Особливості вивчення української мови як іноземної в межах дисципліни «Вивчення невідомої іноземної мови та самоспостереження» в університеті міста Пуатьє, Франція / Features of learning Ukrainian as a foreign language within the discipline of ‟Learning an unknown foreign language and self-observationˮ at the university of Poitsies, France

The article analyses the experience of teaching Ukrainian as a foreign language within the framework of the academic discipline ‘Introduction to an Unknown Foreign Language and Self-Analysis,’ which is part of the standard educational component of professional training for future secondary school teachers and teachers of French as a foreign language. The discipline is taught to third-year students of the Bachelor’s degree (L3) in the field of ‘Language Sciences’ with specialisations in ‘Training of Secondary School Teachers’ (PPPE) and ‘Methods of Teaching French as a Foreign Language’ (Didactique de FLE) in most French universities. The aim of the course is to put future teachers in the position of learners, to give them the opportunity to experience the process of mastering an unfamiliar foreign language, as far removed from their native language as possible, and then to self-analyse the learning strategies used and describe them in detail in their learning diary. Both related languages (Italian, Romanian) and languages from other groups (Arabic, Greek, Japanese, Ukrainian) are chosen for study. In the context of the mass migration of Ukrainians to France after Russia’s full-scale invasion of Ukraine in 2022, in February 2025, the University of Poitiers offered students the opportunity to learn Ukrainian as an unknown foreign language. The practical Ukrainian language course lasts 20 hours and includes preliminary theoretical training in self-analysis and self-observation. The article examines in detail the organisation and content of the discipline, its structure and teaching methods, as well as forms of control and methods of assessing learning outcomes. Particular attention is paid to the socio-cultural component and the peculiarities of teaching a French-speaking student audience.