GENERAL SECONDARY EDUCATION
4’2021

Abstract. At the present stage of the development of general secondary education, one of the most important issues is to provide students with the opportunity to study using the state language in general secondary education institutions (GSEI). The purpose of the article is a comparative analysis of the educational indicators of the languages ​​of instruction and offered language courses in the general secondary education by the regions. Current problems in the linguistic field are considered, changes in the legislation regarding this issue are studied, educational indicators impacting government’s language are determined, socio-demographic factors are examined, in particular the number of language courses, their teaching by regions, the number of institutions and students receiving instruction in the state language, in the languages ​​of national minorities, languages ​​of indigenous peoples. The analysis is based on the information in the summary table № D-7-8 “Information on languages ​​of instruction and language courses in general secondary education institutions” by regions and types of area (urban settlements, rural areas) for the period of 2004/2005-2020/2021 academic years. The distribution of GSEIs by languages ​​of instruction and students in these institutions was studied by categories: training is conducted exclusively in one language; training is conducted in two languages ​​or more; language is studied as a course, optional, or in study groups. The share of day GSEIs and their students studying in Ukrainian and other languages ​​of instruction (Russian, Romanian, Bulgarian, Hungarian, Moldovan, Crimean Tatar, etc.) was calculated and analyzed, which allows determining trends in the introduction of the Ukrainian language in the educational process, the role of the languages of the minority ​​and indigenous peoples in certain regions of Ukraine. The results of the analytical research of the linguistic environment in the educational process will help to find ways to develop a government’s language policy and facilitate a successful resolution of language issues to contribute to the harmonious development of the state, the society as a whole, and the individuals.
Keywords: general secondary education, government language policy, educational indicators on languages ​​of instruction, state Ukrainian language, languages ​​of national minorities, languages ​​of indigenous peoples, general secondary education institutions, contingent of students.
https://doi.org/10.32987/2617-8532-2021-4-89-104

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