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This study explores and analyzes the educational discourse embedded within the admonitions of Luqman the Wise, a historical figure renowned for his wisdom and profound contemplations. The research delves deeply into the examination of values and ethics manifested in these admonitions, exploring how they can serve as a significant source of inspiration and guidance for personal development and societal advancement. The study addresses the cultural and religious context in which Luqman's admonitions originated, shedding light on how the educational discourse is reflected in the teachings of Islam. Methodologically, the study employs a meticulous approach to Quranic texts related to Luqman's admonitions, drawing support from relevant prophetic traditions (hadith). The research undertakes an in-depth analysis of the Quranic context that distinguishes Luqman's admonitions, with a specific focus on their impact in delineating values and educational guidelines associated with Islam. Additionally, the research draws upon specific Quranic references to support a profound analysis of the educational values within Luqman's admonitions. For instance, the Quran 31:13-19, alludes to the wisdom of Luqman the Wise and his sagacious guidance to his son, underscoring the significance of the Islamic understanding of these admonitions. Therefore, these admonitions worth to be recommended for an individual in our current society.

Cognitive studies in linguistics have gained a significant role for understanding the interconnection between language and thinking. Cognitive modeling has proved to be an effective means for analyzing different discourse types. The analysis of English educational discourse presents an important field of research due to the status of the English language as a global international means of communication. Material of the study includes mini-format texts from English textbooks of A1–A2 levels «English Unlimited». The aim of the article is to reveal the language means for «Setting and Scene» component representation in the linguo-cognitive models of educational mini-format texts for reading. The method applied is the Hymes model when the author represents a situation with the help of a full set of situation model components. «Setting and Scene» component comprises spatial and temporal background of the situational linguo-cognitive models. The study has revealed that the most frequented language means of «Setting and Scene» component representation are toponyms, nouns with locative meaning, attributive phrases. The study found that toponyms convey extra-linguistic information significant for expressing the international role of the English language. The temporal background of linguo-cognitive models is expressed with temporal adverbs, numerals indicating exact time, and prepositional phrases denoting parts of the day. The analysis of linguistic means leads to the conclusion that the authors of the textbooks focus students’ attention on this constituent due to the importance of spatial and temporal aspects of mini-format text linguo-cognitive models. The results of the study can be applied to further investigation of English educational discourse, can be used in the development of English educational and methodological materials for students of English.

This article aims to identify the linguistic features of English-language educational discourse in terms of structural, descriptive, semantic, and cognitive-pragmatic analyses. The relevance of the study stems from the need to identify trends in the representation of language components in modern grammar textbooks within the communicative-pragmatic paradigm of educational discourse. The authors focus on the linguosynergetic potential of the English grammar textbook “English Grammar in Use” by Raymond Murphy, manifested in changes of certain discourse markers in all five editions. Employing a multimodal discourse analysis methodology, this research scrutinizes the verbal and visual disparities—encompassing graphic elements, letter capitalization, italics, font, and color—that hold pragmatic value and fulfill various roles, from engagement to information conveyance. The authors also investigate the interference of advertising and educational discourses and the small-format nature of texts in this self-study textbook, whose hypertext structure and internal navigational system serve as a surrogate for teacher guidance, thereby performing a directive function. A diachronic analysis of communicative scenarios within the textbook’s exercises reveals the dynamic utilization of interjections, underscoring their importance in creating an emotive-expressive backdrop that facilitates the acquisition of grammatical phenomena, reflective of their real-world application. Thus, in an attempt to represent the features of natural communication and to avoid the use of linguistic terms, the author of the textbook presents complex grammatical material in the most accessible form for a wide audience. Consequently, the study highlights the textbook’s increasing emphasis on the personality-bound component, complementing the traditionally dominant status-oriented approach in educational discourse.

Informed by Family Language Policy (FLP) and Community of Practice (CoP) as the main theoretical frameworks, this study explores the characteristics of language practices at the home of a Korean-English bilingual family. In particular, this study examines how a mother creates educational discourse at home and promotes the construction of knowledge with her eight-year-old child. Data was collected throughout one year, and interviews with the mother, recordings of the family interactions, and ethnographic information were analyzed. The analysis focuses on the bilingual interactions between the mother and the child, how the collaborative process of constructing knowledge impacts family dynamics, and what resources family members draw upon. The findings reveal that the family members construct home as a space for collaborative learning by sharing their bilingual resources. In this process, maintaining Korean serves as a tool to access Korean resources for academic support. Discussion of bilingualism in the newly arrived immigrant family and how they negotiate and establish their FLP to maximize knowledge construction in the home as a bilingual and bicultural space will follow. [ABSTRACT FROM AUTHOR]

The article is devoted to the topical issue of optimizing programs related to the training of an education manager in order to increase his communicative competence, as well as a “plot” explanation of the importance of the genre studies course in this process. Having analyzed the textbooks and educational management course programs existing in modern pedagogical science with a view to developing the communicative competence of managers, the authors noted that the analysis of their speech behavior remains unexamined. Thus, there is a certain imbalance between the increasing needs for qualified personnel and the lack of innovative approaches in training managers capable of managing tasks, resources, people, information, quality, projects and organizational changes in this area. In terms of speech development of a manager, at best, such disciplines as «speech culture», «pedagogical rhetoric», or training in certain types of speech genres in pedagogical discourse are offered. It is concluded that from a methodology perspective, the mandatory inclusion in management education programs of a genre studies course related to improving the manager’s speech activity and increasing the status of his linguistic personality as the main tool of his information, analytical and practical activities should help correct the current situation.

