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The article describes the conceptual sphere of the school educational environment of England with superconcepts and subconcepts, which differentiate nuclear concepts on different grounds. Linguasemiotic system of English school education includes signs that cover one of the most extensive areas of human life associated with the formation of personality via the process of acquiring knowledge and social values, executing various social positions and roles, which together open the opportunities for gaining necessary skills and habits, supported by the principles of socially accepted rules and behavior. Linguasemiotic aspect of school educational discourse of England is presented with the signs of different nature: verbal signs, that nominate agents, clients, resources, results of school educational discourse, they form a set of nominative groups; non-verbal signs (symbolic artifacts, paralinguistic units, coloronyms), they are supplementary units to the verbal component; mixed signs (coat of arms, anthem, emblem, motto, protectives), they integrate verbal, graphic, coloremic, sound-components of semiotics. Inside the ritual space of Anglo-Saxon school there are an extensive system of signs and symbols, that are associated with the function of interaction between participants of educational, sports and recreational rituals that differ in degrees of variability. Verbal, nonverbal and mixed signs represent the unity of the linguistic and extra-linguistic settings of school educational discourse of England.

The article deals with the linguosemiotic explication of nomination process in educational discourse by signs of different types – verbal, non-verbal, mixed. Verbal signs are presented by lexical units, nominating agents, clients, non/material resources, artifacts, processes, incentives and forms of pedagogical influence. The non-verbal signs include paralinguistic signs (gestures, facial expressions, postures of the participants of the educational process); color-semiotic signs (coloremas), in which the information-impacting vector is directed to a color indication of messages that is important for successful educational communication; visual elements representing traditional British values and concepts; sound signs, topographic signs, that add meaning to the overall significance of a mixed sign. In linguosemiotic system of educational discourse, the mixed signs form the most numerous group and are represented mainly by emblems, anthems and school songs of secondary schools. The author checks and verifies the hypothesis that the semiotics of the educational process in British secondary schools includes the extensive and complex system of mixed signs, which consist of two non-homogeneous parts – verbal and non-verbal – belonging to other sign systems rather than natural language and expressed via graphics, colors, music, etc. Linguistic analysis is applied to the study of the semiotic space of educational discourse. The article determines that in the context of educational communication, verbal, non-verbal and mixed signs form the unity of the linguistic and extralinguistic parameters, being in different relationships and presenting a multilayer intersection of lexical groups, graphic description, color schemes and music accompaniment.