PRACTICE-ORIENTED GERMAN LANGUAGE TEACHING FOR UKRAINIAN REFUGEE STUDENTS (PROBLEMS AND SOLUTIONS)

Abstract

In recent years, a wide range of approaches in the methodology and didactics of German as a Foreign and Second Language (DaF/DaZ) have been extensively discussed with regard to effective language acquisition. However, the question remains how these approaches function in contexts of forced migration, when learners have been compelled to leave their home country due to war. The relevance of this study lies in the need to facilitate the adaptation of Ukrainian refugee students to new linguistic, cultural, and educational environments, which are often characterized by significant psychological stress and the disruption of established learning and life routines. The article argues that successful second language acquisition cannot be achieved without taking into account learners’ emotional condition, as well as their need for safety, stability, clear structures, and trust-based relationships with teachers. Drawing on practical teaching experience with Ukrainian students in preparatory and support DaZ classes in Germany, practiceoriented learning is examined as a key didactic principle. Particular attention is paid to action-oriented learning formats, including project-based work, creative tasks, role-play, the use of adapted literature and authentic audiovisual materials, as well as the integration of extracurricular learning environments (e.g., museums, cinema, and cultural activities). These learning scenarios provide authentic communicative contexts, reduce language anxiety, enhance intrinsic motivation, and foster a sense of social belonging. Furthermore, the central role of the teacher in creating a languagesensitive and supportive learning environment is emphasized. The findings contribute to the further development of DaZ pedagogy and to the design of sustainable models for the long-term integration of refugee students into the school system.