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Dr Patryk Ryczkowski, a Marie Skłodowska-Curie Postdoctoral Fellow at Vilnius University, starting from March 2025, under the supervision by Assoc. Prof. Mintautas Čiurinskas of the Department of Classical Philology, investigates a unique chapter in the religious and cultural history of early modern Europe. He will explore how the Basilian monks of the Polish-Lithuanian Commonwealth shaped the Uniate Church’s identity through literature. His research focuses on hagiographies—accounts of saints’ and martyrs’ lives—and examine how they helped balance Orthodox traditions with Catholic influences. In this interview, Dr Ryczkowski discusses Vilnius’ role as a centre of Basilian activity and why this period remains relevant today.

Why is the Union of Brest such a pivotal event in religious and cultural history?

The Union of Brest, announced in 1596, marked the decision by some Orthodox bishops in the Polish-Lithuanian Commonwealth to acknowledge the authority of the Pope while keeping parts of their Eastern traditions. This agreement led to the creation of the Uniate Church, which adopted a mix of Orthodox liturgy and theology and Catholic standards.

The Union’s influence extended beyond its origins in historical Poland and Lithuania, shaping the religious and cultural identity of Eastern and Central Europe for centuries. Today, its legacy persists in regions far beyond its roots, including parts of Western Europe and North America.

Your research focuses on Basilian hagiography—writings about saints and martyrs. Why is this literature so significant?

The Basilian monks were instrumental in shaping the identity of the Uniate Church through hagiographic literature—narratives of saints' and martyrs' lives. These texts served multiple purposes: they presented models of sanctity and allowed the Uniates to define their place between Orthodox and Catholic traditions.

Hagiographies are particularly interesting because they balance structure and adaptability. While they followed established literary patterns, they were flexible enough to reflect regional contexts or the intentions of their authors. For the Uniates, these writings were tools of inculturation, helping them present their Orthodox heritage in a way that aligned with Catholic expectations while maintaining their distinct identity.

Could you share how Vilnius fits into this narrative?

Vilnius played a central role in the history of the Basilian Order and the Uniate Church. During the 17th century, especially in its first half, it became both the main monastic and printing centre for the Basilians. As the seat of the Uniate metropolitanate, Vilnius was not just a spiritual hub but also a key administrative and cultural centre.

This makes Vilnius University—and its archive collections—essential for my project. Many critical sources, such as manuscripts and printed works, are preserved here. Relevant sources are held also in the Wróblewski Library of the Lithuanian Academy of Sciences. However, the archival situation remains complex. These texts are often dispersed across various collections, sometimes surviving as single copies in libraries outside Lithuania, like in Poland. Part of my project involves mapping and analyzing this fragmented literary heritage.

Figures like Josaphat Kuntsevych and Ignatius Kulczyński are central to your research. What makes them significant?

Josaphat Kuntsevych is a pivotal figure—a martyr who symbolizes the Union of Brest. As an Orthodox bishop turned Uniate leader, he sought to consolidate the Uniate Church but faced strong resistance, culminating in his violent death in 1623. His martyrdom was quickly elevated to sainthood, making him a powerful symbol of reunification with Rome.

Ignatius Kulchynsky, on the other hand, was a Basilian monk and a scholar who worked in Rome to popularize the Uniate Church. He compiled the „Menologium bazyliańskie” (Menologium Basilianum)—a collection of saintly lives—which showcased Basilian saints, including Kuntsevych, alongside figures like St. Basil the Great. This work helped integrate the Basilian tradition into the broader Catholic world, reinforcing the Church's visibility outside the Polish-Lithuanian Commonwealth.

Your research highlights the Basilian monks as key cultural figures. How did they influence education and intellectual life in the Polish-Lithuanian Commonwealth?

The Basilian monks played a key role in the intellectual and educational life of the Uniate Church. After the Union of Brest, they became central to the cultural revival of Uniate communities, establishing schools, printing presses, and centres of scholarship that combined Orthodox spirituality with Latin Catholic traditions.

