dEjournals Home Page
Central European Journal of Educational Research
Current Archives Guides Templates Submit online Search
Register Login

Central European Journal of Educational Research

Vol. 7 No. 2 (2025): Minority Education Success
Thematic articles

State language and foreign language competence in minority schools: Social and institutional determinants of Ukrainian and English proficiency in Transcarpathia

Published:
2025-12-31
DOI Linkhttps://doi.org/10.37441/cejer/2025/7/2/16494
Authors
István Csernicskó,
Ildikó Orosz,
Katalin Pallay
View
PDF
Keywords
competence assessment language competence minority education
License

Copyright (c) 2026 by the authors

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How To Cite
Selected Style: APA
Csernicskó, I. ., Orosz, I., & Pallay, K. (2025). State language and foreign language competence in minority schools: Social and institutional determinants of Ukrainian and English proficiency in Transcarpathia. Central European Journal of Educational Research, 7(2), 17–27. https://doi.org/10.37441/cejer/2025/7/2/16494
Abstract

This study examines Ukrainian (state language) and English language performance among students attending Hungarian-medium schools in Transcarpathia within the context of post-2017 language-use restrictions. The empirical assessment conducted in spring 2024 involved 1,082 students in Grades 6 and 8 from 39 Hungarian-medium schools. English language competence was measured using standardized tests, while Ukrainian language proficiency was assessed through locally developed instruments. A background questionnaire collected data on students’ family background, socio-economic conditions, and linguistic environment. Regression analyses indicate that Ukrainian language performance is most strongly predicted by socio-economic status and type of settlement, highlighting the role of structural and environmental factors. In contrast, English language achievement is primarily shaped by individual academic indicators and institutional characteristics, with students attending church-maintained schools demonstrating significantly higher performance. In both languages, a strong association was found between subject grades and test results. The findings underscore that Ukrainian language competence is substantially influenced by structural disadvantages, whereas foreign language learning outcomes are more strongly supported by institutional culture and pedagogical coherence. The research highlights that Ukrainian language competence is influenced by structural disadvantages, while the effectiveness of foreign language learning can be strengthened by institutional culture and pedagogical coherence.

References
  1. Bourdieu, P. (1977). Cultural Reproduction and Social Reproduction. J. Karabel, & A. H. Halsey (Eds.), Power and Ideology in Education. Oxford University Press, 487–511.
  2. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Eds.), Handbook of theory and research for the sociology of education. Greenwood Press. 241–258.
  3. Bourdieu, P. (1991). Language and Symbolic Power. Polity Press.
  4. Creemers, B. P. M., & Kyriakides, L. (2007). The dynamics of educational effectiveness. Routledge.
  5. Csernicskó, I., & Márku, A. (2020). Minority language rights in Ukraine from the point of view of application of the European Charter for Regional or Minority Languages. Alkalmazott nyelvtudomány, 20(2), 1–18.
  6. Csernicskó, I. (2020). Hogyan váljanak többnyelvűvé a kisebbségek? [How Can Minorities Become Multilingual?]. In S. Bátyi & Zs. Lengyel (Eds.), Kétnyelvűség: magyar és nem magyar kontextus. Tanulmányok Navracsics Judit köszöntésére [Bilingualism in Hungarian and Non-Hungarian Contexts: Studies in Honour of Judit Navracsics] (pp. 67–80). Pannon University.
  7. Csernicskó, I. (2012). Megtanulunk-e ukránul? A kárpátaljai magyarok és az ukrán nyelv [Will We Learn Ukrainian? The Transcarpathian Hungarians and the Ukrainian Language]. PoliPrint.
  8. Finders, J., Wilson, E., & Duncan, R. (2023). Early childhood education language environments: considerations for research and practice. Frontiers in Psychology, 14, 1–9.
  9. Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders, 38(4), 271–278.
  10. Lengyel, D. (2012). Early childhood education in multilingual settings. Z. Bekerman & T. Geisen (Eds.), International Handbook of Migration, Minorities and Education (pp. 169–185). Springer.
  11. Orosz, I., & Pallay, K. (2024). Úton az európai oktatáshoz. A kárpátaljai magyar tannyelvű közoktatási intézmények számára kialakított innovációs oktatási modell létrejötte és első tapasztalatai [On the Path toward European Education: The Development and Initial Experiences of an Innovative Educational Model for Hungarian-Medium Public Education Institutions in Transcarpathia]. In G. Pusztai, Á. Engler, A. Hrabéczy & Á. Bencze (Eds.), Mesterség és intelligencia az oktatáskutatásban: Tanulmányok Kozma Tamás tiszteletére [Profession and Intelligence in Educational Research: Studies in Honour of Tamás Kozma] (pp. 27–47). CHERD.
  12. Papp, Z. A. (2025). Családi háttér vs. tannyelv? A kisebbségi magyar diákok kompetenciaeredményei a PISA-vizsgálatokban (2003–2022) [Family Background vs. Language of Instruction? The Competency Results of Hungarian Minority Students in PISA Assessments (2003–2022)]. Kisebbségi Szemle, 10(2), 7–30
  13. Pusztai, G. (2008). Társadalmi tőke és az iskola: Kapcsolati erőforrások hatása az iskolai pályafutásra [Social Capital and School: The Impact of Relational Resources on Educational Trajectories]. ÚMK.
  14. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
  15. Spolsky, B. (2004). Language Policy. Cambridge University Press.
  16. Documents cited
  17. Ukrainian Education Act. Law of Ukraine on Education, No. 2145-VIII. (2017). Verkhovna Rada of Ukraine. https://zakon.rada.gov.ua/laws/show/2145-19#text
  18. Venice Commission Opinion. European Commission for Democracy through Law (Venice Commission). (2017). Opinion on the provisions of the Law on Education of 5 September 2017 which concern the use of the State Language and Minority and other Languages in Education (CDL-AD(2017)030). Council of Europe. https://www.venice.coe.int/webforms/documents/?pdf=CDL-AD(2017)030-e
  19. Decree No. 1033/2021. Ministry of Education and Science of Ukraine. (2021). Decree No. 1033/2021 on the implementation of an innovative educational project on the topic of the European integrated model of schools with Hungarian language of instruction in general secondary education institutions of Zakarpattia Oblast. https://mon.gov.ua/npa/pro-realizaciyu-innovacijnogo-osvitnogo-proektu-za-temoyu-yevropejska-integrovana-model-shkoli-z-ugorskoyu-movoyu-navchannya-na-bazi-zakladiv-zagalnoyi-serednoyi-osviti-zakarpatskoyi-oblasti-
Most read articles by the same author(s)