TEACHING ENGLISH DURING WAR TIME: HOW IS IT DIFFERENT? PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS

Yuliia Rybinska; Nataliia Sarnovska; Yuliia Kholmakova; Tetiana Nikolaieva; Nataliia Burkalo; Anastasiia Kuznetsova

doi:10.18316/rcd.v15i37.10945

Autores/as

Yuliia Rybinska Doctor of Science (DrHab) in Education, Professor, Head of Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine) https://orcid.org/0000-0003-2185-7890
Nataliia Sarnovska Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine) https://orcid.org/0000-0001-7278-5183
Yuliia Kholmakova Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine) https://orcid.org/0000-0002-9340-6012
Tetiana Nikolaieva Candidate of Philological Sciences(PhD in Philology), Associate Professor,Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine) https://orcid.org/0000-0002-4642-1578
Nataliia Burkalo Candidate of Psychological Sciences(PhD in Psychology), Associate Professor, Experimental and Applied Psychology Department, Taras Shevchenko National University of Kyiv (Kyiv, Ukraine) https://orcid.org/0000-0001-6806-1035
Anastasiia Kuznetsova Assistant, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine) https://orcid.org/0000-0001-8668-8456

DOI:

https://doi.org/10.18316/rcd.v15i37.10945

Palabras clave:

Education under martial law. English language. Learning condition. Trauma. Emotional support. Creative techniques. The role of the teacher.

Resumen

The study explores the challenges, features, and opportunities of teaching English during wartime. The authors draw from their own experiences as Ukrainian teachers of English, who survived the military events of 2022 and whose life and perspectives changed dramatically after the attack on Kyiv, the Ukrainian capital.With the outbreak of war, many schoolchildren and students lost the opportunity to attend classes. Some had to move to safer areas or go abroad., Distance learning has become the main option for access to knowledge, and universities are trying to adapt their best practices to the new conditions during the pandemic. Teachers must now not only find teaching methods but also know psychological techniques that can help students get rid of stress and psychological consequences.As today’s practice has shown, teachers must have the knowledge and skills to provide crisis psychological help to respond and refer for professional psychological help promptly.In addition, teaching a foreign language has certain specific features during the war, which are considered in our work. And the process of learning a foreign language itself has a positive effect on the psychological state of students.We want our students to understand that finding oneself in the stressful and dangerous conditions that war creates can be very difficult. However, if you feel empowered to learn new things, take advantage of at least a few of the thousand opportunities.

Biografía del autor/a

Yuliia Rybinska, Doctor of Science (DrHab) in Education, Professor, Head of Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Doctor of Science (DrHab) in Education, Professor,Â Head of Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Nataliia Sarnovska, Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Lecturer, Foreign Philology Department,
Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Yuliia Kholmakova, Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Lecturer, Foreign Philology Department,
Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Tetiana Nikolaieva, Candidate of Philological Sciences(PhD in Philology), Associate Professor,Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Candidate of Philological Sciences(PhD in Philology), Associate Professor,
Foreign Philology Department,
Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Nataliia Burkalo, Candidate of Psychological Sciences(PhD in Psychology), Associate Professor, Experimental and Applied Psychology Department, Taras Shevchenko National University of Kyiv (Kyiv, Ukraine)

Candidate of Psychological Sciences(PhD in Psychology), Associate Professor, Experimental and Applied Psychology Department,Â Taras Shevchenko National University of Kyiv (Kyiv, Ukraine)

Anastasiia Kuznetsova, Assistant, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Assistant, Foreign Philology Department,
Kyiv National University of Culture and Arts (Kyiv, Ukraine)

TEACHING ENGLISH DURING WAR TIME

HOW IS IT DIFFERENT? PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS

Autores/as

DOI:

Palabras clave:

Resumen

Biografía del autor/a

Yuliia Rybinska, Doctor of Science (DrHab) in Education, Professor, Head of Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Nataliia Sarnovska, Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Yuliia Kholmakova, Lecturer, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Tetiana Nikolaieva, Candidate of Philological Sciences(PhD in Philology), Associate Professor,Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

Nataliia Burkalo, Candidate of Psychological Sciences(PhD in Psychology), Associate Professor, Experimental and Applied Psychology Department, Taras Shevchenko National University of Kyiv (Kyiv, Ukraine)

Anastasiia Kuznetsova, Assistant, Foreign Philology Department, Kyiv National University of Culture and Arts (Kyiv, Ukraine)

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