They focused on educating both clergy and laypeople, producing theological texts and broader educational materials. Vilnius, as a key Basilian centre, hosted printing workshop that published religious literature in multiple languages, such as Polish and Latin. This multilingual approach reflects their ability to bridge Orthodox and Catholic cultures. Through education and scholarship, the Basilians preserved their Orthodox roots while helping to solidify the Uniate Church’s role in post-Tridentine Church.

The concept of ‘inculturation’ plays a central role in your work. Could you explain how it shaped the identity of the Uniate Church over time?

The concept of inculturation—adapting religious traditions to new cultural contexts while preserving their core—was key to shaping the Uniate Church’s identity. For the Uniates, this involved integrating Catholic practices, such as Latin hagiographic traditions, while maintaining Eastern Orthodox liturgical and spiritual elements.

This balance allowed the Uniate Church to serve as a bridge between Orthodoxy and Catholicism in the Polish-Lithuanian Commonwealth. Over time, inculturation became not just a survival strategy but also a way to assert their distinctiveness, demonstrating how they could adapt without losing their heritage. This dynamic remains relevant today in the Greek Catholic Church, which continues to embody this synthesis of traditions.

How does this research change our understanding of post-Tridentine Catholicism?

The Catholic Church after the Council of Trent is often viewed as a monolithic institution, but my research highlights its diversity. The Uniate Church—and the Basilian monks in particular—represents a unique facet of early modern Christianity: a confession that sought to reconcile Eastern Orthodox traditions with Catholic theology.

By examining hagiography, I aim to show how the Uniates navigated this complex cultural and religious space, adapting Catholic forms while preserving elements of their Orthodox heritage. This not only sheds light on the dynamics of post-Tridentine Europe but also reveals the agency of smaller communities within the broader Catholic framework.

What challenges do you face when studying such a fragmented historical legacy, and how do you overcome them?

One major challenge in my research is the scattered nature of the sources. While many Basilian manuscripts and booklets were produced in Vilnius and the Polish-Lithuanian Commonwealth, they are now dispersed across Europe, sometimes surviving as single copies in distant archives.

To address this, I combine archival research with digital tools. Institutions like the Vilnius University Library and the Wróblewski Library of the Lithuanian Academy of Sciences provide critical access to these texts, while international collaborations and digital collections help uncover materials that would otherwise be hard to reach. This process not only reconstructs the Basilian literary heritage but also highlights its far-reaching cultural influence.

How does your research connect to contemporary issues of cultural and religious identity in Eastern Europe?

The story of the Uniate Church shows how religious communities adapt to change while maintaining parts of their identity. The Basilian monks managed to bridge two traditions—Orthodox and Catholic—by preserving their liturgical heritage and engaging with Catholic norms.

This history is still relevant today, especially in regions like Eastern Europe, where questions of heritage and identity remain important. It’s a reminder that dialogue and adaptation can help communities navigate cultural and religious boundaries without losing their distinctiveness.

Photo by Veslava Sidaravičienė

Elīza Paula Graudiņa, a Master’s student in Intermedial Studies of Literature at Vilnius University, speaks fluent Lithuanian – a language she admits she never expected would become such an important part of her life. ‘While choosing my studies, I didn’t even think about Lithuanian; at first, I didn’t like how it sounded. In fact, I actually planned to study Latvian language and culture,’ recalled Elīza.

However, her plans changed after a fateful meeting with Edmunds Trumpa, Head of the Centre for Lithuanian Studies at the University of Latvia, and a summer language course in Lithuania. Now, Elīza is pursuing her studies in Vilnius and starting to work on her Master’s thesis on the adaptation of the comic book ‘Sibiro haiku’ (‘Siberian Haiku’) by Jurga Vilė and Lina Itagaki for Lithuanian and Latvian theatre.

Starting studies at the University of Latvia

Elīza Paula Graudiņa started learning Lithuanian during her Bachelor studies in Baltic Philology at the University of Latvia. ‘During the first year, Lithuanian language seminars are compulsory for all students, but later, you can choose whether to continue. That is when I decided to deepen my knowledge of Lithuanian further,’ said the student.

To improve her skills, Elīza attended a Lithuanian language summer course organised by Vytautas Magnus University, yet studying remotely became a real challenge. ‘It wasn’t easy spending the entire summer studying on the computer, but it helped me stay in touch with the Lithuanian language and learn new things,’ she noted.

