THE TERM LINGUISTIC EQUITY IN CONTEMPORARY FOREIGN LANGUAGE TEACHING METHODOLOGY: TRANSLATION VARIANTS AND CONTEXTUALIZATION IN UKRAINIAN ACADEMIC DISCOURSE

Abstract

The article examines the concept of LINGUISTIC EQUITY in contemporary foreign language teaching methodology and its contextualization within Ukrainian academic discourse. It emphasizes that the term denotes not only the formal equality of languages but also the creation of an inclusive educational environment where multilingualism is recognized as a value rather than a barrier to success. The study analyzes the main translation variants of the English term into Ukrainian (МОВНА РІВНІСТЬ, МОВНА СПРАВЕДЛИВІСТЬ, РІВНИЙ МОВНИЙ ДОСТУП, МОВНА ІНКЛЮЗИВНІСТЬ etc.), identifying their advantages and limitations. It has been established that each of the proposed equivalents is relevant within a particular discursive domain; however, none fully reflects the conceptual specificity of EQUITY as a principle of differentiated justice that cannot be reduced to EQUALITY or INCLUSION. It is argued that the absence of a unified Ukrainian equivalent creates a terminological gap that hinders the integration of national language pedagogy into the global educational space. The aim of the research is to formulate an optimal Ukrainian term capable of reflecting the multidimensional meaning of LINGUISTIC EQUITY and ensuring the harmonization of Ukrainian scholarly discourse with international educational trends. The study substantiates the feasibility of introducing the term МОВНА ЕКВІТАБЕЛЬНІСТЬ / ЛІНГВІСТИЧНА ЕКВІТАБЕЛЬНІСТЬ as the most adequate Ukrainian equivalent of LINGUISTIC EQUITY. It is demonstrated that this designation most fully conveys the semantic core of the source concept, preserves the fundamental distinction between EQUITY and EQUALITY, aligns with international terminological practice, and exhibits considerable potential for terminological stabilization within Ukrainian academic discourse. The proposed term is further conceptualized as a hyperonym capable of systematizing related notions within a coherent linguodidactic terminological framework. The practical significance of the study lies in promoting the implementation of inclusive strategies for foreign language teaching that take linguistic diversity into account and guarantee equal access to resources and opportunities for all learners. The study draws on an analysis of contemporary scholarship in language policy, education, social justice, translation studies, and the linguocognitive approach to term formation.