The article summarizes the results of sociolinguistic study of the language environment of secondary schools in Ukraine, on the basis of which the conclusion about its bilingualism was made. It is proved that the quality of the language environment does not correspond to the declared school status. Changes in the assessment of the language environment of schools from 2006 to 2017 are identified and it is concluded that it is possible to develop recommendations for improving the legal support of the use of languages in the Ukrainian education.
The article include the consideration of social functions of higher education for indigenous minorities living in the Arctic. Particular emphasis was placed on reconstructing educational practices and the language policy that is implemented toward indigenous minorities in Alaska, Canadian Arctic, Greenland, northern regions of Scandinavia and Northern Russia. An attempt was made at examining the relationship between higher education, language policy, and the development of ethnic identity.