This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state's historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population – or rather, certain segments of it – and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians. [ABSTRACT FROM AUTHOR]

This research aims to present trends and developments in the results of critical discourse analysis research in the field of education using bibliometric analysis methods. The data source for this research is AWK journal articles in the education sector indexed by Scopus. Data was collected via the Publis or Perish application, with the keywords Critical Discourse Analysis, Education and Learning; year of publication in the last 5 years, namely between 2017 s.d. 2022, Scopus indexer. Based on this technique, 52 journal articles were obtained which were declared valid according to the problem and research objectives. The research results show that the trending problem or issue studied by AWK researchers in the field of education is the issue of representation and underrepresentation of cultural values and certain cultural groups in educational discourse; the most widely used AWK model is the Fairclough AWK model; The trend for most AWK research publications in the field of education is in the journal Linguistics and Education. Meanwhile, the research country that has contributed the most to AWK research in the field of education is researchers from the United States, while the development of AWK research in the field of education indexed by Scopus in the last 5 years was mostly published in 2018. This research implies that discourse is a means of practicing social representation which is still conditional on inequality. Even though it is in the context of education, inequality still occurs. Starting from there, the recommendation for AWK researchers in the field of education is to be able to research and develop a balanced communication formula, both communication in learning resources and in the learning process. Abstrak Penelitian ini bertujuan untuk menyajikan tren dan perkembangan hasil penelitian analisis wacana kritis dalam bidang pendidikan dengan metode analisis bibliometrik. Sumber data penelitian ini adalah artikel-artikel jurnal AWK bidang pendidikan yang terindeks Scopus. Data dijaring melalui aplikasi Publis or Perish, dengan kata kunci Critical Discourse Analysis, Education dan Learning; tahun terbit 5 tahun terakhir, yaitu antara 2017 s.d. 2022, pengindeks Scopus. Berdasarkan teknik tersebut didapatkan 52 artikel jurnal yang dinyatakan valid sesuai dengan masalah dan tujuan penelitian. Hasil penelitian menujukkan bahwa tren masalah atau isu yang diteliti peneliti AWK dalam bidang pendidikan adalah isu representasi dan underrepresented terhadap nilai kultural dan kelompok kultural tertentu dalam sebuah wacana pendidikan; model AWK yang paling banyak digunakan adalah model AWK Fairclough; tren tempat publikasi penelitian AWK dalam bidang pendidikan yang paling banyak adalah pada jurnal Linguistics and Education. Sementara itu, negara peneliti yang paling banyak berkontribusi dalam penelitian AWK bidang pendidikan adalah peneliti asal Amerika Serikat, sedangkan perkembangan penelitian AWK bidang pendidikan yang terindeks Scopus dalam 5 tahun tahun terakhir ini banyak diterbitkan pada tahun 2018. Penelitian ini mengimplikasikan bahwa wacana merupakan sarana praktik representasi sosial yang masih syarat dengan ketimpangan. Sekalipun itu pada konteks pendidikan, ketimpangan itu masih terjadi. Berangkat dari sana, rekomendasi bagi peneliti AWK bidang pendidikan adalah untuk dapat meneliti dan mengembangkan formula komunikasi yang seimbang, baik komunikasi yang ada dalam sumber belajar maupun dalam proses pembelajaran.

Textbooks are by no means ideological. This means that they present their dominant values and culture in the foreign-language education. In other words; textbooks can change thoughts of learners of the target language. The study is limited to the Iraqi ESL textbooks (English for Iraq) for sixth preparatory stage. This paper tries to examine the discourse of these textbooks critically. The aim of the current paper is to investigate the national identity of the publishing house in the Iraqi textbooks. In order to reveal the national identity embedded in them, the study draws on a corpus-based analysis. This study found the frequency of referring to nation identity of England more than other countries throughout the whole books. The study concluded that the English publishing house uses the national identity of England in the investigated data for ideological purposes. [ABSTRACT FROM AUTHOR]

By remarkably dissenting from the contemporary mainstream educational thinking, reform pedagogy played a pivotal role in shaping the educational landscape of Europe and North America. This influence was also reflected in the professional periodicals of these geographical areas. Focusing on the Central European macroregion, my paper aims at examining the references to the different representatives of three (at least partly German-speaking) countries' reform pedagogy within the pages of the prominent Hungarian educational journal, Magyar Pedagógia (Hungarian Pedagogy). The study applied computer-assisted deductive content analysis in order to identify the key figures of reform pedagogy in the text of the journal. The results indicate a notable increase in the number of the mentions subsequent to the Trianon Treaty. These reform pedagogy representatives frequently co-occurred in the same writings, with the work school (Arbeitsschule) being highlighted as a key nexus where their ideas converged. [ABSTRACT FROM AUTHOR]

