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НЕПЕРЕРВНА ПРОФЕСІЙНА ОСВІТА: ТЕОРІЯ І ПРАКТИКА ВИПУСК № 1 (78), 2024 е-ISSN 2412-0774
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DOI: https://doi.org/10.28925/1609-8595.2024.1.3
UDC 37.011.33(430):364-787.522
Olena Moskalets
https://orcid.org/0000-0002-5779-1590
PhD in Pedagogy,
Associate Professor at
Linguistics and Translation Department,
Faculty of Romance and Germanic Philology,
Borys Grinchenko Kyiv Metropolitan University
18/2 Bulvarno-Kudriavska Str., 04053 Kyiv, Ukraine,
o.moskalets@kubg.edu.ua
Olena Gryshchenko
https://orcid.org/0000-0001-7678-9851
PhD in Linguistics,
Associate Professor at
English Language and Communication Department,
Faculty of Romance and Germanic Philology,
Borys Grinchenko Kyiv Metropolitan University,
18/2 Bulvarno-Kudriavska Str., 04053 Kyiv, Ukraine,
o.hryshchenko@kubg.edu.ua
Galyna Tsapro
https://orcid.org/0000-0002-0748-7531
PhD in Linguistics, Associate Professor,
Head of English Language and Communication Department,
Faculty of Romance and Germanic Philology,
Borys Grinchenko Kyiv Metropolitan University,
18/2 Bulvarno-Kudriavska Str., 04053 Kyiv, Ukraine,
g.tsapro@kubg.edu.ua
Olga Tsapro
https://orcid.org/0000-0002-0039-9969
MA in Linguistics,
St. Augustin Gymnasium,
1 Klosterstraße, 04668 Grimma, Germany,
soncesvitna@gmail.com
ACADEMIC ADAPTATION OF DISPLACED CHILDREN:
A CASE STUDY OF A MIXED-AGED CLASS IN GERMANY
The paper focuses on the initial experience of a mixed-aged group of newly arrived Ukrainian
children and their new Ukrainian teacher at a school in Germany. To assess the efficiency of the
first four months of the transition period and to outline the recommendations for the further steps in
teaching the Ukrainian asylum seekers a mixed method study including qualitative and quantitative
analysis was applied. Interviews with the acting Ukrainian teacher, her reflective analysis of the
observations of her group of 26 Ukrainian children aged 11–16, indirect feedback collected from
the local teachers involved in working with the learners, as well as the answers to two mixed
anonymous questionnaires conducted on the twenty learners who consented to participate were
used to collect data on the interim outcomes of the transition period. In-class interaction and
communication with the teacher, along with the desire to socialize and make new interpersonal
connections, were among the most significant factors in fostering positive experiences and
engagement for children in school. Learners mentioned up to six subjects lacking in their German
schools, with mathematics being the most frequently cited, some students desired additional
language classes, including Ukrainian, English, and German. The organization of the initial four-
month-long stage of the transition period has served the purpose of providing young asylum seekers
with sufficient psychological support and an opportunity to get back to normal life. In the upcoming
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academic year, it is urgent to establish clear academic expectations, avoid treating children as
overly special, and prioritize their integration into society.
Keywords: displaced person, learners’ needs, multi-grade class, transition period, unplugged
teaching.
INTRODUCTION
Military aggression unleashed by the Russian Federation against independent Ukraine
forced millions of civilians to flee the zone of conflict and seek safety in other countries. Over
5 million people have left Ukraine for neighbouring countries, mostly EU member countries
(Atkinson, 2022). Thus, only Germany has registered more than 200,000 Ukrainian refugees
(Stickings, 2022b). A huge influx of displaced Ukrainian people in European countries posed a
significant challenge to different spheres, the field of education in particular, though before
that, high- and middle-income countries around the world had already been hosting
overwhelming numbers of displaced persons – 65.6 million (UNHCR, 2018) – as a result of
conflicts, violence, persecution or human rights violations.
Urgent measures directed at providing the basic support and conditions for integrating
the newly-arrived asylum seekers from Ukraine had to be taken based on the experience which
the hosting countries had before (the examples of Chad, Ethiopia, Germany, Iraq, Jordan,
Kenya, Malaysia, Nigeria, Pakistan, Syria, Turkey, and Uganda (Mendenhall, et al., 2018;
Bariscil, 2017). The experience includes guidelines, practices and directives aimed at helping
refugees affected by natural and non-natural disasters, crises, violence, conflicts, wars, etc.
Now the situation is more challenging and differs considerably from previous experience
mainly in terms of a great number of displaced people. On 4 March 2022, the Council adopted
Council Implementing Decision (EU) 2022/382 establishing the existence of a mass influx of
displaced persons from Ukraine within the meaning of Article 5 of Directive 2001/55/EC,
known as the ‘Temporary Protection Directive’, which provides temporary protection (the
Council Decision). The Commission was adopted in 2020, as a recommendation for an EU
Migration Preparedness and Crisis Blueprint. It was meant to provide an operational
framework to monitor migration flows and migration situations and to organize a situational
response to a migration crisis. Since January 2022 this work has been fully coordinated with
the Integrated Political Crisis Response (IPCR) and the Blueprint report is included in the
weekly Integrated Situation Awareness Analysis (ISAA) report. The Blueprint continues to
share and consolidate all situational and relevant information on migration management related
to the Russian invasion of Ukraine, including the implementation of Directive 2001/55/EC
(Temporary Protection Scheme, 2022). A ‘Solidarity Platform’ has been set up to gather
information and study the needs identified in the Member States and coordinate the operational
follow-up in response to these needs. Temporary protection includes the process of minimizing
different formalities to enable people to reintegrate into society. Adequate protection is “the
respect for human dignity and therefore a dignified standard of living (such as residency rights,
access to means of subsistence and accommodation, emergency care and adequate care for
minors) has to be ensured in respect of everyone” (Temporary Protection Scheme, 2022).
