Reconsidering Intercultural Component of Foreign Language Learning in the Result of Russia-Ukraine War (Ukrainian Perspective)

Abstract

According to the generally accepted paradigm culture is considered an indispensable element of language learning process. Analysis of modern didactic materials and textbooks shows that target culture is presented in both explicit and implicit way. Authors insist that shaping students’ intercultural awareness cannot be limited to students’ exposure to another culture. Real intercultural approach also involves students’ ability to present their home country and culture. For this purpose it is essential to determine elements of students’ native culture which are to be incorporated in language learning process. Analysis of cultural patterns utilized in language learning proves that it offers a variety of everyday and touristic topics but omits the problems of wars and conflicts which are pertinent to many countries. The full-scale Russia’s invasion of Ukraine has challenged educators in Ukraine to reconsider approaches to cultural representations of home country. Authors claim that current war has significantly transformed the image of Ukraine as well as the global agenda, and showcase this with relevant examples. Due to these facts it has become impossible for students to present their home country through the prism of peaceful relations and omit the problem of war and its implications. For this purpose authors specified war-related topics which are relevant to national curriculum and can be potentially incorporated in the content of foreign language learning. In order to find out educators’ attitude towards incorporating war-related problems in national curriculum the authors have questioned over 300 teachers from various parts of Ukraine. The obtained data clearly shows that most educators support the idea of integrating war-related topics as they have a potential to showcase the problem of human values, inter-personal relations and cultural dimensions.