The article deals with cognitive models analysis of situations represented in mini-format texts from English educational discourse. The research is based on the texts from the coursebook English Unlimited Advanced. The method implied has been the cognitive modelling developed by the American linguist Dell Hymes. This includes the representation of communicative situation via meaningful constituents like Participants, Act and Sequence, Setting and Scene, Tone, Key, Instrumentalities and others. The aim of the research is to reveal the dominant components of linguo-cognitive models and their pragmatic and communicative functions. It has been revealed that the dominant components of the analyzed situations are Participants and, Key. The authors highlight these components with the help of the language means that aim at realizing emotive and affective function. It has also been revealed that the mini-format texts at the Advanced level contain more comprehensive implications, thus students must decode main themes and ideas not only with the means of the English language but also using their background knowledge and specific cognitive scenarios from their memory.

Distance learning with its virtual settings has launched the transformation of education delivery, pedagogy, and classroom management. Consequently, it could cause educational discourse transformation in higher education as well. The research is focused on revealing educational discourse transformation in distance learning. Besides, the paper answers the following research questions: how university teachers communicate with students in virtual classrooms; what language patterns they use for giving instructions; whether verbal communication between teachers and students has crucially changed in digitally-based education. A mixed method approach (discourse analysis of 12 video-recorded lessons of ESL university teachers and the survey of students (n = 45)) makes it possible to shed light on the state of play in virtual educational discourse. The paper reveals that 1) communication in virtual classrooms depends on pedagogical activities which allows classifying educational language models into the following categories – preparation of teaching material presentation online, student engagement in an activity online, giving instruction on how to use EdTech, and expressing emotions or attitude; 2) university teachers use special language patterns for giving instructions related to using ICT tools and apps, e.g. screen sharing, chatting and emotional modality; 3) verbal communication between teachers and students except for linguistic and extra-linguistic features includes informal modes of communication – chat emojis and signs. The findings highlight that educational discourse has crucially changed in digitally-based education and has transformed into virtual educational discourse. The insights of the paper can contribute to the investigation of virtual educational discourse analysis.

Статья посвящена проблеме аксиологической манифестации в узкопрофессиональном типе американского дискурса. Цель исследования заключалась в идентификации и картографировании фиксированного набора ценностных конструктов, вербально репрезентированных в номинациях структурных компонентов американских учебных пособий юридической направленности с последующим выявлением системной специфики и долевого соотношения выявленных лингвоаксиологических доминант. Анализ показателей лингвоаксиологической парадигмы был проведен с позиций дискурсивно-аксиологического подхода с привлечением метода лингвоаксиологической интерпретации. По итогам исследования была представлена и проиллюстрирована пятикомпонентная система ценностных доминант, эксплицитно представленных в пределах номинативной парадигмы американского учебно-юридического дискурса. Сделан вывод о специфичной лингвоаксиологической характеристике обозначенного дискурсивного пространства, заключающейся в системном взаимопроникновении, взаимообусловленности, а также взаимной конкретизации ценностных конструктов.