Temporary protection implies access to education and the asylum procedure. Refugees from
Ukraine have access to housing, labour market, and education.
As teachers usually play an important role in the lives of children, this role becomes even
more crucial when it comes to refugee children who need not only education but mainly
psychosocial first aid and well-prepared teachers who had psychosocial training (Handaka, et
al., 2022). All teachers understand this responsibility and they educate and care for young
learners to help them get education (Mendenhall, et al., 2018). In Germany, children are
enrolled in normal classes but spend about half their time learning German. They are offered
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up to a year of special lessons at schools and integrated into kindergartens to allow their
mothers to look for work (Stickings, 2022a). To provide successful integration children are
admitted to welcome classes in Berlin instead of going straight to mainstream schools. Schools
also try to offer native language lessons for Ukrainian students (offline or online) to enable
them to return to the Ukrainian education system (Niesner, 2022; Grieshaber, 2022). All these
steps and approaches show that schools will need much more support to help successfully
integrate Ukrainian schoolchildren while maintaining the quality of education.
In this article, we are looking at the experience of one of these displaced teachers and her
students, a group of newly arrived Ukrainian children, who were kindly offered a chance to
continue their education by a local school in a small town in Germany.
The research question was whether the transition period organized according to the
experience of the previous waves of refugees in Europe was efficient enough for displaced
children from Ukraine during the first four months of the Russia-Ukrainian War 2022.
LITERATURE REVIEW
In crisis contexts of any kind (natural disasters, armed conflicts, wars, etc.) different
categories of people are affected. Since children account for over 50 percent of all refugees and
more than 40 percent of all internally displaced persons (IDPs) (Mendenhall, et al., 2018), they
prove to be the most vulnerable category. During and after any disaster children experience “a
range of stressors such as fear of death or loss of a loved one, the loss of a home and
community, displacement to a strange neighborhood or school, and even separation from their
family” (Handaka, et al., 2022). The influence of any disaster on children of different ages is
more considerable than on adults of different ages. Children and adolescents are less resistant
to stress and suffer heavily. They might have “insomnia, anxiety, depressive mood, re-
experience, and so on” (Chang et al., 2015), which in its turn has physical, psychological, and
social impacts on the individual, family, and the community.
The challenge for the educational sphere is seen in terms of several aspects of education
and groups of people. Access to education involves preparedness for three stages – “pre-
disaster, emergency response, and post-disaster” (Handaka, et al., 2022) which will ensure
different kinds of support and help including psychological, social, medical, etc. In crisis-
affected contexts, other educational problems evolve displaced teachers, shortages of teachers,
the need for educational plans for refugee children, and psychosocial and psycho-educational
strategies. Displaced teachers have limited opportunities, access, choice, and power (Watanabe,
2007). Internally displaced and national teachers provide education to the millions of children
and youth affected by crises and overcome a myriad of difficulties, disadvantages, and
limitations.
As specified by the Conference of Ministers of Education, more than 20,000 refugee
children and young people were admitted to general and vocational schools in Germany on 3
April 2022 (Niesner, 2022). “Authorities in all of Germany’s states have discovered that the
influx of refugee children is far greater than expected. Now they are looking for schools with
free classrooms and teachers who specialize in German as a foreign language”. Udo
Beckmann, the federal chairman of the VBE education association (Bosen, 2022). The
educational system has faced lots of challenges: the number of refugee children (children with
family members and lone refugee pupils), a severe shortage of teachers, practices, and
approaches to provide education for those who had to leave Ukraine.
The German Teachers’ Association expects the need for 15,000 additional teachers
including kindergarten teachers. Berlin has been struggling with acute teacher shortages for
years. A lot of factors have led to it, particularly, a lack of students who want to become
teachers and a large-scale influx of refugees or IDPs. In Germany an estimated 24,000 teachers
will be needed to meet the needs of refugee children (Vogel & Stock, 2017). According to the
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Education and Training Association about 158,000 teachers could be missing in Germany by
2035. This does not include the additional needs of the Ukrainian refugees. To solve the
problem (Niesner, 2022) they have to involve students, retired teachers, and career changers,
also hiring Ukrainian teachers who had fled to Germany.
Germany is one of the countries that has hosted a great number of people and is doing
everything possible to help refugees. German schools want to make sure that Ukrainian refugee
children do not lose out on education, so they care about refugee children as a “national
challenge”. There is a great solidarity among people who want and who are ready to help
(Bosen 2022). Using the experience gained during the influx of Syrian refugees (2015–2016),
Germany pays a lot of attention to the education of refugee children and to the integration of
families and children into a new society and culture. As “initial one-year residency permit will
grant right to education and employment” (Stickings, 2022a), education becomes a crucial
issue. To help Ukrainian learners integrate into a national education system and a new
community, two approaches were mainly used – transition and direct mainstreaming of
children (Mapping host countries’ education responses, 2022). Both forms could provide a
protective environment for refugee children. Two levels within these forms promote students’
integration – educational level and language learning. Transitional education is a type of
education “during emergency, conflict, and post-conflict situations” the aim of which is to
“ensure quality education in challenging contexts for refugees in countries affected by adverse
situations” (Transitional Education Plan Preparation, 2016). For such cases, a transitional
education plan (TEP) was prepared. TEP is “a national policy instrument, developed under the
leadership and responsibilities of state authorities (national and regional)”. It is highly
important for the educational sphere as it introduces reforms that will make education
“accountable, inclusive, and effective” (Transitional Education Plan Preparation, 2016). TEP is
closely connected with ESP (Educational sector plan preparation) and HRRP (a Humanitarian /
or Refugee Response Plan).
Unplugged teaching, learner-centered principles, dogme and other concepts belong to the
terminology which is currently used in the field of teaching. These terms are closely connected
and interrelated and are effectively combined as methods together.
