Abstract:

The paper deals with one of the aspects resulting from the Russian invasion of Ukraine on 24 February 2022: the necessity to learn a new foreign language of the country in which the Ukrainian refugees settled in. We expect that English taught as a foreign (second) language before this historical event could help them with the first steps in the new country, including gaining documents, finding accommodation, organizing and succeeding in school attendance, and others. The presented research is part of the project that focuses on socializing Ukrainian learners and their families in the new environment. The general objective of the presented research was to monitor respondents´ previous learning foreign language(s) and the possible impact on the process in their socializing. In particular, we focus on (1) how they learned English before the Russian invasion of Ukraine in 2022 and (2) whether there was any role of English in their process of integration into education in the new country. Data were collected from March to June 2023 from 40 basic school learners (aged 7 to 15) who left Ukraine for another country (other countries) because of the Russian invasion after 24 February 2022. Older learners wrote their ´life stories´, younger learners provided their opinions orally, when answering open questions asked by the authors; the answers were recorded in the answer sheets. The structure of the written and oral life story is identical; it consists of three parts: (1) Questions concentrate on the ways how foreign languages, mainly English, were taught in Ukrainian schools, whether learners attended private lessons, what methods and teaching aids were used, etc. (2) Attention was paid to the war period, whether lessons were held during the war and whether/how digital technologies could help, etc. (3) The focus was on the field whether/how English helped to learn a new language and adapt to life in the new country. The ex-post-facto method was used. Data are presented in the groups that follow the structure of the life story. The data show that English helped the learners (and their families) with socializing (including school attendance) in a new country. The results are limited by the fact that the respondents are from families that have a positive attitude to education, they mostly supported their children in learning foreign language(s), most of the respondents are younger siblings of those who attended courses of Czech language for the Ukrainians. However, the result can motivate others to learn English and thus make life in a new country easier.

Keywords:

English, Ukraine, life story, Russian invasion, school attendance, socializing.