LANGUAGE DISCUSSIONS AND THEIR INFLUENCE ON THE EDUCATIONAL AND PEDAGOGICAL PROCESSES OF TRANSCARPATHIA IN THE 20-30S OF THE XX-TH CENTURY

Abstract

Learning the state language by representatives of national minorities of Ukraine contributes to the full realization of their constitutional rights, maximum integration into all spheres of social life, employment and competitiveness, etc. The experience of settling linguistic issues in the conditions of multiculturalism was also gradually formed in Transcarpathia, this was especially noticeable in the XX-th century, the first half of which was marked by state-territorial changes in the subordination of Transcarpathian lands to various countries, which resulted in the introduction of educational and language policies that determined the capabilities of the local population regarding the study of state and national languages. This article is devoted to the study of the influence of language discussions on educational and pedagogical processes in Transcarpathia in the 20s and 30s of the XX-th century. The methods are content analysis of historical, historical-pedagogical, archival and reference sources on the researched problem; a problem-chronological method for studying the dynamics of the influence of language discussions on educational processes and ensuring mother-tongue education in Transcarpathian educational institutions. The article examines the influence of language discussions on educational and pedagogical processes in Transcarpathia in the 20s and 30s of the XX-th century, when it was part of the Czechoslovak Republic. The Czechoslovak government implemented a democratic educational policy and established the right of Subcarpathian Rus to have independent legislative powers in matters of language and education. During this period, the number of schools with the Ruthenian language of instruction increased rapidly, which required updating the content of education, creating new textbooks, etc. An overview of the process of determining the variant of the literary language in the context of disputes between representatives of the Ruthenian, pro-Ukrainian and pro-Russian trends was carried out. It was determined that the main confrontation took place between pro-Ukrainian and pro-Russian trends, each of which used its own grammars, created pedagogical societies and periodicals, on the pages of which it defended its views on language, education, etc. Special attention is paid to the language plebiscite of 1937, which was held at the initiative of the Czechoslovak government on the subject of choosing a variant of grammar, which should be used to organize the learning process in educational institutions of the region. The language debate was put to an end by the recognition by the Autonomous Government of Subcarpathian Rus in 1938 of the Ukrainian language as the state language, as well as the language of education and training.