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INTRODUCTIONThis article is an attempt to apply MIPVU (Steen et al., 2010) for identifying and extracting metaphors used in the educational discourse of teaching the Persian language to first and second grades of elementary schools in Naghedeh. The main objective is to investigate the challenges of applying MIPVU to Persian and present a template for tagging metaphor-related words according to morphological, syntactic, and semantic features of Persian. The second objective is to analyze the conceptual metaphors underlying educational discourse in the first and second grades of elementary schools in Naghadeh. MATERIALS AND METHODSIn this article, the MIPVU framework and its theoretical basis have been applied. MIPVU is based on a combination of cognitive linguistics approach to metaphor with a broad view of discourse analysis. For metaphor analysis, the CMT model(Lakoff & Johnson,1980) is applied to extract the conceptual metaphors underlying the linguistic metaphors attested in the first phase by using MIPVU. The overall procedure formulated for metaphor identification in MIPVU looks like this:Find metaphor-related words (MRWs) by examining the text on a word-by-word basis.When a word is used indirectly and that use may potentially be explained by some form of cross-domain mapping from a more basic meaning of that word, mark the word as metaphorically used (MRW)When a word is used directly and that use may potentially be explained by some form of cross-domain mapping to a more basic referent or topic in the text, mark the word as direct metaphor (MRW, direct)When words are used for lexico-grammatical substitution, such as third-person personal pronouns, or when ellipsis occurs where words may be seen as missing, as in some forms of coordination, and when a direct or indirect meaning is conveyed by those substitutions or ellipses that may potentially be explained by some form of cross-domain mapping from a more basic meaning, referent, or topic, insert a code for implicit metaphor (MRW, implicit)When a word functions as a signal that a cross-domain mapping may be at play, mark it as a metaphor flag (Mflag).When a word is a new-formation coined, examine the distinct words that are its independent parts according to steps 2 through 5. (Steen et al, 2010: 26)The classroom interaction between teachers and students of first and second grades of 3 elementary schools in Naghadeh (West Azerbaijan Province) was recorded, and then the sentences used by the teacher were transcribed; Finally two sets of data were prepared: First-grade elementary school (5886 words) and second-grade elementary school (4630 words). These data sets consist of transcriptions of spoken sentences used by teachers in teaching Persian to first and second grades students in elementary schools of West Azerbaijan Province, Iran. To these data, POS (Part Of Speech) tags were assigned using Stanford NLP processor, then each lexical unit received their metaphor-related tags in Excel format by the researcher. The online Abadis dictionary was used as a reliable source for identifying the basic and contextual senses of each lexical unit. And at last, a format was presented for Persian metaphor analysis applying MIPVU. RESULTS & DISCUSSIONThis article discusses some challenges in applying the MIPVU protocol to Persian in annotating words as metaphorical. Problematic issues include demarcation of lexical units such as compound verbs and compound nouns, clitics, and also lack of suitable and corpus-based dictionaries of Persian. Based on these issues, and the overall process in MIPVU, this article can be used as a detailed framework to apply MIPVU for identifying metaphors in Persian both in individual researches and in corpus projects.The educational discourse of teaching Persian to the first and second grades of elementary schools was analyzed according to their use of metaphor-related words. The results showed that only a very small percentage (1.2%) of the whole data was used metaphorically, and the frequency of metaphors in the second class was higher than their use in the discourse of the first class. Most of the metaphors were indirect metaphors and just a few direct metaphors were used by one of the three teachers. Based on conceptual metaphor theory, 4 conceptual metaphors were extracted from linguistic metaphors attested in the first phase (applying MIPVU for identifying metaphor-related words).PERSIAN ALPHABETS ARE GEOMETRIC SHAPES/OBJECTSCHILDREN ARE NON-HUMANBOOKS/SENTENCES/WORDS ARE CONTAINERSIMAGES ARE HUMANS CONCLUSIONAs its first objective, this artcle tried to tackle some of the main challenges in applying MIPVU procedure for identifying and annotating metaphors in Persian and presented a useful and detailed framework. It offers solutions for successfully applying the main procedure for Persian according to its morphology, syntax and the rules of its writing sytem, so it can be readily used as a basis for further studies in the field of cognitive linguistics and also in computational and corpus linguistics.As its second objective, based on the analysis of the metaphors used by teachers in teaching Persian to non-native students, this article proves that teachers are not aware of the effects of metaphors in teaching and conveying educational content more effectively to young learners. This means that the teachers had no idea what a metaphor is and how it can be used directly and willingly to stimulate learners' unconscious knowledge. This highlights the need to inform and educate these teachers to understand the importance and necessity of using appropriate metaphors in classroom and in the interaction with students.

Учебник рассматривается как особая форма коммуникации между участниками образовательного процесса, в рамках которой значимость приобретает моделирование образов обучающего и обучающегося, реализующееся в текстах при помощи особых дискурсивных стратегий. Цель статьи – выявить представленное в учебниках по иностранному языку содержание образов участников образовательного дискурса, реализованных в высказываниях, обращенных к обучающимся; определить дискурсивные средства их формирования. Исследование выполнено на материале текстов 10 учебников английского и русского языков, изучаемых как иностранные. Методы исследования определяются спецификой образовательного дискурса, особенностями учебника как сложного ядерного жанра, включенного в его структуру. В качестве методологического обоснования исследования рассматривается понятие дискурсивной стратегии как способа реализации образа участника дискурса, который в свою очередь осмысляется как вариант реализации дискурсивной роли, конкретизирующий признаки социальной позиции в ситуативно-личностном аспекте. Образ участника дискурса – совокупность его признаков, проявляющихся в особом дискурсивном поведении, не выходящем за рамки типового, заданного дискурсом и направленного на реализацию дискурсивной цели. Исследование показало, что конкретно-ситуативные жанрово-дискурсивные цели учебника по иностранному языку, заданные в соответствии с типом регулируемой образовательной деятельности, определяют формирование трех типов образов участников образовательного дискурса: 1) автор – предписывающий обучающемуся необходимые учебные действия; обучающийся – их исполнитель; 2) автор – организатор, «режиссер» коммуникативной ситуации определенного типа; обучающийся – участник этой ситуации, ее «актер»; 3) автор – ведущий участник коммуникативной ситуации определенного типа; обучающийся – ведомый участник этой ситуации. Третий их тип кардинально отличается от предыдущих низкой степенью директивности. В рамках стратегической реализации рассматриваемых целей индивидуально-личностные представления составителя учебника о форме взаимодействия между участниками образовательного процесса определяют выбор речевых средств, задающий дальнейшее варьирование образа автора и образа обучающегося. Дальнейшее варьирование образов осуществляется на основании индивидуально-личностных интенций составителя учебника и проявляется в аспектах их индивидуализации.