Teaching Unplugged is a new movement, a specific teaching method which includes
three main goals: teaching through conversation, taking out external input such as coursebook
and technology and letting the lesson content be driven by the students rather than being pre-
planned by the teacher (Teaching Unplugged, 2010). Unplugged teaching enables students to
become active, motivated, and encouraged participants (Meddings & Thornbury, 2009).
Unplugged activities increase students’ satisfaction and self-esteem, and help to overcome
difficulties. Some teachers manage to combine plugged and unplugged activities successfully.
Their students’ reflection on the usage of two types of activities was highly positive (Erümit &
Şahin, 2020).
Dogme “isn’t a set of rules, it’s an example of emergent, shared practice” which supports
learner-centered principles and promotes the development of communicative competence
focusing on “learners’ own needs, interests, desires and dreams” (Meddings & Thornbury,
2009; Williams & Burden, 2010). Communicative competence is a basic competence which
includes grammatical, discourse, sociolinguistic, and strategic competences (Brown, 2000, p.
196) all of which advance communication skills. A dogme-based approach (Dogme ELT) is a
new approach to teaching which is usually seen as an alternative to coursebook-based lessons.
Using this approach teaching becomes conversation-driven, using materials-light and boosting
emergent language (Worth, 2012; Meddings &Thornbury, 2009). Students’ communicative
competence develops as they interact with each other and initiate conversations. Studying does
not involve heavy materials or particular coursebooks, and the focus is on the emergent
language.
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Dogme-based teaching includes conversation-driven principles that produce interaction
and discourse which start with students’ lives and preferences and develop in accordance with
their interests and needs (Banegas, 2012). Dogme-based teaching is strongly linked to the
learner-centered approach, both of which can be highly effective in the process of teaching and
facilitate teacher development and creativity.
Learner-centered teaching aims at most of students’ engagement “in a community of
learners”, taking into account their needs and preferences. Learner-centered principles enhance
students’ motivation, “improve their perception of the class and teacher”, increase “professor –
student rapport” (Richmond, et al., 2019).
Teaching a multigrade classroom refers to a type of educational process (Novianti et al.,
2022) which involves students of different ages, grades, abilities, and skills. Accordingly, in
multigrade classrooms, teachers have to “deal with different grade levels concurrently”. Such
classrooms are not homogeneous, they require distinct teaching methods, time constraints and
specific approaches to the choice of methodology (Karaçoban & Karakuş, 2022). Research
proves that by working in a group together with students of different ages and abilities,
students learn to become more responsible, cooperative, sociable, tolerant, supportive, and
encouraged. They demonstrate a positive attitude to other students, teachers, and school, and
show much better results in studying.
All the aforementioned concepts of unplugged teaching, dogme-based approach, and
learner-centeredness can be combined and used while teaching multigrade classrooms, from
which both students and teachers will benefit significantly.
METHODOLOGY AND RESEARCH DESIGN
A qualitative case study approach was employed to assess the efficiency of the transition
period for the group of Ukrainian displaced learners and their teacher, and the role of factors
that affected the children’s reintegration into the new environment. Both qualitative and
quantitative methods were used to analyze the data collected over four months.
PARTICIPANTS
The subjects of the study were twenty-six children (thirteen boys and thirteen girls) aged
11–16, and their teacher, all of them asylum seekers from Ukraine, who found themselves in
Germany in the spring of 2022 after fleeing the zone of military conflict. The period of work
we are looking at comprises four months, starting late March till late July 2022, after the
Ukrainian teacher got a position at the school in Germany and started working with young
asylum seekers till the end of the academic year. Initially, it was a group of eight children aged
11–16, which gradually became a group of 26 learners. The new students to the group were
registered as late as June 2022. The newly-created class was provided with a comfortable
classroom and stationery; at lunch break the children were given free meals.
Similar to young refugees of the previous waves, the displaced children had traumatic
experiences of various degrees of intensity, ranging from the loss of homes, family members,
everyday routines, etc, to witnessing destruction and death. Nevertheless, there were a few
characteristics that made this wave of displaced people different. The military conflict broke
out at the end of the COVID-19 pandemic. After almost two years of online and hybrid
learning, some children could have issues with social skills development (Seevers & Jones-
Blank, 2008; Miyamoto, et al., 2015) and post-pandemic disorders (Pace, et al., 2022). Thus
previously imposed limitations on social contacts and travel might have made some changes in
the surroundings excessively challenging. On the other hand, the fact that their ties with
schools and classmates they left behind had been weakened by the limited social contacts
might have made the feeling of the loss of school and classmates less acute; an opportunity to
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get into an off-line classroom and make new friends with similar backgrounds might have been
rather attractive for teenagers, motivate them to attend school and help re-integrate into the
new context.
DATA COLLECTION TOOLS
Starting from the day of her employment, the displaced teacher had regular online
conferences with her colleagues in Ukraine, providing detailed reports on her progress in
managing and teaching the children, her observations, and her analysis of different aspects of
the experience. Notes taken during the interviews provided qualitative data on the teaching
context and learners’ reactions.
At the end of the fourth month work, two questionnaires were designed to collect
feedback from the learners. To avoid any pressure on the young participants and ensure free
expression of opinion, both of the questionnaires implied optional anonymous participation.
Moreover, any questions that could signal direct identification of the participants, and therefore
prevent the children from being sincere in their answers were deliberately avoided. As a result,
only about 77% and 73% of the learners provided their answers to the first and the second
survey respectively. The first one, consisting of nine close-ended and five open-ended
questions yielded responses from 19 learners and helped to indicate the learners’ level of
engagement in the learning process and the level of satisfaction with different aspects of the
learning environment.
Based on the results of the first questionnaire, the second one, consisting of nine close-
ended, three open-ended, and three mixed questions, was developed and offered to learners
within a ten-day period. This time, 20 learners provided their answers. This survey provided
information about learners’ expectations for their learning and further integration into the new
environment.