Later, Elīza attended a Lithuanian language summer course at Vilnius University. At first, she was intimidated because she was placed in a higher-level group despite feeling that her language skills were still rather limited. ‘I thought I could only manage the few sentences that I had learnt for my university exam. But the course made me realise I could do so much more,’ said the student.

Her turning point came one evening when she was visiting Lithuanian friends. ‘A few of them could speak Latvian, but most of the guests only spoke Lithuanian. So, I had no choice but to try to communicate with them. That’s when I realised that I could actually speak Lithuanian,’ recalled Elīza.

The student’s love for Lithuanian deepened through translation workshops led by Assoc. Prof. Edmunds Trumpa. ‘Various Lithuanian poets and writers, like Vladas Braziūnas and Rimantas Kmita, visited Riga for these workshops, where students work on translations together with the authors and read the translated parts aloud. As I prefer preparing translations in advance, I usually worked at home and then discussed them with the authors later. A professional translator was also invited to assist with any challenging questions,’ said Elīza, who admits that she would like to work on more fiction translations in the future.

Her engagement with Lithuanian summer courses extended beyond learning – she also started teaching. ‘Last summer, I participated in a summer course organised by the Institute of Lithuanian Literature and Folklore. Before starting my studies, I wanted to reinforce my grammar knowledge and review everything I already knew. But in the winter, the organisers from the Institute invited me back, not just as a student but also as a teacher,’ said Elīza.

She has been teaching literature reading classes with a PhD student from the Institute. This year, Elīza is taking on the task independently, although she admits she still feels a bit nervous: ‘I’m most worried about questions related to word stress.’

Although teaching has never been in her plans, this experience opened up new opportunities. ‘I never thought I’d become a lecturer, but now teaching Lithuanian seems much more interesting to me than teaching Latvian,’ she admitted.

‘I chose topics related to the Lithuanian language for both my Bachelor’s and Master’s theses’

Elīza Paula Graudiņa dedicated her Bachelor’s thesis to the analysis of Lithuanian literature translations into Latvian in the period from 2008 to 2022. ‘The first part focuses on translations of various genres of Lithuanian literature, while the second one compares the reception of five authors’ works in Latvia and Lithuania,’ she explained.

For her analysis, Elīza chose ‘Sibiro haiku’ (‘Siberian Haiku’) by Jurga Vilė and Lina Itagaki, ‘Silva Rerum’ by Kristina Sabaliauskaitė, ‘Mano vardas – Marytė’ (‘My Name is Marytė’) by Alvydas Šlepikas, ‘Kraujas mėlynas’ (‘Blue Blood’) by Undinė Radzevičiūtė, and ‘Vilko valanda’ (‘The Hour of the Wolf’) by Andrius Tapinas. Her selection was influenced by the awards and popularity of these books.

‘During my research, I found more similarities than differences, with the exceptions primarily relating to the reception of historical novels. In Lithuania, for instance, there is a debate over whether ‘Silva Rerum’ is popular or literary fiction. In Latvia, there is no such question, as popular literature is just regarded under the umbrella of fiction,’ noted the student.

She also observed that Lithuanians pay more attention to the accuracy of historical details, while in Latvia, they are not seen as crucial. ‘It’s not our history, so we tend to read the works as fiction,’ she said.

Her analysis of the reception of ‘Sibiro haiku’ also uncovered some intriguing differences: ‘One Lithuanian reviewer criticised the comic format, claiming that it was adopted from other cultures and unsuitable for such painful historical memories. Meanwhile, in Latvia, the comic book format was well received, and there was no such controversy.’

For her Master’s thesis, Elīza plans to continue her research on ‘Sibiro haiku’, focusing on its theatrical adaptations. ‘I’m currently planning to write my thesis on the theatrical productions of ‘Sibiro haiku’ in Lithuania and Latvia and analyse them through the lens of intermediality. I’m interested in how a graphic novel turns into a script, how the narrative shifts from visual to textual, and how this text ultimately transforms into a performance,’ said Elīza.

Currently, both performances are being staged in Lithuanian and Latvian theatres, and Elīza plans to analyse their recordings. ‘Accessing Latvian recordings is more challenging because the performances have just started. However, the organisers promised to send a recording, at least for a short time, so that my supervisor could access the material.’