The present article is aimed at examining the effect of linguistic economy within the modern university English-speaking environment based on the institutional educational discourse. A huge number of people are involved in the virtual space today including both students and teaching staff, and due to that expansion, the active application of this media channel is accompanied by increasing intercultural character and fast adaption of English-speaking trends to the conditions of foreign communicative reality. It is highly relevant nowadays to identify and systematize the structural and semantic features of English texts in the format of corresponding messages. It is also necessary to mention the cognitive information variety and integrity of Internet textual chats, characterized by language economy markers. The following general scientific methods and research means are applied in the present study: a descriptive method, method of observation, quantification and classification methods accompanied by special ways and means of systematic approach to linguistic analysis, and elements of discourse analysis. As a result of linguistic analysis of the corresponding language units located on educational platforms of English and American universities, it was discovered that Internet communication tends to resist awkwardness and superfluity. At the lexical level, small-format messages are characterized by the presence of various types of abbreviations and neologisms. At the syntactic level, the desire to save time and energy finds verbal expression in the abundance of short sentences, homogeneous sentence members, passive and secondary predicative constructions. In phonetics the principle of linguistic economy is evidently manifesting itself in assimilation

В организации учебно-образовательного взаимодействия сегодня наблюдаются динамические процессы, связанные с его трансформацией в поликультурную и мультиязыковую интерактивную среду, реализацией задач компетентностного обучения, обновлением банка технологического инструментария и способов учебно-методического обеспечения. Сказанное определяет устойчивый интерес ученых к изучению учебных текстов как самостоятельной разновидности текстов. Систематизированы и обобщены основные положения истории вопроса изучения учебных текстов как типа текста и научного объекта в современной гуманитаристике. Материалом исследования послужили специальные научные источники методической и лингвистической направленности, составляющие базу современной теории учебного текста. Методологию исследования составляет комплексное использование логических (анализа, синтеза, аналогии) и теоретических (обобщения, систематизации, описания) общенаучных методов. На основании специфики, проявляемой в отношении трактовки учебного текста с позиций дидактического и лингвистического подходов, данный тип текста определяется в качестве самостоятельной единицы ‒ речевого произведения, обладающего полифункциональностью и совокупностью текстовых признаков, по-разному актуализирующихся в различных ситуациях учебного взаимодействия между обучающим и обучаемым. В числе реализуемых функций ключевыми выступают коммуникативная и дидактическая, причем последняя имеет статус доминирующей. Текстовые признаки характеризуются набором способов, форм и средств презентации на жанровом, стилистическом и дискурсивном текстовых уровнях. Причина существующего сегодня многоголосия в научном сообществе в отношении определения сущностных содержательных, структурных, прагматических признаков учебного текста состоит в невозможности однозначной трактовки его жанрово-стилистической природы, дискурсивного пространства реализации, а также существовании множественных интерпретаций культурологического и концептологического ресурса текстов анализируемого типа. На современном этапе развития гуманитаристики учебный текст представляет интересный объект научных изысканий, осмысляемый в качестве самостоятельного типа текста, обладающего как общетекстовыми свойствами, так и специфическими. Перспективы исследования связаны с дальнейшим расширением представления об учебном тексте в соответствии с наиболее актуальными направлениями исследований в науке, в частности в рамках проблематики лингвокультурологии, дискурсологии, лингвоконцептологии и концептуальной дидактики.

Distance learning with its virtual settings has launched the transformation of education delivery, pedagogy, and classroom management. Consequently, it could cause educational discourse transformation in higher education as well. The research is focused on revealing educational discourse transformation in distance learning. Besides, the paper answers the following research questions: how university teachers communicate with students in virtual classrooms; what language patterns they use for giving instructions; whether verbal communication between teachers and students has crucially changed in digitally-based education. A mixed method approach (discourse analysis of 12 video-recorded lessons of ESL university teachers and the survey of students (n = 45)) makes it possible to shed light on the state of play in virtual educational discourse. The paper reveals that 1) communication in virtual classrooms depends on pedagogical activities which allows classifying educational language models into the following categories – preparation of teaching material presentation online, student engagement in an activity online, giving instruction on how to use EdTech, and expressing emotions or attitude; 2) university teachers use special language patterns for giving instructions related to using ICT tools and apps, e.g. screen sharing, chatting and emotional modality; 3) verbal communication between teachers and students except for linguistic and extra-linguistic features includes informal modes of communication – chat emojis and signs. The findings highlight that educational discourse has crucially changed in digitally-based education and has transformed into virtual educational discourse. The insights of the paper can contribute to the investigation of virtual educational discourse analysis. [ABSTRACT FROM AUTHOR]

