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W artykule poddano analizie status języka ukraińskiego jako języka mniejszości narodowej w Polsce oraz aktualne podejście do kształcenia w obszarze języka, literatury i kultury ukraińskiej w polskiej szkole. Obejmuje ono wiedzę o języku, znajomość lektur i szeroko rozumianych tekstów kultury ukraińskiej. Autorki poszukują odpowiedzi na zasadnicze kwestie związane z podstawą programową i założeniami, jakie winna spełniać, doborem zagadnień pomagających uczniowi poznać i pielęgnować dziedzictwo narodowe, a także zakresem i formami egzaminów.

Celem prezentowanego artykułu jest ukazanie różnorodnych form gramatycznych zwrotówdo osób w tekstach pochodzących ze współczesnego dyskursu politycznego, przeanalizowanieich na tle aktualnych norm morfologicznych zawartych w nowej redakcji „Ukraińskiegoprawopisu” z 2019 r. i porównanie z normami morfologicznymi skodyfikowanymiw prawopisie poprzedniej redakcji z 1993 r. Szczególną uwagę zwrócono na normatywneformy gramatyczne zwrotów do osób. Scharakteryzowano zmiany w użyciu wołacza odnotowanew nowym ukraińskim prawopisie, prześledzono ich realizację we współczesnymukraińskim dyskursie politycznym. Odnotowano i opisano podstawowe odchylenia odnormy w tworzeniu form zwrotów do osób. Ustalono powody ignorowania przez politykówjednej z preskryptywnych norm morfologicznych współczesnego ukraińskiego językaliterackiego dotyczącej posługiwania się wołaczem w zwrotach do osoby.

In this article, we used methods of analysis, synthesis, comparison, and systemization. The generalization of theoretical positions of scientific work has been developed and the feasibility of the study of the selected problem has been demonstrated; based on a modern methodology, theoretical and methodological principles and specificities of linguistic norms and rules in the production of practical skills and skills from the Ukrainian language in the fifth-grade students are substantiated.An effective method of their formation is proposed, the components of which are defined: innovative approaches, general-practice, and lingua didactic principles, the use of didactic material, the study of spelling of the Ukrainian language as a dynamic system, the assimilation of spelling norms based on knowledge about the structure of the word, systematic assimilation of spelling material, a skillful combination of theory and practice in learning, the selection of effective exercises, methods, and techniques that will increase the literacy of five-graders. It was established that when learning language material and developing language skills, students need to name new terms, update the content of the grammatical concepts that they already have, so that, by merging them, forming a new rule. Specific examples of this approach are given when studying the suffix (“a significant part of the word that stands at the root and serves to create new words”). It is emphasized that this rule should be formulated completely, precisely, without rotation, using accepted motivation. The role of additional questions has been highlighted in studying the substance of itsformulation. It is determined that among the most effective ways of conscious mastery of grammatical concepts and rules is the reception of comparison, which develops logical thinking, teaches to highlight their characteristic features in comparing phenomena.The expediency of using such a technique as comparing certain grammatical phenomena with the corresponding rules, such as to find in the text presented in visual or auditory form, spellings studied in order to avoid possible spelling mistakes is proved. As a result of the conducted research, it was found out that the collective understanding of the studied linguistic material in the lesson promotes a better understanding of the mastered terms. Keywords: spelling; grammar; orphogram and rules; spelling skills and abilities; cognitive activities; word structure; prefix; suffix; derived and non-derived words; comparison.

