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• Social Integration of the Former Transcarpathian Students of the Balassi Institute

  82-89

  Katalin Pallay

  Views:

  342

  In the present study, we examine the social integration of former Transcarpathian students who participated in the university preparatory training of the Balassi Institute. Social integration plays a major role, both among mobile students settling in the destination country and in the sending country. Despite the fact that Hungarian students from Transcarpathia have the same linguistic and cultural background as their motherland, their integration into Hungarian society is often hampered: migration often involves giving up home connections, and the success of building new ones is unpredictable. Successful adaptation to the social environment of the destination country is not always an automatic mechanism. Our research was conducted using a questionnaire method. In the survey, we sought to answer the question of where the former Transcarpathian students participating in the preparatory training of the Balassi Institute settled after completing their studies and how they managed to integrate into the society of their place of residence. We compare the social integration of people returning to Transcarpathia, settling in Hungary and living abroad. In summary, we would like to present the results of the survey.

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

  17–27

  István Csernicskó

  Ildikó Orosz

  Katalin Pallay

  Views:

  28

  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.

• From Ukraine to Hungary:  A Specific Case of Student Mobility

  101-103

  Zsuzsanna Sütő

  Views:

  237

  Bibliography of the reviewed book: Pallay, K. (2024). Mobility, career development, integration. Mobility, career development, integration. Students of the Balassi Institute in Transcarpathia]. University of Debrecen Centre for Higher Education Research and Development (CHERD).