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The paper describes the project of RuTOC – a corpus of online lessons in Russian as a foreign language – and presents the first results of corpus analysis. The corpus RuTOC presented in the article is a special type of corpus, specifically, a corpus of classroom academic or educational discourse. Such collections of text data serve as a basis of discursive and sociolinguistic studies of classroom communication and investigation of the second language acquisition and make a certain contribution to the development of the pedagogical theo- ry and practice. The relevance of the study stems from the fact that for the first time it collected, pre-processed and marked samples of classroom communication in Russian language classes; the corpus has created opportunities for evidence-based research in the theory and practice of teaching Russian as a foreign language. In addition, the relevance of the study is related to the increased need to study the peculiarities of online language lear- ning during the pandemic. The paper describes the process of creating the corpus, which includes the following steps: 1) collecting video recordings of RFL classes; 2) developing a standard for transcribing video recordings and creating a collection of transcripts; 3) developing a corpus marking system; 4) corpus data marking; 5) post-processing and analysis of the corpus. Currently, the corpus consists of 40 transcripts of lessons with a total duration of more than 56 hours and a total volume of 236,400 words; the first version of the corpus includes lessons in the Russian lan- guage at different educational levels, from the pre-university to the master»s program, at three Russian univer- sities. The article presents some difficulties and peculiarities of the transcription and marking of materials and the first results of a corpus analysis aimed at identifying the differences between student talk and teacher talk in RFL classes. It has been found that online RFL classes are generally characterized by high interactivity, understood as the ratio of conversational turns to total speech amount; at the same time, there is a significant imbalance between the amount of teacher talk and student talk. The paper concludes with a suggestion of promising directions for research on the basis of RuTOC.

In this text, I show how Polish-German relations were depicted in the educational discourse. I analyse post-war Polish programmes and curricula, paying special attention to those from the second half of the 1940s, as they are the clearest example of how the way that the image of our Western neighbour was presented fit the ideological line imposed by the government at the time. I am interested in the then-current selection of topics and the prescribed reading, as well as in the accompanying didactical commentary which, in the first few curricula, takes the form of ideologised briefings. I also underline the way that schools were intertwined in the legitimation processes, which benefited the government's interests. Of special interest to me is the identity project forming part of education, especially the model of Polish patriotism which was built over the figure of "the enemy" - which is also apparent in today's form of patriotism. [ABSTRACT FROM AUTHOR]

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The article is devoted to the types of interaction of educational discourse with other types of institutional communication: political, economic and medical. The author studies how fragments of discourse function and form semantic potential in official styles of speech where interdiscourse is traditional and describes forms of discourse genre interference caused by global events of 2020: coronavirus epidemic, presidential election in the USA and others. In the article educational discourse is understood in its broad sense which allows to examine the periphery of discourse practice where communication of individuals of equal status and variety of functional styles are natural. The process of interference is studied on micro and meso levels of discourse where certain lexico-sematic fields, key-words, clichs which characterize professional genres of communication serve as markers of interdiscourse and on macro level where historical and social context is considered to define functional styles. Methods of descriptive, discourse and contextual analyses are implemented. The author draws the conclusion that on all levels of institutional interaction the elements of educational discourse are semiotic components of communication, can serve as means of representation of political, economic or medical discourse practice, have pragmatic potential and can be used in argumentative or informative speech strategies the choice of which depends on the type of discourse. On macro level elements of educational discourse often extend beyond specific concepts limited to professional subjects and the discourse itself becomes a part of a bigger subordinating discourse formation.

The research is focused on the features of online educational discourse in the context of intercultural communication. The relevance of this study is preconditioned by a number of factors that are significant for modern linguistics. First of all, educational discourse itself is of interest due to its social significance, as well as its ability to construct reality and identity. The topicality of this publication is also connected with the discursive paradigm, which implies the study of the discursive practices involved in it. Finally, the importance of the intercultural perspective of educational discourse cannot be overestimated, which entails an appeal to the linguocultural specificity of the discourse under study. The empiric material was drawn from the 6-minute English section of the popular BBC Learning English online resource. The objective of the study is to identify the discursive dominants of this representative of educational discourse. On the basis of a complex methodology, which involves the use of the method of linguocultural decoding and interpretation of cultural information, externalized by linguistic means, narrative analysis, analysis of types of text information according to I.R. Galperin, definitional analysis, it seems possible to determine the specifics of educational discourse, which combines multiple discursive practices, namely those of mediatization, polyphony, narrativization, explicit evaluation, lifestyle recommendation. Altogether they contribute to interdiscursivity which characterizes modern online educational discourse. As a result, it can be postulated that within intercultural communication, educational discourse represents an axiological picture of the world oriented towards universal values, which is based on the media picture of the world, it exists as a renewable narrative and addresses a cross-cultural or transnational identity of modern world.

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The text discusses the problem of the term "educational disadvantage" and argues that this term has no connection to educational theory or educational research. It emphasizes that education is not only synonymous with formal educational qualifications and that the criteria for "educational proximity" and "educational disadvantage" in educational research are questionable. The author also criticizes today's educational research, which often reduces education to competencies and output orientation. Instead, education should convey the ability to search rather than control finding. [Extracted from the article]

This article brings together discourse analysis, Foucauldian genealogy, and frame analysis to propose frame genealogy. Frame genealogy is an interdisciplinary approach that allows us to trace processes of socioeducational change and uncover relationships between the educational past and present. After outlining the approach, we present its application in a study of Christian Right educational discourse. We demonstrate that frame genealogy can be used to identify discursive regularities between current educational discourse and policy and historical discourses of White and male supremacism while at the same time noting transformations and modifications related to the historically specific contexts. Frame genealogy also supports tracing elements in current educational discourse (e.g., discourses of choice and school failure). Such work exemplifies what Foucault understood as the meticulous work of rediscovering the historical, sociopolitical struggles enacted through policy discourses. [ABSTRACT FROM AUTHOR]