The development of additional reality (AR-technology) and its application in the educational process is considered. Definitions of AR technology are given, its advantages are given, as well as the limitations associated with its use in the educational process. An overview of platforms for creating AR-applications is given, their functional capabilities are considered, the expediency and efficiency of application in the educational process of free economic zones are assessed. Aspects of the use of augmented reality technology in the higher education system are considered. One of the most important features of augmented reality in terms of pedagogy is that it provides a space focused on the student and flexible for learning opportunities. The advantages and limitations of using this technology are given. The general scheme for creating augmented reality is always as follows: the camera of the AR device captures an image of a real object; the software (software) of the device identifies the received image, selects or calculates the corresponding image visual complement, combines the real image with its complement and outputs the final image to the visualization device. To work with AR, it is enough to use a smartphone or tablet and the appropriate software. There are the following main areas of augmented reality technology in the education system: support for research and experimental approach; checking the model for adequacy; modeling environments that combine the possibilities of teaching, learning, communication with game elements; acquisition of technological skills. AR-technology has the following potential pedagogical advantages: accessibility, involvement, cooperation, interactivity. Despite these benefits, there are certain factors that need to be considered when working with educational technologies using AR. Such factors include: lack of necessary teacher training; dependence on hardware (not all students may have smartphones that support AR applications); content mobility issues across all platforms and devices. Directions and examples of application of augmented reality technology in the educational environment are offered.

The article presents the essence, meaning and types of interactive teaching methods, as well as highlights the problems of teaching the languages of national minorities in Ukraine. All nations have the right to self-determination. By virtue of this right, they are free to establish their political status and freely ensure their economic, social and cultural development. In addition, in order to achieve their goals, all people are free to dispose their natural resources and resources without prejudice to any obligations arising from international economic cooperation applied on the principle of mutual benefit and international law. No nation can in any case be deprived of its means of subsistence. This article is devoted to the problem of using interactive methods in teaching languages of national minorities in Ukraine. The advantages of using such methods and the peculiarities of their introduction into the educational process are substantiated. Definitions of the general concept are given and features of a choice of certain interactive methods are described. Particular attention is paid to the classification of interactive teaching methods. For Ukraine, as for any polyethnic state, the issue of national minorities is permanently relevant and requires constant study and analysis. The formation of Ukraine as an independent state put on the agenda both theoretical and practical tasks - to develop its own concept of national policy. The peculiarity of the situation was the need to simultaneously find optimal ways to develop the titular nation and national minorities.

The article provides a retrospective analysis of the evolutionary proc-esses of formation and development of native language education of Ukrainians in the polyethnic environment of Canada and the important role of the state bilingual (Ukrainian-English) school, their importance in preserving the national culture of diaspora Ukrainians. The organizational and pedagogical principles of the educational process in bilingual schools as the main means of learning the native language by Canadian Ukrainians are highlighted. In Canada, there are four types of language immersion programs. They differ from each other in the number of academic hours dedicated to learning in the second language. The full immersion program in the second language takes 80 to 100 percent of the study time. In the programs of partial immersion during the first half of the day training is conducted in the second lan-guage, and during the other – in English. It is established that the system of bilingual education gave students the opportunity to master the Ukrainian language as a subject and at the same time to study certain school subjects in this language, which is extremely important from a psychological point of view. According to the educational program for grades 1–12 in the first three grades, the main focus is on listening, speaking and cultivating respect for culture, but already in the second grade, children begin learning reading and writing; in the 4–6 grades the culture of language is formed – its comprehension, speaking, reading and writing; in grades 7–12 students improve language and speech knowledge, skills and abili-ties, use them in their everyday life. It is found out that the main method of forming language and speech competence is conversational-visual. To implement it, teachers widely use methodological resources of teaching: printed educational publica-tions, audio and video resources, educational and methodical materials on different types of media, information and communication Internet resources, periodicals, primarily pedagogical. It has been detected that public bilingual schools in Canada contrib-ute to the mastery of the Ukrainian language as a major factor in pre-serving the ethnocultural identity of Canadian Ukrainians, an important means of their ties to the world Ukrainians.