DATA ANALYSIS
Interviews with the acting teacher and answers to the open-ended questions in the survey
yielded qualitative data; therefore, a thematic analysis was applied. The answers from the
interviews were transcribed, grouped according to the themes, and summarized. The
information obtained through open-ended questions was examined and classified for further
interpretation.
Quantitative data obtained from the surveys provided information on the ratio of different
choices and attitudes; statistical analysis through calculating the Pearson correlation coefficient
(PCC) (Rodgers & Nicewander, 1988) provided information on the correlation between the
obtained sets of data.
FINDINGS AND DISCUSSION
How It All Started. The first four months of the transition period in the lives of the
group of young Ukrainian asylum seekers and their teacher were focused on getting children
into the classroom as a part of integration into the new community and overcoming the shock
inflicted by the military action in their homeland.
Besides the lessons with the Ukrainian teacher, the Ukrainian learners were involved in
the academic process with local students at the lessons of music, English, and PT. They also
had German lessons three times a week with a local teacher from another school who offered
her service to the Ukrainians as her personal volunteering project. The other subjects were not
available to the Ukrainians throughout the spring term.
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The school also hired a local teacher assistant who was qualified to teach mathematics
but was not supposed to teach her subject to this group regularly. Apart from her main
responsibility to reinforce the lessons designed by the Ukrainian teacher, she gave the students
occasional logical tasks of her own design. Regular lessons in mathematics seemed potentially
problematic for two reasons: too much difference in the level of the students’ knowledge,
which made the preparation for teaching the multi-level group time-consuming for the teacher
assistant, and the language barrier which made the explanation of any complex topics by a
native speaker of German incomprehensible for the learners who had just started learning the
language.
The Ukrainian teacher worked with the group for seven hours five days a week. Neither
the education department nor the school imposed any curriculum on the Ukrainian students.
The main requirement was to keep the children engaged in school activities and the process of
studying. The session contents and the interaction patterns were chosen by the teacher based on
her initial training and her assessment of the learners’ needs; necessary books and other
teaching materials were provided by the school administration at the teacher’s request.
Unplugged Format. The contents and the format of the work were selected by the
Ukrainian teacher in the process of work. During the first day with the initial group of eight
students, the teacher interviewed about the students’ preferences and what subjects they would
like to learn outlining her own qualifications according to her university degrees and personal
interests. As a result, the academic work was focused on literary studies with a strong accent on
Ancient Greek mythology. The other subjects that were offered and accepted by the learners
were the History of Ukraine and social studies. The most frequently used activity was the
whole group discussion of literary works. The students and the teacher made themselves
comfortable in a circle without tables and shared their opinions and ideas, discussed new
material, and reviewed home assignments.
This work was not assessed officially as the refugee learners were not supposed to get
any certificates at the end of the academic year. The only formal record of presence and
participation required by the school was carried out in the form of daily reports on absentees
submitted by the teacher to the school administration.
Nevertheless, the students were offered a set of rules according to which their work in
and out of class could be evaluated. To motivate the students to make an effort, they were
given points for reciting poems, writing essays, presenting individual projects, analyzing
literary works, etc. Each student’s scores were accumulated; five students with the highest
score by the end of the semester were promised personal presents from the teacher. This
technique definitely promoted more active individual participation while group dynamics
seemed to be endangered.
As the number of learners in the group increased, the whole group work grew less
efficient: more active students dominated the discussion while less eloquent ones were left
disengaged. If the teacher tried to moderate the discussion and limit the contribution of the
discussion leaders, the latter felt demotivated.
At this stage, the teacher decided to introduce competition between teams. With this
purpose, three teams were formed within the class. Following the learners’ preferences, a
combination of age and gender criteria was applied for the grouping. As a result, Team 1
consisted of younger boys and girls, older girls formed Team 2 and older boys were united in
Team 3. While individual competition continued, outcomes of team activities such as role
plays, games, team projects, group discussions, group story writing, etc. were rewarded by
points for a team. The team with the best results was promised a trip to another city with all
expenses covered by the school.
Work in teams was used till the end of the semester and, according to the teacher’s
observations, provided a satisfactory level of engagement and interpersonal interaction. New
arrivals were encouraged to join any team of their choice, taking into consideration the age and
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gender criteria. Nevertheless, by the first week of July, the children started demonstrating a
significant drop in willingness to participate in indoor classes, and a few students adopted a
habit of taking lengthy bathroom breaks during lessons. What could keep them engaged were
outdoor classes, field trips, and discussions of the present-moment situations which did not
require any prior preparation on the learners’ side. That was the period when the attempt to
sum up the experience was made.
Questionnaire 1: Learning Experience and Motivation. Two questionnaires were
presented to the children within a week. The answers, provided by the children, confirmed
some of the teacher’s assumptions while others presented food for thought, the interpretation of
which is given further.
The first two questions were focused on the students’ attitude to their present-moment
learning experience. The answers to the questions Are you satisfied with your experience of
studying in the gymnasium as for now? and If you could choose, would you like to continue
studying here?, 68.4% of the students expressed their high satisfaction with their experience in
the gymnasium, 15.8 % are fairly satisfied and 15.8 % of the respondents found their studying
experience unsatisfied. The answers to the second question revealed almost the same students’
mood and attitude to their school experience in Germany. Only two students, which comprises
10.5% of all respondents, would not like to continue their studying at the gymnasium though it
can indicate students’ desire to come back to Ukraine but not a negative attitude toward the
school itself. 21 % of the students would rather continue their studies at this school, while 68.4
% would like to go to this particular school. The latter shows that students’ satisfaction with
their school experience completely coincides with their desire to remain at the gymnasium.
The next question offered the learners to self-assess their own level of engagement in the
studying process. While only three students evaluated their level of engagement as very low or
low, more than one-third of the participants characterized their engagement level as
satisfactory, and 31.6% and 15.8% of the students ticked options high or very high
respectively.
