| Abstract [eng] |
This master’s thesis examines the linguistic integration of Ukrainian war refugees in Lithuania from an educational perspective, focusing on the experiences of learning and teaching Lithuanian in the context of Vilnius. The relevance of the topic is determined by the fact that, after Russia’s full-scale invasion of Ukraine in 2022, the presence of Ukrainian refugees in Lithuania has shifted from a temporary humanitarian crisis to a long-term issue of social, educational and linguistic integration. The thesis emphasises that Ukrainian war refugees cannot be equated with ordinary economic migrants, as their language learning is shaped by forced displacement, war-related trauma, uncertainty about the future, disrupted educational and professional trajectories, and varying intentions to remain in Lithuania. The object of the research is the Lithuanian language learning and teaching needs of Ukrainian war refugees in the Lithuanian context. The aim of the thesis is to analyse how Ukrainian war refugees learn Lithuanian, how Lithuanian is taught to them, which factors support or hinder this process, and what recommendations could help Lithuanian language teachers work more effectively with this group of learners. The study is based on an analysis of academic literature, strategic and institutional documents, and a two-part qualitative empirical study using semi-structured interviews. The first part of the empirical study focused on Ukrainian learners: adults living and working in Vilnius, and young people aged 16–18 who study in Lithuania and are preparing to enter, or have already entered, higher education. The findings show that, for adults, Lithuanian is mainly needed for work, documents, public institutions, healthcare, children’s schooling and everyday independence. For young people, it is more closely connected with school, university studies, peer relationships and the sense of belonging. However, the multilingual environment of Vilnius allows many Ukrainians to function for a relatively long time using Russian or English. As a result, learning Lithuanian often depends not only on external requirements, but also on internal motivation and real opportunities to use the language in everyday life. The second part of the empirical study analysed the experiences of Lithuanian language teachers and lecturers working with Ukrainian war refugees. The findings reveal that many teachers faced this new situation without sufficient preparation. They lacked specialised training on working with war refugees, modern teaching materials suitable for different age groups and learning goals, methodological guidelines, and a clearer state-level policy on linguistic integration. The teachers’ responses show that simply “immersing” Ukrainians in a Lithuanian-speaking environment is not enough. Language learning must be actively supported, differentiated, linked to practical life situations, strengthened through motivation, and connected with real spaces of language use beyond the classroom. The thesis concludes that teaching Lithuanian to Ukrainian war refugees should not be understood merely as a formal requirement of integration. Rather, it should be seen as long-term educational support that strengthens independence, belonging and social participation. The recommendations are formulated at several levels: state and educational policy, organisation of language learning, professional and methodological support for teachers, teaching content and materials, and non-formal or community-based linguistic integration. |