The paper reviews the development of specialized translation training methodology in Ukraine on the example of Dictum Factum and UTTU Series projects, as well as in a broader context. The authors argue for the relevance of including specialized translation into the content of university-level translator training. The article shows the dynamics of the specialized translation share in the global amount of translation services in the late 1990s and the early 2000s, as well as the intensification of its investigation among the foreign and Ukrainian researchers. The authors outline the specifics of translator training problems in Ukraine after it gained independence and give grounds for the development of a comprehensive model of specialized translation training for the purpose of the research planning and coordination. The paper formulates the tasks and conditions to be accomplished to achieve the said aim. The researchers describes the model developed within the Mykola Lukash Translation Studies department at V.N.Karazin Kharkiv National University. This model is based on the competence, field-oriented and cyclic approaches. The competence approach relies on the PACTE model (with some distinctions) and includes bilingual, extralinguistic, translation, personal and strategic subcompetences. Thus, the aim of the training is defined as a systematic, purposeful and integrative development of the said subcompetences. The acquisition of skills and subskills is provided for on the basis of their list for each type of translation and interpreting. The system of assessing the latter is an important component of the model. The field-oriented approach implicates a prevalence of specialized translation in the content of training, while the cyclic approach involves organization of exercises in cycles, each of which is based on one text related to a specific topic or subtopic. The paper shows the development of this model in the works of various Ukrainian researchers, as well as its implementation in the published textbooks and other teaching materials. The authors outline the prospects of further research.

W artykule przedstawiono analizę lingwistyczną ukraińskiej reklamy politycznej, w szczególności – stosowanych w niej sloganów wyborczych. Badanie pole-gało na wybraniu, zestawieniu i analizie reklamy politycznej, która pojawiała się w prze-strzeni medialnej Ukrainy w 2019 roku, i przewidywało analizę zawartości werbalnej komunikatów politycznych z uwzględnieniem szaty graficznej, tj. obrazu (zdjęcia, gra-fiki). Analizie poddano slogany stosowane w kampanii wyborczej prezydenta Ukrainy Wołodymyra Zeleńskiego w maju 2019 roku. Przykładowy materiał źródłowy obejmuje slogany polityczne z przestrzeni medialnej Ukrainy, np. Кінець епохи бідності; Кінець епохи брехні; Кінець епохи жадібності; Зе!Президент – слуга народу; Все буде ЗЕшибісь! i in. Praca ma na celu wykazanie, w jaki sposób i za pomocą jakich środ-ków językowych kandydaci na wysokie stanowiska państwowe „docierają” do wyborców i przekonują ich do oddania na nich głosów. Wstępne wnioski wynikające z przeprowa-dzonego dotychczas oglądu materiału dowodzą, że im bardziej nacechowany emocjonalnie język przekazu wyborczego, tym bardziej elektorat jest zainteresowany osobą kandydata. Wyjątkowym i typowym dla języka analizowanej kampanii wyborczej było wykorzystanie nazwiska kandydata Zełeńskiego (od przymiotnika zielony), m.in. pierwszej sylaby зе- w różnych wariantach, w tym także stosowanie w wyrazach niepoprawnych, pejoratywnych (np. ЗЕшибісь) czy też w obraźliwych konstrukcjach tworzonych od nazwiska kontrkan-dydata Petra Poroszenki (Зустрінь весну без пороху).

The article substantiates and characterizes the role of the native lan-guage in formation and development of the ethnocultural community of immigrants and their descendants in the country of settlement/birth and in its foreign environment. Theoretical and methodological principles of teaching Ukrainian as a foreign/second language by ethnic Ukrainian in the western diaspora in the second half of the XX-early XXI century. It has been found out that this process takes place under the influence of the official/state language). It has been established that in these coun-tries, ethnic Ukrainians have formed a system of teaching the Ukrainian language, starting with kindergarten/room and finishing with universi-ties. Language acquisition begins with the development of oral speech (preference is given to formation of communicative competencies of pupils/students), then pupils learn to read and write and gradually ac-quire a knowledge of its basic linguistic concepts and categories and master the skills of their practical use. The main goal of the native lan-guage education of Ukrainians in the diaspora is to ensure free posses-sion of the younger generations of foreign Ukrainians in all vital situa-tions, in communication with Ukrainians on all continents of the planet. It is established that the foundations of Ukrainian lingvodidactics in the mid-40's of the twentieth century was laid by the Canadian teacher Illia Shklianka. His ideas found continuation in scientific works, text-books and pedagogical activity of Maria Deiko, Yar Slavutych, Roma Franko, Bohdan Shkandrii and other educators of the Western Ukra-inian diaspora. Today they are fruitfully developed by Romana Bedriy, Olenka Bilash, Maria Savdyk, employees of the Ukrainian Language Center of Canadian Institute of Ukrainian Studies at the University of Alberta, other educational and scientific institutions and establishments where Ukrainian language is studied. The main goal of their activity is to create an appropriate language environment for children, pupils and students who learn Ukrainian by means of modern methods and tech-nologies, innovative educational resources, including those made in Ukraine.

