Page 78 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

A. Alchazidu: Building Presentation and Communication Skills...

Presentation Skills”, was based on the principles of plurilingual and pluricultural education
(cf. CEFR, 2020). This pilot course was considerably successful and has therefore since then
been included in the regular university course offer.
There is also another fact to be mentioned. Due to differences between the Czech and
Ukrainian educational systems for secondary and especially higher education, teachers en-
countered numerous Ukrainian students in classrooms whose needs differed quite substan-
tially from those of Czech and Slovak university students. Many of the speci ic needs were
related to the fact that the incoming students from Ukraine were relatively young, some aged
only 16 to 17. According to the Czech educational system’s set-up, students coming to the
University are usually between 19 and 21 years old, thus two to three years older than the
Ukrainian students. Such age gap may seem minor or insigni icant, but practice has shown
otherwise. Young people at the age of 16 are often experiencing turbulent personal develop-
ment, which the trauma of war can compound. Such circumstance also represented a new
situation for the teachers, which could not be ignored.
In this context, it is necessary to highlight an important fact related to the traumatic cir-
cumstances under which students from Ukraine came to Masaryk University. As stated by
Mariya Gabriel, Commissioner for Innovation, Research, Culture, Education and Youth of the
European Commission: “Schools and higher education institutions have a key role to play in
ensuring refugee learners’ return to stability and in helping to alleviate their psychological
stress.” (2022, 3)
Here it is important to emphasise that Czech Republic had no previous experience with re-
ceiving large numbers of war refugees, and therefore its educational institutions were not
prepared for such situations. On the other hand, as the role of schools in the social sector is
constantly expanding, substantial reforms have already been underway. However, it is evi-
dent that further re-evaluation will be necessary. The Czech educational system is already
facing an imminent need to deal with these global challenges and introduce inevitable in-
novations in all spheres, including the area of language education.

Academic and Social Contexts of Projects for Ukrainian Refugees

Masaryk University has always been very responsive to society’s needs, as demonstrated
during the COVID-19 pandemic when its Volunteer Centre MUNI pomáhá – MUNI Helps was
founded in order to provide material aid, social and psychological support, and other assis-
tance to the general public (cf. MUNI Helps, 2023). This high-level social commitment was
later con irmed within the context of the war against Ukraine. Masaryk University promptly
responded to the situation, extending aid to Ukrainian citizens in humanitarian crises. This
help and support at a general level addressed all persons in need and provided them with
material aid or counselling (cf. MUNI Helps Ukraine).
In parallel, at the level of the university environment itself, similar aid was also directed to-
wards students and academic staff. This support initiative involved the development of spe-
cialised courses tailored to the needs of Ukrainian students. At the same time, opportunities
were provided to academics, researchers, and others seeking job placements. Once the of i-
cial decision had been made and the rector had de ined the main framework for assistance

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