UKRAINIAN AS A HERITAGE LANGUAGE: HOW TO KEEP LEARNERS MOTIVATED

Abstract

The process of learning/acquiring Ukrainian as a heritage language is characterized by such factors as motivation, identity, and multilingualism. Motivation as a special concept of heritage language education is of great importance, and the quality and result of learning depends on its interpretation, awareness, and direct implementation in practice. The purpose of the article is to analyze different types of motivation as a fundamental concept that affects the process of teaching/learning/acquiring Ukrainian as a second language in children’s classrooms. Instrumental and integrative types of motivation can overlap or be specifically expressed concerning a new situation of learning a heritage language. It is also often the case that inheritors are motivated to learn an inherited language because of a connection (family, patriotism, and more and more often genetic, etc., the so-called heritage-related orientation). The intrinsic and extrinsic motivation of school-age students is interdependent, and for those who learn a heritage language, the model of distinguishing between language proficiency and the socio-psychological need for cultural identification is effective. Cultural identification is often a more important motivational factor and prevails. Language attitudes and the importance of self-determination within the community determine motivation, in particular for Ukrainian-Russian bilinguals who learn Ukrainian outside of Ukraine. The article offers ways to increase learners’ motivation and specific techniques for doing so (e.g., incorporating a socio-cultural component into classroom instruction; developing students’ intercultural awareness; helping students build on their successes in small steps; increasing students’ interest and engagement in tasks; increasing students’ sense of satisfaction), as well as tips for interpreting and addressing learners’ motivation in crises, including refugee situations. Motivation for learning a heritage language is a special complex concept, the consideration of which (by all involved (parents, students, teachers, community representatives) and the specifics of the situation (e.g., a refugee situation) determines the effectiveness of the learning process or its existence in general. Key words: motivation, Ukrainian as a heritage language, multilingualism, heritage language learner.