Background. The topic of socio-cultural changes related to die Revolution of Dignity and subsequently to the military actions in the east of Ukraine, is familiar to the Polish reader from many publications, both literary and scientific. The proposed article deals widi an illustrated project - a children’s book “The War that Changed Rondo” by Andrey Lesiv and Romana Romanyshyn, as well as its translation into Polish.Purpose. We agree with translation theorists claiming that children’s literature deserves more attention from scholars; many researchers clearly show the complexity both of the process itself and of its analysis. We build upon these insights in our paper.Methods. Basing on comparative analysis, we highlight the specifics of the translation (to Polish) of the illustrated children’s books dealing with the complex issues of war. We combine the linguistic approach with the cultural one, which allows us to comprehensively investigate the characteristics of the publication, as they were reflected in the translation.Results. In general, we think that the translation process was strongly shaped by the graphic design of the book, since the drawings and the text are inseparable here. As a result, the Polish reader received a product that was equivalent to the original.Discussion. We consider the analysis of children’s literature that addresses the complex contemporary problems to be extremely relevant. Translated works pose an even greater challenge to both the researcher during the analysis and the publisher, and further to the reader, who is to convey and understand the complex context of the picturebook.Article received 12.08.2019

Rare earth-doped zinc oxide (ZnO:RE) systems are attractive for future optoelectronic devices such as phosphors, displays, and LEDs with emission in the visible spectral range, working even in a radiation-intense environment. The technology of these systems is currently under development, opening up new fields of application due to the low-cost production. Ion implantation is a very promising technique to incorporate rare-earth dopants into ZnO. However, the ballistic nature of this process makes the use of annealing essential. The selection of implantation parameters, as well as post-implantation annealing, turns out to be non-trivial because they determine the luminous efficiency of the ZnO:RE system. This paper presents a comprehensive study of the optimal implantation and annealing conditions, ensuring the most efficient luminescence of RE3+ ions in the ZnO matrix. Deep and shallow implantations, implantations performed at high and room temperature with various fluencies, as well as a range of post-RT implantation annealing processes are tested: rapid thermal annealing (minute duration) under different temperatures, times, and atmospheres (O2, N2, and Ar), flash lamp annealing (millisecond duration) and pulse plasma annealing (microsecond duration). It is shown that the highest luminescence efficiency of RE3+ is obtained for the shallow implantation at RT with the optimal fluence of 1.0 × 1015 RE ions/cm2 followed by a 10 min annealing in oxygen at 800 °C, and the light emission from such a ZnO:RE system is so bright that can be observed with the naked eye.

Results on plasma nitriding of AISI 430 stainless steel samples have been presented. The nitriding process has been carried out in nitrogen plasma of non-self-sustained gas discharge with hollow anode in Bulat type device with pulsed biasing mode and repetition frequency 50 kHz. The phase composition of the obtained coatings was analyzed via X-ray diffraction (XRD). The surface morphology was monitored by scanning electron microscopy (SEM) whereas chemical composition was examined by using energy dispersive X-ray analysis (EDX). Vickers hardness was used as criteria to determine the diffusion zone thickness and the boundary to the steel base.

The essence of the concepts “innovation”, “innovation activity of the pedagogue”, “innovation potential of the institution of education”, “modern approaches to the management of innovation activity” have been clarified in the article. It has been grounded that the basis of inno-vation activity is the ability to construct the conceptual foundations of pedagogical innovations, which include diagnostics, forecasting, devel-opment of the program of the experiment, analysis of its implementa-tion, as well as realization of the innovation program, tracking the course and the result of its implementation, correction and reflection of innova-tion actions. The main functions of innovation management, which in-clude analytical-forecasting, planning, organization, control and regula-tion, have been characterized. The eight main stages of management of innovation activity have been singled out and analyzed. For its imple-mentation it is necessary to decide on the ability of pedagogues to crea-tive work in general, to prove the necessity of changes, to offer the per-fect monitoring system of the innovation process of the institution of education. The article distinguishes five levels of teacher’s innovation activity: zero, adaptive, reproductive, heuristic, and creative.