In her free time, Elīza sings in the Vilnius University choir ‘Gaudeamus’. ‘I decided to join the choir as soon as I arrived – it was a kind of social experiment. Performing in Liepāja was especially rewarding because I could perfectly understand both Lithuanians and Latvians. One Latvian woman even asked me if I could speak Latvian. It was very funny because I’m Latvian myself! But, of course, it was nice,’ she laughed.

As for the future, Elīza is still exploring her options. ‘I’m considering graduate traineeships as an opportunity to go abroad after my studies and teach Lithuanian. Who knows, maybe I’ll end up teaching Lithuanian in Uruguay,’ she smiled.

On the other hand, Elīza is also drawn to the academic path: ‘In Latvia, I work as an assistant at the Institute of Literature, Folklore and Art. I could continue my research and pursue a PhD, potentially even in Lithuania.’

The Department of Baltic Studies at the VU Faculty of Philology continues its series of articles featuring alumni from foreign centres of Baltic studies. After graduation, they not only continue to deepen their knowledge of Lithuanian but also integrate the Lithuanian language, literature, and culture into their professional activities.

This article is part of the project ‘Information and Coordination Portal of Baltic Studies Centres’ (No. 1.78 Mr SU-1006) implemented by the Department of Baltic Studies at the VU Institute for the Languages and Cultures of the Baltic and supported by the Ministry of Education, Science and Sport of the Republic of Lithuania.

Prepared by Dr Veslava Sidaravičienė, Research Assistant at the Department of Baltic Studies of the Institute for the Languages and Cultures of the Baltic of Vilnius University.

A collection of Lithuanian scholarly articles in English "Contextuality of the Bible in Lithuania until the End of the Eighteenth Century" has been published by the renowned publishing house Vandenhoeck & Ruprecht (Germany), which focuses on publications in the fields of Theology and Religion, History, Ancient History, Philosophy and Philology. The book is part of the series Eastern and Central European Voices (ECEV), which aims to highlight work in theology and religious studies in Eastern and Central Europe. The book is edited by Dr Kristina Rutkowska, Professor at the Faculty of Philology, Vilnius University, and Rajmund Pietkiewicz, Professor and Vice-President of the Pontifical Faculty of Theology in Wrocław (Poland). Both professors are also members of the ECEV publishing group, of which Professor Rajmund Pietkiewicz is the founder and editor-in-chief.

The publishing house states: "The collective book by Lithuanian researchers presents research conducted in Lithuania on the historical and socio-cultural contexts of the Bible and the ways in which it functioned in Lithuanian writing from its beginning to the 18th century. The ways of religious communication, the dissemination of religious and social ideas in the works of theologians, the functioning of biblical texts and the ways of their transmission are shown. The articles review the problems of translating the Bible into Lithuanian and Slavic languages, consider the influence of other languages and cultures on the formation of the Lithuanian language in its early development, and address issues of editing and publishing religious writings".

A link to the publication can be found here.

This year, as every year, the Lithuanian language winter course, which will take place at the Faculty of Philology of Vilnius University from 6 to 17 January, will attract almost 40 Lithuanian studies enthusiasts from all over the world: Hong Kong, Germany, China, Belarus, Ireland, the Netherlands, Argentina, Lithuania, Italy, the USA, Canada, South Korea, France, Finland, Taiwan, Turkey, Ukraine.

For the third time this year, Bradley Woodworth, a professor at New Haven University, who is also the head of the Baltic Studies Programme at Yale University, is coming to learn Lithuanian. We are happy to share his story with you.

"I began studying Lithuanian in the spring of 2023 with a private teacher at the Boston Lithuanian School. I continued in the fall with another private teacher – these were both over Zoom. I came first to the Lithuanian Language winter course (Lietuvių kalbos žiemos kursai) in the Faculty of Philology of Vilnius University last January, when I studied for just a week. Then in the summer of 2024 I came back to the summer course – vasaros kursai. Now I’m coming back in January 2025."

The professor says he has no Lithuanian roots, but has always been interested in other languages and cultures.

