DIALECT VOCABULARY AS A COMPONENT OF LANGUAGE EDUCATION IN THE NEW UKRAINIAN SCHOOL

Abstract

Summary. The revitalisation of dialect units within the contemporary linguistic landscape necessitates their systematic study in schools. A teacher’s role extends beyond merely familiarising students with the norms of the modern Ukrainian literary language; it involves cultivating an understanding of its diversity—specifically dialect vocabulary as a vital component of the nationwide linguistic system. An awareness of the functions of dialectisms in modern speech facilitates the development of students' linguistic competence and their ability to utilize communicative tools appropriately and consciously, depending on the situation. Furthermore, the study of dialect vocabulary in schools carries distinct axiological potential, as it fosters respect for linguistic heritage, generational traditions, and regional culture. Integrating folk speech into the educational process shapes students' linguistic and cultural identity, deepens their understanding of the history of the Ukrainian language, and ensures the continuity of linguistic traditions amidst contemporary sociocultural shifts.

The Purpose. This article aims to identify the specific features of organizing dialect vocabulary studies in schools, investigate current curricula and textbook-based approaches, and highlight methodological gaps. It also proposes recommendations for the systematic development of students' perception of dialectal speech as the foundation of the literary language.

The Methods. The study employs comparative analysis (comparing various school curricula and textbooks to identify differences in structure, content, exercise volume, and thematic approaches) and the method of systematization and generalization (structuring results to determine typical patterns and deficiencies in the educational process).

Results. Current Ukrainian language curricula and textbooks were analyzed regarding their representation of dialect vocabulary; the scope, nature, and methodological approaches were determined. Key shortcomings in the content of educational materials were identified, most notably the fragmented presentation of dialect material and the limited number of practical tasks. The article substantiates the didactic and linguacultural potential of dialect vocabulary as an essential component of language education in the New Ukrainian School (NUS). A system of effective exercises and tasks is proposed, aimed at developing linguistic, communicative, and cultural competencies, stimulating cognitive interest, and fostering an awareness of the linguistic diversity of the Ukrainian language.

Originality. For the first time in scholarly literature, the problem of studying dialect vocabulary in the secondary school Ukrainian language course is addressed within the context of implementing the New Ukrainian School concept.

Conclusions and specific suggestions of the author. Despite the shared value-oriented focus of NUS model curricula regarding the folk origins of the language, the actual content and methods for handling dialect vocabulary vary significantly, and expected learning outcomes are not always clearly defined. Textbook analysis revealed a predominance of episodic dialect presentation, limited theoretical material, and a narrow illustrative base, which hinders the formation of a holistic understanding of the Ukrainian dialect system. Effective mastery of dialect vocabulary is achievable only through a carefully selected, methodologically sound system of exercises designed to gradually build knowledge, skills, and value-based attitudes toward folk speech. Extracurricular activities play a crucial role, encouraging engagement with the linguistic material of the native region – specifically the dialects of the Cherkasy region – and creating the necessary foundation for students to recognize the richness of dialectal speech. The role of the Mid Upper Dnieper dialect as the bedrock of the literary language, and the development of a nationally conscious linguistic personality.