Abstract:

Upon arrival of a person in another country of asylum in a situation of geopolitical conflicts, the acquisition of language skills of the host country is one of the first prerequisites for adaptation. Traditionally, newcomers in the country are offered integrated language and non-formal integration educational programmes. A completely different case has emerged in the situation of the war in the Ukraine. People from the Ukraine come to other countries with no plans to stay for a long time. At the same time, the length of their stay is unpredictable, as it is related to uncertain future prospects for resolving the political conflict and rebuilding the devastated country. In order to adapt to life in asylum countries, family members of refugees, mainly women and children, apply for language training in these countries.

The study will include an observation of one focus group and a case study in Latvia. The observation and surveys conducted during the language teaching will focus on the analysis of language learning in terms of age, emotions, themes, collaborative, digital skills and language competences (speaking, writing, listening, reading). The authors will provide proposals for the development of the educational content and methodological recommendations to be used when implementing the acquisition of a foreign language in the country of asylum for adaptation purposes for persons with post-traumatic syndrome in a situation of temporary stay.

Keywords:

Teaching foreign languages, adaption, non-formal education, post-traumatic syndrome.