"I just happened to spend time as a student in Finland and then Estonia and learned these languages. Then I learned Russian and became a historian of the multiethnic Russian Empire. The Baltic region is small but their peoples are giving the world wonderful examples of how to navigate the choppy waters of this 21st century and create societies that significantly contribute to justice and stability throughout Europe.

I am having wonderful experiences at Vilnius University.  The university has a full four-year Lithuanian Studies program, and I encourage any of you who would like to get to know better Lithuania, the Lithuanian language, the history and literature of Lithuania to consider enrolling in this program."

The Department of Lithuanian Studies of the Faculty of Philology at Vilnius University has been organising winter and summer courses in Lithuanian Studies twice a year for more than thirty years. People of all ages and professions, who do not yet know the language but are very interested in it, or who have been improving their knowledge of Lithuanian for years, come from all over the world to participate in these courses. Students are divided into different groups according to their level of Lithuanian. They study Lithuanian for 4 or 6 academic hours every morning, and in the afternoon they learn about Lithuanian culture, history, language, crafts, communication and go on excursions. 

For more information about the Lithuanian Studies programme, please visit the Vilnius University website.

Alla and Jelena are from Ukraine. Both women studied Lithuanian for three months at Vilnius University. When asked about their motivation, they say they studied out of gratitude and respect for Lithuania and its people.

Alla is currently working at the Lithuanian National Martynas Mažvydas Library in the Rare Books and Manuscripts Department, where she is researching and cataloguing the sermons of 18th-century Catholic priests. The woman, who has worked as a librarian all her life, says that this position is new to her, but very interesting. "This job is like a gift to me," says Alla. Alla also speaks of her colleagues with great gratitude and affection: they are true professionals, extremely tolerant, always ready to help, "I feel accepted at work", "the care of my colleagues warms my heart".

"On the one hand, I am learning Lithuanian because our future is uncertain, we don't know when it will all end. On the other hand, we live among such people, in such a compassionate country, that I am learning Lithuanian out of gratitude: I want to be able to speak the language of the people in whose homes I live. This is very important to me, because now I have no other way of saying thank you", says Alla.

Jelena has also found a job that matches her education - she works as an accountant for a small private company. Although she has studied Lithuanian several times, Jelena's knowledge of the language was not enough for her everyday work: "I know a lot of words, but I'm still afraid to speak. She is happy that thanks to her understanding colleagues and the director, all the tricky situations are solved in a positive, joking way, but she felt that she had to learn.

"Alla is right, we don't know where we will be living in a month or a year, but at the moment we are in a country that has welcomed us with an open heart, provided us with a home and a job - Lithuanians are very tolerant, good people. So I think it is necessary to learn the language. It is just the right thing to do: to speak the language of the country you live in. I do it out of respect for Lithuania. Wherever we are - in Lithuania, Latvia, Poland, Romania, Hungary - we have to learn the language in order to integrate into the life of the country",  explains Jelena.

These free Lithuanian language courses are part of the project titled "Lithuanian Language Course for People Who Have Fled Ukraine due to Russia's War of Aggression Against Ukraine". The project is funded funded by the Fund for Bilateral Relations under the EEA and Norway Grants 2014-2021.

"Unsplash" photo

The Lithuanian language has been largely inaccessible in many of our daily technologies for a long time. Why can't we communicate with our smart devices in Lithuanian? Why doesn't a robot vacuum respond to commands given in Lithuanian? Why are voice assistants in our native language so limited? Researchers at Vilnius University (VU) have worked for over ten years to make technology more accessible in Lithuania.

The "Creation of the Great Lithuanian Language Listserv" (LIEPA-3) project represents a significant milestone in Lithuanian language technology. LIEPA-3 seeks to create new opportunities for our language to adapt to modern intelligent systems, ensuring that Lithuania plays an integral role in technology, on par with major languages like English and German.

"We live in a world where language technology is becoming increasingly essential daily. If Lithuania does not flourish in this domain, we risk falling behind. LIEPA-3 presents us with the opportunity to preserve and promote the Lithuanian language within modern technology," remarks Gediminas Navickas, a researcher at VU's Faculty of Mathematics and Informatics and one of the project's initiators.