The article features a comparative analysis of the traditional pedagogical and modern educational discourse. The central aspect of this comparison is the institutional factor in the context of digitalization. Pedagogical discourse traditionally belongs to institutional types of discourse where participants act within the framework of certain social roles: the teacher transfers knowledge and norms of social behavior to the student. In modern educational discourse we are talking about the transfer of information. The authors consider the following forms of modern educational discourse: the use of digital media in classrooms, online courses with tutors, online courses with trainers, educational accounts on social networks, online classes in zoom interactive program. The study revealed that in the first case, digitalization does not affect the degree of institutionalization. Online courses with tutors, which are characterized by a rather rigid structure and clearly defined functions of tutors, demonstrate higher degree of institutionalization compared to traditional pedagogical discourse. In other cases, digitalization has led to a lower degree of institutionalization: learning using Internet technologies is generally more personalized, participants use rather informal language, use smiles and emojis to express their emotions. The authors believe that this trend will remain, since the emotional component is an important factor in maintaining motivation to learn.

This article focuses on the speech genre “student comments on a professor’s rating” which belongs to the domain of quality assurance in higher education. Both aspects are meaningful for the theory of speech genres and the system of higher education. The article analyses the communicative concept “student feedback on teaching” which is related to the speech genre under research. The article also deals with description and comparative analysis of speech genre features of axiological texts which belong to the domain of the “quality of education” in Russian and American linguistic cultures. Apart from this, the article attempts to classify the speech genre forms of students comments on teaching. On the basis of the comparative analysis of the speech genre “student feedback on teaching” in Russian and American education discourse there have been deduced several common and national specific language features and phenomena. The evaluating communicative concept “student feedback on teaching” comprises not only emotional evaluating attitude of the author but also a structural semiotic paradigm of the teaching evaluation. The American concept demonstrates higher semiotic density. The comparative analysis of verbal implementation of the concept in the Russian and American student feedback comments allows to conclude that the corresponding speech genre in American culture looks like an established speech practice, while into Russian culture this genre has been borrowed and is still being formed.

This article is devoted to the identification and research of the basic concepts and their representatives, reproduced in the educational discourse of the Federal Republic of Germany in the practice of learning German as a foreign language. The educational discourse is a system of value-semantic communication of the subjects of the educational process (I.S. Artyukhova). This system is mobile, exists in educational environments of different levels, includes participants of the discourse, educational aims, values and content. The analysis presented in the article is based on the material of the German-language textbook for foreigners of the elementary level «Berliner Platz 1 NEU», used in many universities, language centers and linguistic clubs of Germany and Russia. The relevance of this research is determined by the need to study the verbalization of the linguistic and cultural policy of modern Germany, aimed at the active influx of foreigners, their socio-culturally and linguistically assimilation in the host country, which is reflected in the modern German-language educational discourse. The aim of the research is to identify and describe the basic concepts presented in the educational discourse of Germany on the material of the textbook «Berliner Platz 1 NEU» as a typical textbook of the German language of the elementary level, as well as the linguistic analysis of the lexical elements representing these concepts, therefore, the conceptual analysis of educational discourse is chosen as the main research method. The theoretical basis of the research was the scientific works by N. D. Arutyunova, V. I. Karasik, V. Z. Demyankov, E. S. Kubryakova, E. A. Selivanova and other scientists in the field of discourse analysis and cognitive linguistics. As the result of the research, the basic concepts that form the cognitive base in the minds of foreigners learning German language are identified, the representatives of these concepts that mark the educational discourse of Germany as a whole are analyzed and systematized. This research is interdisciplinary and is applicable for discursive and cognitive research of various educational discourses in linguistics and related humanities.

This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9th grade class (ages 15–16 years) studying English MTI, in relation to both space and educational discourse. Despite the prescribed online distance teaching, many of the students collaboratively chose to assemble in a physical classroom without a supervisor on site. How the students created a new learning frame through their actions is discussed on the basis of video-recorded lessons, and two students' reflective follow-up talks. In this new – and in many respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency, which also facilitated expressions of identity and emotional space among the students. It is worth exploring further how schools can more efficiently draw on students' agency for language learning in similar and different contexts. [ABSTRACT FROM AUTHOR]

In the scientific literature, there are accents that emphasize certain changes in the functioning of philosophy, which took place in connection with the establishment of the postulates of postmodernism as a new period in the development of culture, as a style of post nonclassical scientific thinking, in fact, the content and hierarchy of values positions itself with a sophisticated departure from the classical and non-classical philosophical reflection. Philosophical and educational understanding of the methodology of research of dialogue and tolerance testified to the relevance of their research in the development of the potential of today's multicultural education and its growth in the cultural and educational space. Dialogue, dialogics and tolerance are represented by the mechanisms of meaning-making, axiology and praxeology: dialogical cognition of the interpersonal, social-group, societal, planetary world provides a certain "breakthrough" in the worldview-value coordinate system, in external-internal control of growth efficiency and its spiritual dimension. The axiological, ontological, educational-epistemological aspects of "fitting" a person into a new world context are precisely in the plane of philosophy, enriching the cultural fields of today's education through integration in goal-setting, content, organizational and managerial conditions for teaching and upbringing value ideals, principles, methods of holistic study of a person and those that are relevant today and provide Homo educandus with a meaning-making knowledge. [ABSTRACT FROM AUTHOR]

