UKRAINIAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF DECOLONIZATION

Abstract

This article offers a comprehensive analysis of the current state of teaching Ukrainian abroad within the broader context of global transformations in the humanities, particularly processes of decolonization, the reconfiguration of linguistic hierarchies, and Ukraine’s academic integration into the international educational and research space. The study foregrounds the discipline «Ukrainian as a Foreign Language,» which is examined for the first time not only as a linguistic or didactic practice, but as an integral component of the decolonization process within contemporary academia. Such an approach moves beyond conventional methodological frameworks and positions Ukrainian language instruction as a critical tool for challenging entrenched colonial and postcolonial perceptions of Ukrainian that emerged within imperial, Soviet, and post-Soviet discourses. The article identifies and analyzes key challenges faced by Ukrainian language teaching outside Ukraine, including its long-standing marginalization within Slavic and Eastern European studies, and the institutional fragility of Ukrainian studies programs. Particular attention is paid to the role of Ukrainian as a foreign language in shaping a new academic narrative in which Ukrainian is no longer treated as a derivative, secondary, or regional phenomenon, but rather as an autonomous and legitimate object of scholarly, educational, and cultural inquiry. The study highlights the potential of Ukrainian language instruction to enhance the international academic visibility of Ukrainian language and culture, as well as to serve as an instrument of cultural diplomacy and the symbolic restoration of linguistic agency. The conceptual framework proposed in the article enables a rethinking of Ukraine’s position in international education and outlines strategic approaches to strengthening Ukrainian as a foreign language program in global academic contexts. By situating language teaching within a decolonial epistemological perspective, the study contributes to broader discussions on the decolonization of knowledge and the role of language in reshaping power relations within academia.