Learning Ukrainian Amidst War

The author began Ukrainian language lessons in October 2022, shortly after a reporting trip to Ukraine, as a commitment to returning to the country and to foster a deeper understanding of its culture and people. The lessons were conducted weekly via video call between London, where the author resided, and Ivano-Frankivsk, a city in western Ukraine, with the teacher, Olha. This arrangement allowed for consistent instruction despite the geographical distance and the challenging circumstances of the ongoing conflict. Olha patiently guided the author through the Cyrillic alphabet, a script unfamiliar to English speakers, introducing the elegant and sensuous shapes of the letters. The author's motivation extended beyond mere linguistic acquisition; it was a desire to feel less helpless, to gain a more nuanced comprehension of the events being reported, and to express greater courtesy to those encountered in Ukraine. A long-term aspiration was to eventually read Ukrainian poetry in its original language, a goal that underscored a profound appreciation for the country's cultural heritage. The experience of learning Ukrainian during wartime proved to be more than just an academic pursuit; it became intrinsically linked to the realities of the conflict. The author noted that the war "leaked into every lesson," suggesting that the geopolitical and humanitarian crisis permeated the learning environment. This pervasive influence likely manifested in various ways, perhaps through discussions about current events, the emotional toll of the war on the teacher and her community, or the broader context of Ukrainian identity and resilience that the language represents. The act of learning the language itself became a form of engagement with the Ukrainian people's struggle and their enduring spirit. The lessons, therefore, served as a bridge, not only between teacher and student but also between the author's understanding and the lived experiences of those affected by the war. Olha, the author's teacher, resided in Ivano-Frankivsk, a city situated in the western part of Ukraine. This region, while not on the immediate front lines, was still subject to the broader implications of the full-scale invasion launched by Russia in February 2022. The weekly video calls, therefore, took place against a backdrop of national emergency, where air raid sirens, news of distant battles, and the general anxiety of wartime were ever-present realities. The author's commitment to learning the language, despite these circumstances, reflects a dedication to understanding Ukraine beyond superficial news reports. It signifies an effort to connect with the country on a more personal and profound level, acknowledging the importance of language in shaping identity and fostering empathy. The author's initial visit to Ukraine four years prior to starting lessons, in October 2022, had already laid the groundwork for this deeper engagement, sparking a desire for a more meaningful connection that language acquisition would facilitate. The decision to learn Ukrainian was framed not solely as an act of solidarity, but as a personal marker of commitment to returning to Ukraine. This implies a long-term perspective on the author's involvement with the country, suggesting an intention to revisit and continue.