According to G. Navickas from the Faculty of Mathematics and Informatics at Vilnius University, this project not only fosters the development of new technologies but also preserves the distinctive sound and character of the Lithuanian language for future generations. This endeavour holds particular significance for advancing language technologies and the study of the language itself.

The Future of the Lithuanian Language in Technology

LIEPA-3 is an ongoing initiative to ensure the survival and adaptation of the Lithuanian language in today's digital landscape by enhancing the country's digitisation capabilities. It builds upon the achievements of the previous LIEPA and LIEPA-2 projects, broadening the scope of Lithuanian language technology.

Researchers from the Faculty of Mathematics and Informatics and the Faculty of Philology at Vilnius University also conducted the LIEPA and LIEPA-2 projects. Both projects centred on two primary objectives: developing information technology solutions to provide innovative services to the public and establishing infrastructural solutions related to the Lithuanian spoken language, including lexicons, speech synthesisers, and speech recognition systems.

A large team of scientists is currently working on the new LIEPA-3 project. Unlike its predecessors, this project focuses on a single primary objective: creating a comprehensive, Large, Annotated Lithuanian Language Linguistic Listserv. An annotated lexicon is a structured collection of sound recordings that provide examples of Lithuanian speech, accompanied by corresponding time-stamped texts. This new dictionary will be ten times larger than the largest existing Lithuanian dictionary, encompassing 10,000 hours of recordings.

With a vocabulary of this magnitude, we can develop Lithuanian speech recognition systems that allow computers and other devices to understand spoken Lithuanian accurately, meeting modern quality standards.

When asked about the three most important factors that determine the value of a property, real estate professionals often answer: location, location, and location. To rephrase that question: what are the three most crucial elements that contribute to the value of language technology? There needs to be a comprehensive and extensive linguistic corpus of the Lithuanian language.

The 1000-hour vocabulary produced by the LIEPA-2 project is relatively small compared to the vocabularies of more technologically advanced languages. Besides its size, developing a linguistic corpus is crucial because computer scientists collaborate with philologists and linguists in speech technology.

"This is a beautiful and meaningful example of collaboration and interdisciplinarity that has been present since the beginning of the LIEPA-1 project. The large-scale audio library is significant for speech technology and is an excellent foundation for a wide range of linguistic research. Notably, half of the linguistic repertoire will consist of spontaneous speech, providing valuable insights into the state of contemporary spoken Lithuanian. Unfortunately, this area has been somewhat fragmented due to insufficient comprehensive and extensive data. The dictionary is not only vital in the context of speech technology and linguistic research, but it may not be overly bold to compare it to the great Dictionary of the Lithuanian Language, which preserves not only the words of our language but also the essence of our identity—expressed not in written form, but through the living word," said Vytautas Kardelis, a Professor in the Faculty of Philology at the Vilnius University of Technology.

The big team leads the project – the Faculty of Mathematics and Informatics at Vilnius University, collaborating with the Faculty of Philology and partners Vytautas Magnus University and the Lithuanian Language Institute. Dr Gražina Korvel, the project leader of the LIEPA-3 project and a researcher at VU MIF, notes that "the timeframe for the project is very short—just over a year and a half—whereas usually such work would take at least three years. A strong consortium of experts in the field, consisting of experienced organisations, is carrying out this project, and we are confident they will complete it successfully.

What results can we expect?

"The main goal of the LIEPA-3 project is to create an annotated dictionary of 10,000 hours of spoken Lithuanian. Dr. Korvel emphasises the significance of this work for both science and society, explaining that the team will compile this dictionary based on the criteria of age, gender, and dialect region of the speakers. They will develop an audio library to showcase the spoken content's phonetic, morphological, syntactic, stylistic, and dialectal diversity while capturing variations in the acoustic background influenced by the recording equipment and environment.

Creating the soundtrack involves a considerable amount of work, including collecting, processing, and assessing the accuracy of sound data. Once the team completes this, they will upload the data to open-access platforms, making the project results available to all interested parties. Once the team completes this, they will upload the data to open-access platforms, making the project results available to all interested parties. According to the project leader, having a publicly accessible and comprehensive sound library will enable researchers to develop advanced speech recognition, synthesis, and natural language processing techniques. This project will create opportunities for the advancement of artificial intelligence in Lithuania. Furthermore, this toolkit will be extremely valuable for research focused on social inclusion, helping us to better respond to the needs of individuals with disabilities and to develop technologies that are intuitive and accessible to everyone.