To find out if the students’ overall level of satisfaction with the experience at school
correlated with their level of engagement in studies, statistical data analysis was applied. The
PCC (Turney, 2022) was applied, where a zero coefficient represents no correlation between
sets of data, 1 represents a perfect positive correlation, and -1 identifies a perfect negative
correlation. The PCC for the sets of data on the overall satisfaction with the school experience
and the level of engagement in studies was 0.74, which demonstrated a strong positive
correlation.
The next question was focused on the factors that affected the students’ motivation to
attend the gymnasium. The participants were presented with nine statements on reasons to
attend, and the three options for each of them. The English translation for the statements and
the options are shown in Fig. 1.
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The English equivalent for the
question
Figure 1. The students’ motivation for attending the gymnasium
Developed by authors
The participants’ answers are presented in Fig. 2.
Figure 2. The students’ answers to the question about their motivation for attending the
gymnasium
Developed by authors
The answers proved that the desire to be with other people and to be with their newly-
acquired friends were among the leading reasons to attend school. The first statement, I’m
willing to study did not generate much excitement, with only four students (21% of the
participants) selecting the option Yes, it’s about me, while the majority of the participants (12
students – 63%) opted for the neutral (Maybe) answer. The second statement, I want to be
among other people received more enthusiastic support with 11 students claiming it was true
about them. The absolute leader among the motivating factors turned out the be the statement
I’ve got friends here which received 15 supportive votes. Only four and two students selected
the options It’s not about me and Perhaps respectively for this statement. The next four
statements, (4) I want to find friends here, (5) I enjoy talking with my teacher, (6) I enjoy
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participating in classes, (7) I want to attend a school in Germany, received about the same
number of Yes, it’s about me votes. Statement 8, I don’t want to stay at home yielded rather
neutral responses with nine Maybe options. Statement 9, My parents make me attend school
received the lowest level of support. While the majority of students were not willing to answer
an open-ended question and present their original reasons for attending school, two participants
mentioned studying Greek mythology and one student noted down communication with local
students as the source for their motivation. Further evidence to support the statement that being
with other people, both local and Ukrainians, was among the main attractions for the children
could be found in their answers to another open-ended questions about their preferable
activities at school: “I like the way we work together here”; “I enjoy having fun with my
friends”; “I want to know German better and have more friends here”.
Statistical analysis through calculating the PCC for the motives to attend school provided
suggestions on the role of the listed reasons on the students’ satisfaction with the school
experience and their level of engagement in the studies. The results of the statistical analysis
are presented in Table 1.
Table 1
PCC for the reasons to attend school
Statements to evaluate
Overall level of
satisfaction with the
experience at school
Self-assessed
engagement in
studies
1. I’m willing to study
0.19
0.36
2. I want to be among other people
0.29
0.29
3. I’ve got friends here
0.33
0.19
4. I want to find friends here
0.62
0.55
5. I enjoy talking with my teacher
0.64
0.61
6. I enjoy participating in classes
0.70
0.78
7. I want to attend a school in Germany
0.36
0.39
8. I don’t want to stay at home
0.48
0.36
9. My parents make me attend school
-0.20
-0.28
Developed by authors
According to the obtained coefficients, in-class interaction and communication with the
teacher were the most significant factors for providing positive experiences and engagement
for the children while at school. The desire to socialize and make new interpersonal
connections was another factor that was placed on the top three list.
Questionnaire 1: Learning Environment. To make sure that the answers provided by
the participants were valid, more questions were asked about the school life components. This
time the question was about the participants’ attitude to the contents of studies, learning
environment, relationship with the teacher, relationship with classmates and local students. The
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students had five options for each statement: I totally dislike it, I rather dislike it, 50/50, I like
it, I like it a lot. The students’ answers are presented in Fig. 3.
Figure 3. Identify your attitude to the following school life components
Developed by authors
To find out the level of significance of the components of school life listed above for
providing overall satisfaction with the experience at school, and for getting students engaged in
learning, the PCC was calculated for each pair of datasets. The results are presented in Table 2.
Table 2
PCC for the attitude to school life components
Statements to evaluate
Overall level of
satisfaction with the
experience at school
Self-assessed
engagement in studies
contents of studies
0.59
0.38
learning environment
0.58
0,35
relationship with the teacher
0.63
0.44
relationship with classmates
0.56
0.25
relationship with local students
0.52
0.46
Developed by authors
As we can see from the table, the positive correlation of different degrees was identified
for each of the components, while the relationship with the teacher had the strongest
correlation with the level of satisfaction with the school life experience. The correlation
between the contents of studies and the learning environment, and the level of satisfaction with
school experience, proved to be quite significant with the PCC 0.59 and 0.58 respectively.
While the relationship with local students had a significant impact on both the
satisfaction with school experience and the level of engagement into studies (the PCC is 0.52
and 0.46), the relationship with the classmates was essential for the level of satisfaction with
the school experience (the PCC=0.56), but was more than twice less important for providing
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the engagement in studies (the PCC=0.25). This result demonstrated the same tendency as
presented in Table 1, where the correlation between having friends as a motivating factor for
attending school and the level of satisfaction with school life, and between having friends and
the level of engagement in studies were rather low with the PCC=0.33 and the PCC=0.19
respectively. Thus we could conclude that the role of the teacher, learning environment and the
contents of studies were more essential for re-integrating the refugee children into the new
school environment compared to their relationship with classmates.
The answer to the question why the relationship with classmates was not of primary
importance for the displaced children could be found through analyzing the information
obtained through private interviews with the learners and answers to the next set of questions
in the second questionnaire.
As it was mentioned above, the young refugees attended the majority of classes as one
mixed-aged group with a gradually increasing number of learners. In a private interview with
the Ukrainian teacher, one of the first-to-join students mentioned that the first eight students
sometimes felt like a privileged group while the others were viewed as intruders; the later they
joined, the less privileged they were supposed to be. This situation presented a definite
challenge for positive group dynamics.
