural identity and societal development is considered, different strategies and methods of language education are explored, including approaches to studying language rules, developing speaking skills, and fostering language competence. Special attention is given to issues of accessibility and quality of language education for all social and language groups of the population. In comparison with Ukrainian experience, approaches to language education in Lithuania, Latvia, and Estonia are studied. In Lithuania the role of language education in shaping cultural and social civic competence is investigated. In Latvia lack of clear terminology in the field of language education is highlighted, complicating scientific research. In Estonia the focus is mainly on teaching and learning languages without a clear definition of the concept of «language education». Thus, the research indicates various approaches to defining language education, reflecting in the study of the role of language in ensuring language development, diversity of methods and strategies of language education, and issues of accessibility and quality of education for different social and language groups of the population. The study shows that Ukraine, Lithuania, Latvia, and Estonia seek to develop language education as a key element of cultural development and international communication, although each of them has its unique challenges and approaches to this process.