Background. The recent years have brought significant changes in the didactics of languages, placing a greater emphasis on the cultural context in the learning process. It is a result of the preferred goals of the learning process: not only to learn the language but also to know the cultural and social context in which it operates. The proposed article deals with the relationship between language and culture, especially in the process of learning Ukrainian as a common language in Polish scientific and didactic centres.Purpose. Establishing and describing the role and importance of cultural topics in the process of teaching Ukrainian as a foreign language by analyzing textbooks on the Ukrainian language published in recent years as well as the collection and interpretation of survey results. In the survey, we are primarily interested in the following: whether and how the cultural topic motivates students to continue learning the language or helps to understand cultural differences between nations, whether it plays an educational role, etc.Methods. In addition to analyzing textbooks for learning Ukrainian as a foreign language, in which we emphasize the importance of the cultural aspect, we developed and conducted a survey on the relationship between language learning and interest in cultural content. The respondents were students of the Department of Ukrainian Studies at the University of Warsaw. The survey results with analysis and comments are the second integral part of the article.Results. The authors of the analyzed textbooks took into account the approach that would encourage students to carefully observe, analyze and interpret various socio-cultural phenomena, both historical and contemporary, important due to their characteristics and importance for carriers of a specific culture. Therefore, and as a result of observation of how young people aged 18–25 (i. e. university students) perceive cultural content, the textbooks contain such texts that influence the sensitivity to Ukrainian culture, represent its richness, allow to see the similarities and differences of various aspects of Polish culture.Discussion. The conclusions from the analysis and the results of the survey can help in the preparation of educational materials, their improvement and in changing future textbooks so that they can meet the needs of the recipient. The aim of learning Ukrainian as a foreign language should not only be the ability to use lexical and grammatical means effectively but also to communicate freely and this is possible provided understanding the reality in which the language is rooted and a deep understanding of its history, present, and future.Manuscript received 02.06.2020, У статті порушено проблему взаємозв’язку мови і культури в процесі викладання української мови як іноземної у вищих навчальних закладах Республіки Польща. Дослідження проведено на основі аналізу підручників, що вийшли друком у Варшаві впродовж 2017–2018 років і скеровані передусім до студентів філологічних факультетів. Наголошено на потребі використання у дидактиці іноземної мови різних культурознавчих аспектів, що сприяють розумінню контексту і середовища функціювання мови.Матеріал надійшов 02.06.2020

Petro Mohyla Black Sea National University has published a tutorial “Ukrainian as a Foreign Language. Preparation for Test, Training Tasks. Intermediate Level”. The tutorial is addressed to adults who study Ukrainian for daily communication, have reached the appropriate level of language proficiency regardless of the forms and conditions of education and want to improve the already acquired knowledge of Ukrainian as a foreign language. It can be used to prepare for the exam to determine the level of language proficiency, for certain forms of control of the main types of speech activity, as an additional material for the study of conversation topics of everyday and socio-cultural orientation. The key-answers should not only facilitate the work of the teacher but also help to independently test the student’s knowledge. The tutorial is clearly structured: it contains 20 sections devoted to various areas of daily communication built mainly on the materials of electronic editions of the modern Ukrainian press. They cover not only the traditional circle of topics and situations, such as “Education”, “Health”, “Work”, “Hobbies”, etc. but also new ones, such as “Business”, “Finance”, “Modern technologies” and so on. The manual includes the actual problem texts (“What salary Ukrainians want to get”, “Ukraine as Europe in miniature”, “Ukrainian nature has something to surprise”, “5 myths of Ukrainians about the European Union”, “More than 85 % of drivers in Ukraine do not use safety belts”, “Interesting about the oldest Ukrainian cities”, etc.), which distinguishes it from other similar editions. The unquestioning advantage of a reviewed publication is the professional audio recording of texts relating to topics (part 1), short adverts (part 2), and tasks to them (on a CD attached to the manual). The materials of the tutorial have been tested by the students of the Munich Institute of Slavonic Philology of the University of Ludwig-Maximilian during the teaching of the discipline “Ukrainian as a Foreign Language”.Матеріал надійшов 14.06.2018, Незважаючи на політичні та соціально-економічні умови, в яких нині перебуває Українська держава, кількість тих, хто цікавиться її культурою, а відтак і мовою, можливо, не так стрімко, як хотілося б, але все-таки збільшується. Щодо ареалу поширення, то незмінною залишається потреба вивчення мов європейських держав, серед них і тих, які мають перспективи членства в ЄС. Тому й українську вивчають у багатьох європейських вищих навчальних закладах. Саме тут з особливою увагою стежать за новинками на ринку дидактичних посібників, адже це не тільки новий матеріал для роботи з іноземною аудиторією, але й завдання, що враховують найновіші тенденції й рекомендації фахівців, які допоможуть кращому й ефективнішому вивченню іноземної мови. Можливо це, звісно, за умови професійного оформлення та ретельного підходу до виданняМатеріал надійшов 14.06.2018