Another challenging factor was the mixed-aged composition of the class. In Ukraine,
school children usually study in fixed groups attending all classes with the same classmates of
about the same age. In Germany, the majority of lessons were delivered to them as a mixed-
aged group; it was only for such classes as German, English, Music and PE that they were
invited to join same-age classes of German children for lessons. To understand the learners’
attitude to the semi-fixed grouping mentioned above, the following questions were asked: 1. In
your school in Germany, you’ve been attending most classes with other children from Ukraine.
Are you satisfied with such organization of the learning process? 2. In your school in
Germany, you’ve been attending some classes with local learners. Are you satisfied with such
organization of the learning process? (1 – not at all; 10 – perfectly satisfied). The answers to
these questions are demonstrated in Fig. 4.
In your school in Germany, you’ve been
attending most classes with other children from
Ukraine. Are you satisfied with such
organization of the learning process?
In your school in Germany, you’ve been
attending some classes with local learners. Are
you satisfied with such organization of the
learning process?
Figure 4. Learners’ attitude to the semi-fixed grouping
Developed by authors
The visual analysis of both charts reveals the lack of unanimity in the participants’
opinions with a notable number of choices at the extremes of both scales, though calculating
the PCC for these sets of data reveals a strong positive correlation between them (the
PCC=0.80). We might assume that the participants’ attitude was affected by some objective
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factors such as age or the duration of studying at the school, which cannot be identified due to
the anonymity of the questionnaire.
Meanwhile, a question about learning in a mixed-age group demonstrated a lack of
satisfaction with it, with 55% of the answers acknowledging different extents of negative
emotions.
The correlation between the data on the attitude to classes with other Ukrainians and
studying in a mixed-age group proved to be rather high (the PCC=0.75), which might identify
the mixed-age grouping as a controversial solution that does not meet each learner’s needs.
Moreover, the visual analysis of the distribution of the participants’ answers reveals two
peaks of data, which is likely to indicate the presence of two groups (Freeman& Dale, 2013).
We might assume that those groups were primarily based on the age factor and resulted in
differences in attitudes, preferences, and emotional responses.
More light on the learners’ perception of their in-class experience could be shed by the
students’ assessment of different modes of interaction throughout classes. The participants
were asked if they enjoyed the following modes of in-class interaction: (1) individual work; (2)
pair work; (3) small group work; (4) work in teams of 5 or more participants; (5) as a whole
class; (6) working tet-a-tet with the teacher. The attitude could be expressed through the
options Do not enjoy at all / Sometimes / I love it.
The students’ answers revealed that pair work and work in small groups were the most
popular and the most enjoyable for the students while whole group interaction and work in
teams were the least favoured. Working individually was supported and opposed by an equal
number of learners; working tet-a-tet with the teacher received a slightly lower level of
approval than working individually.
Further analysis of the participants’ answers demonstrated that the learners’ overall
satisfaction with the school experience had a stronger correlation with the contents of studies
(PCC=0.59) than with the engagement in studies (PCC=0.38).
Questionnaire 2: New educational Setting. To get a better understanding of students’
attitudes, the second questionnaire was designed. One of the questions was about their attitude
to the fact that in their school in Germany they did not study the whole range of subjects they
had in Ukraine. The results are presented in Fig. 6.
Figure 6. What is your attitude to lack of some school subjects you had in Ukraine (1
– utterly negative; 10 – absolutely positive)
Developed by authors
As we can see, the right and the left sides of the scale received about the same number of
votes with two distinctive peaks in the answer distribution.
The same distribution of opinions was demonstrated by the next question, Did you feel
the lack of lessons in any subjects? Fifty percent of the respondents answered positively: Yes,
permanently – 15%; Yes, sometimes – 35%, and the same number of the participants opted for
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the negative answers: Almost never –30%; No, never – 20%. The pie-chart in Figure 11
demonstrates the results.
When asked an open-ended question, What lessons did you lack in your school in
Germany? ten learners listed from one up to six subjects, while the other ten either claimed
they had everything they needed or failed to provide any answer. The subject the students
mentioned most frequently was mathematics with eight students putting it on their lists. The
other subjects mentioned more than once were biology (three students), chemistry, and physics
(two students each); geography, computer science, and the history of Germany were mentioned
just once. Some students wanted to have more language classes in addition to those they
already had: Ukrainian and English were mentioned twice and one learner wanted more
German.
The next open-ended question about their wishes for the next year confirmed the
diversity of attitudes: eight students wrote about specific school subjects they want to learn,
five students just stated their wish to continue studying without specifying the contents, and six
students provided suggestions to focus on something other than studies, for example, to have
more fun, to skip lunch breaks or go home.
Questionnaire 2: Feedback and Assessment. Another essential part of any academic
process is feedback and assessment. As it has been mentioned, in the German school Ukrainian
children were not assessed and evaluated through traditional grades. Thus we decided to find
out about the students’ reaction to it. The distribution of the answers to the question is
presented in Fig. 7.
Figure 7. You were not given any grades at your school in Germany. What is your
attitude to the arrangement? (1 – utterly negative; 10 – absolutely positive)
Developed by authors
As demonstrated by the bar chart, students seemed to be rather willing to demonstrate
their enthusiasm: 40% of the participants (eight students) provided absolute support to the
approach, the other four having placed their responses on the right-hand side of the scale
demonstrated moderate enthusiasm about the arrangement. The eight students who chose the
left side of the scale indicated either their negative or almost neutral attitude. The mean value
for this set of data is 6.95 (out of 10), the standard deviation equals 3.10 and the standard error
is 0.69.
A better understanding of the learners’ attitude to the lack of grades can be obtained
through the answers to the next question. When asked if the information they were provided
about their progress was sufficient (1 – not at all; 10 – absolutely sufficient), the participants
provided the distribution of opinions presented in Fig. 8.
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Figure 8. Was the information on your academic results sufficient?
