Language Management in Humanitarian Contexts: Unscheduled Migration

Abstract

Unscheduled migration has become one of the challenges during the recent period. Among other issues a question of migrants' language management arises as language rights stand among fundamental human values and are subject to major international legislation. However, field-based evidence argues that the language management in humanitarian contexts for unscheduled migration since 2015 neither has got stakeholders' comprehensive vision nor has become an academic subject. The research aims to map and compare major institutional actors' goals and instruments the stakeholders use to implement the language management within the contexts under study. The materials include open-access official documents of the UNO, EU governmental bodies, international NGOs, national governments, local NGOs briefs and documents that contain reference to language policy and language issues management within the mentioned contexts. Methodology grounds on interdisciplinary paradigm, integrates qualitative and quantitative approaches, uses computer-assisted content analysis of the mentioned documents, cluster and discriminant analysis. The research results in identifying core categories and their distinctive factors regarding language management as theoretical and applied phenomenon, language management major actors, their vision, strategic goals and instruments that they use to manage language policies regarding the target audiences and contexts. The research relevance is related to the status specification of language management and its implementation within humanitarian, political, social dimensions at both international and national levels.

Polish Psychological Bulletin

“…In order to form a high level of intellectual and creative potential of future teachers of technology, it is advisable to create an intellectual and creative environment for students in the following pedagogical conditions: 1) formation of positive motivation for intellectual and creative activity; 2) creating a favourable microclimate of the environment (humanity and democracy, friendly and partnership relations with others, the ability to freely express opinions, positive emotions) (Atabekova et al, 2018a;Atabekova, 2019;Lypchanko-Kovachyk & Sidun, 2019;Portnova, 2019a;Tovkanets & Vagerych;; 3) limiting barriers to blocking intellectual and creative activity (fears, anxiety, criticism, internal and external conflicts) (Portnova, 2019b;Drobiec et al, 2020;Kisiołek et al, 2020). Limiting conformal thinking, giving the opportunity to independently choose goals, objectives and means of their solution (because a person who is not accustomed to act independently and take responsibility, loses confidence in their abilities, the ability to be creative) (Atabekova et al, 2018b); 4) application of active (heuristic, problem-solving, research), interactive methods ("brainstorming", "microphone", "decision tree", "aquarium", "big circle", etc.…”