The project will create numerous opportunities for the practical application of its results. Specifically, Lithuanian researchers and technology developers will have the chance to advance language technologies and innovative e-services in Lithuania. Additionally, the publicly accessible resources from the Lithuanian language repository will encourage researchers in other countries to incorporate the Lithuanian language into their studies in language technologies. The results will enhance the visibility of the Lithuanian language in the digital space and facilitate international collaboration.

According to Navickas, the project aims to support the implementation of the Ministry of Economy and Innovation's State Digitisation Development Programme. Its goals include increasing the accessibility of language technologies in the Lithuanian language and helping to modernise digital skills within society. "Over the next couple of years, the research team will create a dictionary and make it publicly available for research and the development of digital solutions. This resource will support the development of higher-quality e-services and advance the overall digitisation process in Lithuania."

Anna Sedláčková holds a specialised Bachelor’s degree in Eastern European Studies from Charles University in Prague and is among the last cohort of students to graduate with a Master’s degree in Baltic Studies. ‘The Baltic Studies programme at this university has been discontinued. Students can still learn Lithuanian and Latvian as a second language, but now there is no separate dedicated programme,’ remarked Anna.

‘Every language is worth learning, but Lithuanian stands out as a unique linguistic gem. Lithuania has always been a remarkable example of how to preserve and cherish language and culture. We Czechs seem to have forgotten these things. So, if we want to learn something about ourselves, we should start following such great examples,’ she said.

‘First, I fell in love with the country, and then with its language’

After graduating from high school, Anna spent a month in Latvia and Lithuania: ‘First, I fell in love with the country, and then with its language. Having returned to Czechia, I started reading Lithuanian and Latvian literature translated into Czech. I soon realised I wanted to delve into these books in their original languages, which led me to study Latvian at university and, later, Lithuanian.

During her Bachelor studies, Anna was also learning Chinese, but the COVID-19 pandemic altered her life plans. As she could not pursue her opportunities in China, Anna redirected her focus to Baltic studies.

‘I love the fact that studying the Baltic languages allows us to observe how they have remained almost unchanged over time. The history of both Latvia and Lithuania is complicated, but they have managed to preserve the greatest treasures – their languages,’ noted Anna.

Anna translates literature from Latvian and Lithuanian into the Czech language: ‘Together with my colleague Inese Pintane, I translated Dalia Grinkevičiūtė’s book ‘Lietuviai prie Laptevų jūros’ (‘Lithuanians by the Laptev Sea’). I hope it will be published next year. It is important that not only Lithuanians but also the rest of the world knows what happened in Lithuania and what Lithuanians were forced to endure.’

Other works translated by Anna and published this year in the Czech Republic are ‘Mano tėtis rašo knygą’ (‘My Dad is Writing a Book’) by Tomas Dirgėla and ‘Akmenėlis’ (‘The Pebble’) by Marius Marcinkevičius. The children’s book ‘Laimė yra lapė’ (‘The Fox on the Swing’) by Evelina Daciūtė will be a new release next year. Anna is passionate about bringing Lithuanian literature to Czech readers. This year also saw the publication of an anthology of contemporary Latvian literature, edited and translated by Anna. Similar anthologies of Estonian and Lithuanian literature that Anna is already working on are expected to be published in the next two years.

However, according to the linguist, we still lack translations from Lithuanian into Czech. ‘In Czechia, there was a very strong tradition of translating Lithuanian works. Between World War I and 1989, over 60 Lithuanian books were translated. However, the interest waned after 1989. We translators would like to change this. For instance, Věra Kociánová, translator and director of the publishing house ‘Venkovské dílo’, translates books from Lithuanian into Czech and publishes them, e.g. ‘Tūla’ by Jurgis Kunčinas, children’s books by Kęstutis Kasparavičius, and some poems by Tomas Venclova. Most publishing houses are usually hesitant to translate books from Lithuanian, favouring major languages such as French or German. But we have managed to prove that Lithuanian and Latvian literature is equally valuable, so hopefully, there will be more and more translations published,’ she said.