Developed by authors
The majority of respondents (13) believed they received a satisfactory amount of
information of different degrees while seven students admitted to experiencing the lack of
information. For this set of data, the mean is 6.90 (out of 10), the standard deviation is 2.67 and
the standard error is 0.60. Thus we can see that this set of data has less dispersion than the
previous one, and the value for the standard error is lower. Therefore, we can conclude that
while the attitudes to the lack of grades varied, students were aware of receiving feedback on
their academic performance through other means.
To find out which forms of feedback and what content of feedback were received by the
learners most positively, the learners were presented with a list of variations of forms and
content of teacher’s feedback: grade, oral praise given privately, oral praise in front of other
students, oral praise in front of the parents, oral negative feedback given privately, oral
negative feedback in front of other students, oral negative feedback in front of parents, written
praise, written negative feedback, teacher’s facial expression and gestures that signal approval,
teacher’s facial expression and gestures that signal a mistake. The students had five options to
express their attitude: very negative, rather negative, neutral, rather positive, and highly
positive.
For statistical analysis of these data, the verbal answers were presented as numeric
values. The mean, standard deviation, standard error, and the ranking of the answers are shown
in Table 3.
Statistical analysis of the obtained data demonstrates that oral praise in a private talk with
a teacher is the most popular form of feedback with 75% of the respondents giving it a rather
positive and highly positive evaluation. There were no “very negative” and only one “rather
negative” response, as a result, the mean for this form of feedback is 4.26 (out of 5).
Oral praise given privately is closely followed by written praise with an average score of
4.10 drawn from nine “highly positive”, five “rather positive”, five “neutral” and just one
“rather negative’’ responses.
Oral negative feedback given privately ranked third with an equal number of “rather
positive” and “highly positive” choices, comprising a total of 70% of the answers. It turned out
to be more popular than positive feedback provided through non-verbal means, which ranked
fourth in the learners’ preferences.
Written negative feedback ended up the fifth. Here 50% of the respondents identified a
neutral attitude, while 25% and 15% stated a rather positive and highly positive attitude
respectively, and one student opted for a rather negative attitude. It should be noted that this set
of data has the lowest values for the standard deviation (0.76) and the standard error, thus we
might assume that the respondents are rather unanimous in their neutral attitude to the written
information on their mistakes and take it as a necessary part of learning. The next in popularity
comes formal assessment in the form of grades with an average score of 3.47 (out of 5).
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Table 3
Learners’ attitude to forms and content of teacher’s feedback
(very negative – 1; highly positive – 5)
Forms and
content of
teacher’s
feedback
grades
oral praise given privately
oral praise in front of
other students
oral praise in front of
the parents
oral negative feedback
given privately
oral negative feedback
in front of other students
oral negative feedback
in front of parents
written praise
written negative feedback
teacher’s facial expression and
gestures that signal approval
teacher’s facial expression and
gestures that signal a mistake
Mean
3.47
4.26
3.15
3.15
4.00
2.95
2.70
4.10
3.63
3.80
3.15
SD
1.17
0.93
1.31
1.35
0.92
1.32
1.22
0.97
0.76
1.20
1.09
Standard
error
0.26
0.21
0.29
0.30
0.21
0.29
0.27
0.22
0.17
0.27
0.24
Rank
6
1
7/8/9
7/8/9
3
10
11
2
5
4
7/8/9
Developed by authors
To get another perspective of students’ opinion of their academic progress, the
participants were asked to provide self-assessments for their achievements in six school
subjects: Literature studies, History, Ukrainian, English, German, and PE. The highest possible
grade was 12. Overall results are shown in Table 4.
Table 4
The average self-assessment grade for progress in six subjects
Subject
Literature
History
Ukrainian
English
German
PE
Average score
7.75
6.98
7.03
7.18
7.43
7.25
Developed by authors
As can be seen from Table 4, learners provided the highest self-assessment grades for
their progress in Literature studies (7.75), which is rather closely followed by the German
language (7.43) and PE (7.25). The learners’ perception of their achievements in the English
and Ukrainian languages are reflected in the average self-assessment scores of 7.18 and 7.03
respectively, while the overall progress in History is viewed as the least successful (6.98).
To sum up the questionnaire, the learners were asked the question: What could help you
to succeed in studies at the school in Germany next year? To answer it, the learners were
provided with nine options connected with learning process organization and sources of
instruction: 1. to study with the same classmates; 2. to be enrolled in a class with my local
peers; 3. to proceed studying the same subjects as this year; 4. to study the same subjects as my
local peers; 5. to proceed studying online with my school in Ukraine; 6. to have individual
online classes with tutors from Ukraine; 7. to have individual classes with tutors in Germany;
8. to be assessed for my studies; 9. to have clearer and more comprehensible requirements as
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for my studies in Germany. The participants could tick off as many choices as they wished, and
the number of ticks from students varied from zero (two learners did not select any options) to
six from one learner.
The largest number of votes (8) was given to Option 9 To have clearer and more
comprehensible requirements for my studies in Germany. Options 1 (to study with the same
classmates), 3 (to proceed studying the same subjects as this year), and 4 (to study the same
subjects as my local peers) received the same level of support (7 votes). About one-third of the
respondents selected the option To receive marks for my work (Option 8). The idea of having
individual classes with tutors from Ukraine or Germany was not strongly supported by the
participants who received only six and three votes respectively. Only four students voiced their
wish to continue online studies with their school in the home country while five students
expressed their readiness to be enrolled in classes with their local peers.
The results of the present study partially correspond with previous research (Potochnick,
2014; Transitional Education Plan Preparation, 2016; Mendenhall, et al., 2018; Temporary
Protection Scheme, 2022) examining the adaptation of displaced children in educational
settings. Similar characteristics emphasize the significance of involving these children in social
and educational activities, facilitating their improved adjustment to a new environment. This is
evident in the high ratings given by students regarding their voluntary commitment to attending
school, aiding them in regaining a sense of stability and confidence in themselves. The
distinction lies in the fact that Ukrainian displaced children when compared to their
counterparts, demonstrate higher motivation for studies and possess a more robust educational
background. Additionally, the teacher under study was Ukrainian, instructing the children in
their native language through the unplugged teaching methodology.
