Are there successful evidence-based programs for Ukrainian language learners

There are successful evidence-based programs and models for teaching Ukrainian as a foreign/second language, which incorporate a variety of pedagogical approaches and integrate modern technologies and assessment methods.

Evidence-Based Approaches for Ukrainian Language Learning

• Some programs use the audio-lingual method combined with other approaches to improve effectiveness, especially at initial learning stages. ¹
• Research highlights several models used for Ukrainian language teaching, including cognitive, competency-based, person-centered, and communicative approaches, often combined for better outcomes. ²
• There is a linguo-didactic model focusing on communicative competence for foreign students in socio-behavioral sciences that includes motivation and communicative environments. ³
• Student-centered approaches have also been researched for forming communicative competence in Ukrainian as a foreign language. ⁴

Technology and Modern Methods

• Use of information technologies supports studying Ukrainian as a foreign language, combining traditional methods with digital tools. ⁵
• E-learning adaptations and online courses for Ukrainian learning are being piloted with emphasis on linguistic accessibility and cultural adjustment. ⁶

Assessment and Instructional Innovations

• Portfolio-Based Language Assessment (PBLA) emphasizes goal-setting and reflective language tasks, although mostly tested with literacy learners in English, it highlights innovative assessment strategies relevant to language instruction. ⁷
• Evidence suggests professional development and rigorous training for teachers enhance language instruction quality. ⁸

Summary

These various evidence-based strategies and programs demonstrate success by focusing on communicative competence, integration of technology, balanced pedagogical models, and culturally adapted e-learning for Ukrainian language learners. While some research is specific to foreign or refugee learners, these approaches provide a solid foundation for effective Ukrainian language education.

If you want specific program names or more detailed evaluations, I can help further explore that as well.

References

• IMPLEMENTING AUDIO-LINGUAL METHOD TO TEACHING UKRAINIAN AS A FOREIGN LANGUAGE AT THE INITIAL STAGE

• Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

• Linguo-didactic model of ukrainian-language training of future foreign specialists taking higher education on socio-behavioral sciences specialties

• The Ukrainian language communicative competence formation of foreign students based on the student-centered approach (in the process of teaching Ukrainian as a foreign language)

• USE OF INFORMATION TECHNOLOGIES IN STUDYING PHRASEOLOGY IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE

• US e-learning course adaptation to the Ukrainian context: lessons learned and way forward

• Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors

• Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

• Supporting Dual Language Learners’ Mathematical Development: Lessons Learned From a Systematic Literature Review

• Are Accommodations for English Learners on State Accountability Assessments Evidence-Based? A Multi-Study Systematic Review and Meta-Analysis

• More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners

• NABE Project PARA TODOS and Project PARA NIÑOS: Expanding Access to High‐Quality Professional Development for Teachers of English Learners and Dual Language Learners

• Evidence-Based Educational Practices for Working With Refugee Children

• Teachers’ language teaching efficiency and learners’ English proficiency: Basis for an intervention program in Ocampo district

• Editing assistance tool validation for English language learners

• Teaching through Gamification Influences Learners’ Motivation, Engagement, And Self Reliance: Evidence from The ESL Classroom

• THE ROLE OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT UKRAINIAN AND POLISH EDUCATIONAL SYSTEMS: CHALLENGES AND IMPLICATION

• Text in modeling the language consciousness of foreign students

• Formation of Communication Skills in Primary School Students in Foreign Language Lessons in the New Ukrainian School

• The use of Open Educational Resources in Ukraine: unleashing the potential for knowledge democratization and lifelong learning

• Foreign Language Education Standards: Ukrainian Dimension

• SPECIFIC FEATURES OF STUDYING CROSS-CULTURAL TEXTS IN CLASSES OF UKRAINIAN AS A FOREIGN LANGUAGE

• Sustained English lingua-cultural education: a solution for Ukraine

• Innovative Methods in Language Disciplines During Profile Training Implementation

• Professional Foreign-Language Training as a Component of Higher Vocational Education

• Formation of a Study Program in the Context of Conformity with the ESG (on the Material of the Analysis of Study Programs in Ukraine)