Ukrainisch im Mehrsprachigkeitskontext: Teilprojekt 1: Theoretische und didaktische Grundlagen, Teilprojekt 2: Traumatische Landschaften - Vermessung der Sprachlosigkeit
Deutsche Projektbeschreibung
Teilprojekt 2: Traumatische Landschaften – Vermessung der Sprachlosigkeit oder auf der Suche nach einer Sprache für das Unsagbare des Traumas
In Prosa, Drama und Essayistik von Irvanec‘ spielen traumatische Landschaften und Grenzräume als Kontakt- und Konfliktzonen eine konstituierende Rolle, zum Beispiel in seinen Romanen Rivne-Rovno, Očamymrja und Chvoroba Libenkrafta. Ihr gemeinsamer Nenner sind dystopische Wirklichkeitsentwürfe und Grenzüberschreitungen in Raum und Zeit. Im Zentrum des Projekts stehen individuelle und kollektive Erfahrungen des russischen Kriegs gegen die Ukraine. In Irvanec' "Kriegstagebuch“ werden die Möglichkeiten der Herstellung, Versicherung oder Zerstörung von Ordnungs- und Wertesystemen durch Sprache und damit einhergehend De- und Rekonstruktionen von Narrativen in einem selbstreflexiven Prozess schreibend erkundet. Ein Schreiben, das die traumatische Landschaft des gegenwärtigen Kriegs an den Gebrauch und Missbrauch von Sprache in medialen Diskursen rückbindet, illustriert und reflektiert, ist eine wichtige Ergänzung zur kulturwissenschaftlichen und gesellschaftswissenschaftlichen Traumaforschung, die sprachlich-kulturelle Aspekte bisher kaum behandelte. In einer anderen Perspektive bilden diese sprachlich-kulturellen Aspekte die Brücke zu sprach- und literaturdidaktischen Diskursen.
Englische Projektbeschreibung
Project summary (part 1) Theoretical and didactic basics
Although there has been a steadily growing and self-organizing Ukrainian-speaking diaspora in Germany over the past ten years, it must be said that the situation of the Ukrainian language will change fundamentally and very quickly in the context of refugee movement and therefore it is important to examine its current state from different perspectives: its dissemination, the processes of its preservation and transmission, the actors in the field of language policy and language education, their goals and the contexts in which they act as well as the centers and institutional forms in which the Ukrainian language is or will be taught. This process can be temporary or, depending on the circumstances, long-term, thus causing the problem of adjustment of Ukrainian children, transformation of their identity concepts, values and ideas, especially in linguistic and cultural terms.
While there have been very few opportunities to learn Ukrainian in the German education system to date (Bergmann & Kratochvil: 2017, Lazarenko: 2016, Simonek: 2010), the education authorities are now preparing to admit Ukrainian refugee children to schools in the shortest possible time. As far as the inclusion of mother tongues (L1) is concerned, different forms and concepts of teaching are conceivable: from individual support and a few hours in the mother tongue to support rapid integration into regular school processes to models of bilingual education with lessons in some subjects in L1. The current state of research in the field of multilingualism should form the basis for decision-making: There are a number of valuable findings from research on multilingualism, research on bilingual language acquisition, on the role of native and home languages in school learning and on the conditions for educational success of multilingual students. In addition, there is an extensive practical experience with multilingual students, which has also been noticed and discussed in society since 2015 at the latest. These research results can basically be adapted to teaching and learning Ukrainian. However, one must also clearly recognize that the current situation is
entirely new and the previous concepts of language learning may not reflect all emerging requirements. Many questions are still open, e.g. what proportion of the Russian language accounts for in the language profiles of the refugees, etc., but practical decisions must be made quickly.
The project aims to analyze the development of language learning opportunities, to define the educational needs under the dynamic framework conditions resulting from the refugee movements, to characterize the individual language situation and the learning needs of bilingual and multilingual students and to derive basic didactic principles for teaching multilingual students with Ukrainian as one of their L1 perspectives.
Mittelgeber
Volkswagen-Stiftung (VW)
Laufzeit
Projektstart: 06/2022
Projektende: 06/2023
Forschungsbereiche
Erziehungswissenschaft und Bildungsforschung, Geistes- und Sozialwissenschaften, Sprachwissenschaften
Forschungsfelder
Literaturdidaktik, Multilingualism