CONCLUSIONS
The study shows that the four-month teaching and learning experience of young
Ukrainian asylum seekers and their teacher fits into the concept of the transition period. The
strategic aim to get refugee children into the classroom as a part of integration into the new
community was achieved. The children were provided with conditions to overcome the shock
and were involved in academic routines that correspond to their needs. Having a teacher who
comes from the same cultural background and who has had a similar traumatic experience of
escaping the war zone helped the refugee children feel at home at a new school.
The relationship with the teacher was one of the most important factors for providing the
learners satisfaction with their experience at school and for getting students engaged in the
learning process. The teacher’s training and qualifications in Literature and Linguistics, and the
teacher’s choice of subjects were most helpful as the contents of the class provided material for
discussion and opinion sharing without touching upon personal topics which might have been
painful for the learners. Under the circumstances, the choice of teaching contents and materials
was satisfactory and yielded positive results. Now the learners are ready to continue studying
and integrate into the learning community.
The students appreciate the positive feedback the teachers provide verbally and through
non-verbal means. It should be noted that in many cases they prefer to keep their success
private; public praise, either in front of other students or their family members, is much less
popular than privately given feedback. The students view error correction as a necessary part of
the academic activities and, quite predictably, they also prefer to receive it privately. The fact
that the students regard information about their mistakes as something necessary can testify to
their readiness to face setbacks, make efforts, and proceed with their studies.
The mixed-aged class was problematic. Individual competition and competition between
fixed teams did not promote positive group dynamics. Younger and older teenagers, due to the
difference in their motivation, demonstrated different priorities and different purposes for
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attending school. While younger teenagers viewed school as a place to socialize, the older
teenagers, despite the recent stressful experience, were ready to focus on academic activities.
The fact that at least some of them express the desire for a bigger variety of classes and a
change in the routines indicates the satisfactory level of meeting their basic needs, including
the need for safety. They are ready to engage more actively in the learning process. The new
academic year is seen as a new starting point with some necessary changes: clear-cut
requirements should be set for the academic activities and procedures, the children should not
be treated as “very special”, which can lead to wrong expectations; more attention should be
paid to the children’s integration into society.
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Accepted 21.03.2024
АКАДЕМІЧНА АДАПТАЦІЯ ВИМУШЕНО ПЕРЕМІЩЕНИХ ДІТЕЙ:
КЕЙС-СТАДІ ЗМІШАНОГО РІЗНОВІКОВОГО КЛАСУ В НІМЕЧЧИНІ
Олена Москалець
https://orcid.org/0000-0002-5779-1590
кандидат педагогічних наук,
доцент кафедри лінгвістики та перекладу
Факультету романо-германської філології,
Київський столичний університет імені Бориса Грінченка,
вул. Бульварно-Кудрявська, 18/2, 04053 Київ, Україна,
o.moskalets@kubg.edu.ua
Олена Грищенко
https://orcid.org/0000-0001-7678-9851
кандидат філологічних наук,
доцент кафедри англійської мови та комунікації
Факультету романо-германської філології,
e-ISSN 2412-0774 CONTINUING PROFESSIONAL EDUCATION: THEORY AND PRACTICE ISSUE № 1 (78), 2024
43
© Moskalets Olena, Gryshchenko Olena, Tsapro Galyna, Tsapro Olga, 2024
Київський столичний університет імені Бориса Грінченка,
вул. Бульварно-Кудрявська, 18/2, 04053 Київ, Україна,
o.hryshchenko@kubg.edu.ua
Галина Цапро
https://orcid.org/0000-0002-0748-7531
кандидат філологічних наук, доцент,
завідувач кафедри англійської мови та комунікації
Факультету романо-германської філології,
Київський університет імені Бориса Грінченка,
вул. Бульварно-Кудрявська, 18/2, 04053 Київ, Україна,
g.tsapro@kubg.edu.ua
Ольга Цапро
https://orcid.org/0000-0002-0039-9969
магістр лінгвістики,
Гімназія Св. Августина,
1 Клостерштрассе, 04668 Ґріма, Німеччина,
soncesvitna@gmail.com
У статті досліджується досвід української вчительки, яка була залучена для
роботи з групою українських дітей в одній зі шкіл Німеччини. Для оцінки
ефективності перших чотирьох місяців перехідного періоду та визначення
рекомендацій для подальших кроків у навчанні українських біженців застосовано
змішаний метод дослідження, включаючи кількісний та якісний аналізи. Для збору
даних щодо проміжних результатів перехідного періоду використовувались
інтерв’ю з діючою українською вчителькою, її рефлексивний аналіз спостережень за
групою з 26 українських дітей, непрямий зворотний зв’язок від місцевих вчителів, які
брали участь у роботі з учнями, а також відповіді на два змішані анонімні
опитування, проведені з двадцятьма учнями, які погодились взяти участь в
анкетуванні. Найбільш значущими факторами у сприянні позитивним враженням та
залученню дітей у школі виявилися взаємодія та комунікація у класі, а також
бажання соціалізуватися та встановлювати нові міжособистісні зв’язки. Учні
зазначили до шести предметів, які були відсутні у гімназії, але які б вони хотіли
вивчати, причому математика зазначалася найчастіше. Деякі учні бажали
додаткових уроків мов, зокрема української, англійської та німецької. Організація
початкового чотирьохмісячного етапу перехідного періоду служила меті надання
молодим біженцям достатньої психологічної підтримки та можливості
повернутися до звичайного життя. У наступному навчальному році є нагальна
потреба в установленні чітких академічних оцінювань, униканні ставлення до дітей
як надто особливих і швидшому їхньому інтегруванню у суспільство.
Ключові слова: непідключена освіта, переміщена особа, перехідний період, потреби
учнів, різновіковий клас.
