EVOLUTION OF ORGANIZATIONAL FORMS OF TEACHING UKRAINIAN LANGUAGE IN WESTERN DIASPORA

The necessity of preservation and development of the native language (through the example of the Ukrainian lan- guage) as the main characteristic of the nation regardless of the place of residence of its native speakers has been ground- ed in the article. It is proved that the efficiency of this process depends on many factors. The most important of them in the Diaspora is the availability of training facilities, qualified teaching staff, motivation for learning the Ukrainian language of the pupils in their native schools and courses of Ukrainian studies, effective forms of organization of the educational process. Ukrainian teachers, organizing educational process of teaching the mother tongue in a multilingual environment of the countries of residence of Ukrainians resorted to various forms of its implementation in their native schools, schools of Ukrainian studies and Ukrainian studies courses. Quite often their choice depended on the number of classrooms in the school, availability of teachers, pupils with the same level of proficiency of language mastering in the specific class, di- dactic resources, etc. It is argued that the teachers of schools and courses of Ukrainian studies, native schools, pre-school institutions, children's front rooms and kindergartens in the United States, Canada, Australia and Great Britain, in addi- tion to traditional lessons as a basic form of mastering the native language, used the lessons of thinking in nature, trips to nature, observation, created the atmosphere of care about the beautiful, developing in this way the language and thinking of children, their individual creative abilities, constantly concerned about how to make educational institutions the school of search and discovery for the young generation of Diaspora Ukrainians.