The article deals with the actual problem of preserving the native language under the conditions of foreign language environment. It is substantiated that the qualitatively written teaching books play an important role in this process. Among the range of various textbooks for Ukrainian schoolchildren in the diaspora, the methodical apparatus of the textbooks of Yar Slavutych, Sofia Vasilišin, Genrika Mìz', which receive positive reviews in the USA and Canada and are actively used in the teaching of the native language of foreign Ukrainians, has been analysed. They contain interesting Ukrainian studies materials, exercises for listening, tasks, games, as well as texts of songs with notes and rhythmic exercises for them, which promote not only the learning of the language, but also the development of creative abilities of schoolchildren, their agility and savvy. It has been established that the textbooks with a clear visual methods, adherence to the principles of the individual approach, connection with life, originality in content diversity provide motivation of children to learn the language, develop their communicative competences.

The article deals with political slogans placed on billboards and advertising spots dedicated to political advertisement and the 2014 Parliamentary elections. Following the time after ‘Euromaidan’, the 2014 elections were the fi rst after the dissolution of the Verkhovna Rada of Ukraine 7th convocation. The author presents research categories of the noun and verb (i.e. degrees of comparison of adjectives and forms of numerals and adverbs) which she fi nds the most important. The author concludes that nouns and verbs appear more frequently and are more visible than other parts of speech. What is more, a choice of appropriate lexis aff ects the way we perceive advertisement.

The trends of development of native language education of Ukrainians living in Ukraine, the USA and Canada have been analyzed. They are stipulated by globalization as well as integration processes on a global scale in the end of the 20 th and at the beginning of the 21 st centuries. Their dependence on state language and language education policies in Ukraine have been grounded together with national consciousness of the Ukrainians whereas the western diaspora dependence on external (language policy in the country of residence, assimilation, assistance from Ukrainian part) and internal factors (national consciousness of Ukrainians in the diaspora, their integration into different society, functioning of native language education, public organizations) have also been reasoned. The functioning of institutions in the USA and Canada have been studied (parents/family – kindergartens – Ukrainian Studies Schools and Courses at Universities). Where the subjects in Ukrainian Language and Systems of State Educational Institutions for young generations of the American and Canadian Ukrainians are being taught. The following key trends of native language education have been distinguished: bilingualism (Russian-Ukrainian languages in Ukraine which, in general, has a negative impact on the status of national language. English-Ukrainian languages in the USA and Canada which is an essential part of the integration of national minorities representatives into the societies of these countries); reduction of Ukrainian language speakers in the USA and Canada as well as in Ukraine; state assistance in language teaching for ethnic communities/minorities in Ukraine and separate Canadian provinces; seeking for efficient means and methods of teaching native language in polytechnic / multilingual environments such as mountainous regions of the USA, Canada and Ukraine. The conclusion is that despite of assimilation and migration processes in the diaspora and Ukraine, the need of Ukrainian language learning is growing. This is particularly connected with the fourth emigration wave of Ukrainians who are willing to study their own language and obtain appropriate education.