ДОСВІД НАВЧАННЯ УКРАЇНСЬКИХ ДІТЕЙ-БІЖЕНЦІВ У ШКОЛАХ ВАРШАВИ: ВИКЛИКИ ТА ПОТРЕБИ ВЧИТЕЛІВ

Abstract

The article presents the results of an online survey of 60 teachers from educational institutions in Warsaw who work in classes/groups with a large number of Ukrainian refugee children. The purpose of the study is to identify the difficulties teachers face when working in a multicultural classroom with children who have experienced forced migration, and to identify teachers' needs in order to provide them with appropriate methodological support. Three main categories of difficulties faced by teachers in their work are identified: difficulties in learning, which are manifested in the teaching of the subject, due to the difference in the level of knowledge of Polish and Ukrainian children, in the mastery of special terminology in certain subjects; difficulties in education, when pupils have low motivation to learn, often miss classes, do not make contact due to the language barrier; difficulties in relationships, which are observed due to lack of involvement of parents of Ukrainian children, difficulties for children to reveal their potential. It has been found that teachers need support in terms of methods of education in a multicultural classroom, cooperation with parents, didactic support, and organisation of the work of an educational institution. It is emphasised that the language barrier and learning difficulties can reduce a child’s self-esteem and motivation to learn, which is manifested through lateness to lessons or absenteeism. It is concluded that Polish schools are becoming more and more multicultural, as more and more children with migration experience, including forced migration, study in them; that Polish teachers need additional training courses on how to work in a multicultural classroom and develop multicultural competence in children.