Anna Sedláčková is delighted to see translations from the Baltic languages gaining growing recognition in the Czech Republic. ‘I translated Nora Ikstena’s book ‘Mātes piens’ (‘Soviet Milk’). In my country, this was the first translation from the Latvian language in 15 years. It received multiple nominations, proving that Baltic literature can attract both readers and publishers.’ Anna plans to continue translating Lithuanian and Latvian books.

Exploring the vitality of the Baltic languages

Currently pursuing her Master’s degree at the University of Helsinki, Anna is researching the vitality of the Baltic languages. ‘I’m comparing the Karaim language in Lithuania, the Livonian language in Latvia, and the Võro language in Estonia. I want to know how official policies toward minority languages differ in the Baltic States and examine how people feel about these languages: what challenges do Karaim, Livonian, and Võro speakers face? What changes do they believe are necessary for the country’s language policy, such as the status of the language or attitudes towards it? Do they need more language courses, additional resources, or books in these languages? What do they feel is missing to help them improve their proficiency in these languages? Are Lithuania, Latvia, and Estonia doing enough to protect these languages, or could they do more? I learnt a lot from the interviews and I believe that the relevance of my research stretches beyond the Baltic context,’ asserted Anna, who intends to continue to develop this topic during her doctoral studies.

Anna Sedláčková has also taught Lithuanian and Czech in Helsinki: ‘These courses were aimed at Finns and other Finnish speakers. In Helsinki, there are plenty of opportunities to study languages and other subjects during your free time. In my opinion, my students performed very well. Although I was a bit worried about their ability to pronounce consonants like č, š, and ž, as well as grasp Lithuanian grammar, they exceeded my expectations.’

She is happy with her students, as they are all eager to continue their Lithuanian studies. Currently, Anna works as a researcher at the Livonian Institute, where she applies her knowledge of the Livonian language and collaborates with a team of experts on documenting and promoting this Finno-Ugric language.

The Department of Baltic Studies at the VU Faculty of Philology continues its series of articles featuring alumni from foreign centres of Baltic studies. After graduation, they not only continue to deepen their knowledge of Lithuanian but also integrate the Lithuanian language, literature, and culture into their professional activities.

This article is part of the project ‘Information and Coordination Portal of Baltic Studies Centres’ (No. 1.78 Mr SU-1006) implemented by the Department of Baltic Studies at the VU Institute for the Languages and Cultures of the Baltic and supported by the Ministry of Education, Science and Sport of the Republic of Lithuania.

Prepared by Dr Veslava Sidaravičienė, Research Assistant at the Department of Baltic Studies of the Institute for the Languages and Cultures of the Baltic of Vilnius University

Dr. Ernesta Kazakėnaitė, a researcher at the Department of Baltic Studies at the Faculty of Philology, says that her recent article on a Sami manuscript, co-authored with her colleague from Uppsala University Prof. Rogier Blokland, is only "a little bit special," but the manuscript's watermarks suggest that it is from the end of the sixteenth century or the first part of the seventeenth century, which means that she has found the oldest surviving Sami manuscript.

"A manuscript booklet in the collections of the National Library of Sweden entitled "Pater noſter: Varijs Linguis" came to my attention when I was working on a book about Latvian prayer in the 16th century and its spread around the world, because it contains 20 prayers, including a Latvian one described by H. Biezais in 1955. The last page of the manuscript is very defective and difficult to read, but I did not want to leave a sentence in the book saying that the text was illegible, so I tried to read it with the methods and technologies I knew. It was not easy because the spelling was very different and I was already losing the use of my hands. When I identified it as Sami, I could not find anything earlier. It was hard to believe that it could be the oldest, so I contacted several Finno-Ugric scholars and they all confirmed it. Together with a specialist in the Sami language, Professor Rogier Blokland from Uppsala University, we then began almost a year of research. Its existence in the collection is very unexpected and puzzling, and raises many new scientific questions for both Finougrists and historians of the region, which will hopefully be answered in the future." - said researcher Ernesta Kazakėnaitė.