The article is devoted to the disclosure and comparative analysis of the category of linguistic personality in the modern general and special language education of deaf education direction. Attention is drawn to the fact that the formation of a linguistic personality depends on many aspects. The specificity of the linguistic personality formation of a person with hearing impairment is central to the development of the scientific foundations of the special education system for people with hearing impairments (Í 90, Í 91), which would be as adequate as possible to the methods and techniques of learning and usage the Ukrainian Sign language together with the Ukrainian language, taking into account the State Standard for Primary Education, the project of Basic State Standard for General Secondary Education. The author shows that the content of the linguistic personality of a hearing-impaired person is influenced by various factors. On the basis of the author’s complex of the formative language education methodology, the tendencies of restructuring of the educational process are grounded, taking into account the current norms of the legislative base, development of new content of language training, the use of strategies, which generally contribute to the formation of a linguistic personality of a hearing-impaired person.

This article carries out a discursive analysis of the two documents that mark the scope of the reform of the school curriculum in primary and secondary education in Spain (a European one from 2006 and another from the Ministry of Education in 2020), with the aim of revealing the ideological construction of the political actors who have designed it. Then, a counterargumentative proposal is presented, by way of a dialogue between specialists with a different vision of what is the teaching of scientific knowledge in these educational stages, based on complexity studies and the theorization of educational practice in which the teacher-student dialogue is a key point of view. The conclusions show that the reform has been proposed from the topdown, without having generated a discussion with the educational community because it responds to the interests of institutions that defend the neoliberal model of education. [ABSTRACT FROM AUTHOR]

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Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed representatives and show their relations graphically; to perform both qualitative and comparative analysis of the representatives of the thematic groups of each textbook separately and in comparison with each other. The main method used during the research was conceptual analysis of the educational discourse on the basis of the textbooks of elementary level. The obtained results demonstrate that the representatives of the concept of LERNEN can be divided into 13 thematic groups. Their quantitative ratio was established on the basis of the textbooks. The thematic groups with a predominant number of representatives were determined. All lexical elements representing the concept of LERNEN were qualitatively investigated and their positions in the educational discourse were established. We found the ways of representing the concept of LERNEN as a large and crucial cognitive dominant and marking it with the help of the studied representatives associated with not only the modern educational discourse in the field of foreign languages learning, but also with the educational policy of Germany in general, which is highly relevant because of the high attraction and active influx of foreign students, tourists, and migrants to Germany. The results obtained are of great importance for further research of the cognitive basis of modern German language textbooks.

The article attempts to define the place of style and stylistics in the process of teaching Polish as the first language. The paper takes as its reference the current Polish language curriculum, adopting the assumption that curriculum documents present the typical approach to style and stylistics found in Polish language didactics. Issues of style and stylistics are introduced in education in association with the development of productive skills (speaking and writing) and receptive skills (reading and listening). The analysis of curriculum guidelines has shown five aspect of style/stylistics competence that are concentrated on in the classroom: text reception on the level of stylistic and linguistic means, on the level of text style and functional style, intentional use of stylistic and linguistic means in texts produced by pupils, intentional construction of texts with certain features of style. The author concluded that style ought to be treated as an integrating, organizing category in the development of receptive and productive skills. The knowledge of style and specific stylistic and linguistic skills on the one hand enables characterising the language of texts read and listened to by pupils in order to grasp the gist of the message, and on the other allow them to choose linguistic measures to produce their own verbal and written texts in an intentional, purposeful manner. The curriculum under analysis does go in this direction, albeit quite incoherently and accidentally. The main problem lies in the blurred categorisation of related terms: style – variant – language.

In this article the author analyses components of the epistemic modality, by means of which a student assesses the accuracy of views presented during the oral matriculation examination in the Polish language. Considering the specificity of spoken utterances during the oral matriculation examination, the epistemic modality can be defined as all kinds of information on an intellectual attitude of the speaker who, on the basis of his/her own knowledge and thinking processes which are taking place in his/her mind at a given moment, makes a “gradable” assessment of a view’s reliability. The analysed texts differ depending on the level of certainty of their authors as far as the communicated content is concerned and they can be divided into two basic groups: 1) utterances containing markers of a modal certainty function and 2) utterances with markers of a modal probability function and possibilities which are much more numerous in the examined material. The fact of highlighting the hypothetical nature of views by secondary school graduates comes from a specific asymmetry between an examinee and an examiner, non-equivalence not only of the played social roles but also of areas of knowledge between the speaker and the recipient. The assumption that the examiner knows more results in the fact that students increase the distance to the views which they communicate, what seems to be rather unfortunate because the uncertainty in relation to their own utterances does not favour achieving the recipient’s acceptance or support for the communicated views and this is one of the aims of an argumentative utterance.

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