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An exhaustive review of different archived documents at the University of Costa Rica was the starting point of this paper, in order to: highlight the work of the School of Philology, Linguistics and Literature, since its inception, in the field of writing, to point out the approaches used in the teaching of specific writing courses (Composition And Style, Basic Writing Course, Written Expression I and II) and to discuss the existence or absence of paradigm changes in the programs of said courses through the years. [ABSTRACT FROM AUTHOR]

Introduction. The scientific article presents, for the first time, an analysis of fairy tales in the Khanty language as a subject of psycholinguistic analysis of male personality traits. The analysis was conducted by creating a character-centered portrait of the man as the central figure in the artistic discourse of the Khanty people. The aim of the study is to provide a psycholinguistic characterization of the individual qualities of the man based on the texts of Khanty fairy tales. Materials and Methods. The study is based on texts from Khanty folk tales such as “As Tyiikityvum Ver” (“The Origin of As Tyiik”) and “Mεŋkiketpa Ajpŏχlε” (“Mengki, the Giants, and Aj Pukhle”), as well as authorial tales like “Vўsхә ay Khily” (“The Merchant’s Youngest Grandson”), “Ietenkhătel Pelyak Pukh” (“The Boy from Where the Sun Rises…”), “Kasumikiputrat” (“Stories of an Old Khanty”), and “LεrPukhie” (“Boy-Koryeshok”). The methodological foundation of the research is based on the principles of systematicity and historicism, which view the literary text as a source of diverse, multi-level information from the perspective of the unity of content and form. The study integrates linguistic source analysis and functional-stylistic approaches, which together constitute a linguo-textological analysis of the works. In line with these approaches, descriptive methods (including observation, comparison, classification, and generalization) and comparative methods (in comparing the thematic integrity of the corpus of literary texts) are used in the research. Structural-semantic and component analysis methods were employed when analyzing the personal characteristics of men. Results and Discussion. Through the analysis of psycholinguistic and stylistic means of representing the image of a man in Khanty folk and authored tales, it was found that a man is depicted as the head of a large family, a protector, a provider, the master of the house, a fisherman, and a hunter, without whom it would be difficult for a woman with children to survive in the harsh climatic conditions. The Khanty man is endowed with a range of ethnic, social, historical, and geographical characteristics that, on the one hand, are inextricably linked to his language, and on the other, are influenced by psychological manifestations. Conclusion. The scientific article presents, for the first time, a psycholinguistic analysis of the personal characteristics of the collective image of a man in Khanty folk tales through the creation of a character-centric portrait of an artistic figure as an object of artistic discourse. The research results contribute to the field by applying an integrated approach to the historical-linguistic study of the male image in Khanty tales from the perspectives of psycholinguistics and literary studies. The psycholinguistic analysis of the personal characteristics of the collective male image in Khanty folk tales allowed for the creation of a character-centric portrait of a figure as an object of artistic discourse, endowed with unique qualities.

Introduction. In Komi-Permian linguistics, issues related to the functioning and degree of adaptation of foreign words remain insufficiently developed. The purpose of the work is to identify and describe the features of phonetic and grammatical mastering of borrowed Russian nouns pluralia tantum in the Komi-Permian language. Materials and Methods. The source of the research material was texts of various periods and genres included in the Corpus of the Komi-Permian language. The work was carried out in line with the system-descriptive method of linguistics. To determine the quantitative ratio of word variants, the continuous sampling method was used. Results and Discussion. The Russian borrowings pluralia tantum are studied from the point of view of phonetic and grammatical adaptation. Such characteristic features of the phonetic mastering of borrowings are determined as: the assimilation of the word without alteration, the truncation of the final vowel of the word and the replacement of individual sounds in accordance with the phonetic features of the Komi-Permian language. It is shown that in the written form of the language, the use of nouns in the plural and singular, as well as borrowings of the initial properties of the pluralia tantum substantives is observed. Depending on the degree of grammatical adaptation, nouns are characterized as adapted, unadapted and partially adapted. Semantically identical phonetic and grammatical variants of words are revealed, the main reasons for their appearance are determined. Conclusion. The conclusions made by the author contribute to the study of patterns and types of adaptation of foreign language lexical material in the Komi-Permian language.

Introduction. The child health protection system represented a complex of organizational and legal measures aimed at providing the necessary conditions for the full development of a healthy child, which included not only the treatment of diseases but also the implementation of preventive measures. Despite existing challenges in organizing quality medical care for children, the fundamental ideas for protecting children's health were established in the first half of the 1920s and were further developed in the following period. The aim of this research is to reconstruct the measures undertaken by the new government to protect the health of the younger generation in the early years of Soviet power (based on materials from Karelia). Materials and Methods. Based on a collection of archival materials and published sources, measures aimed at addressing the issue of high child mortality and morbidity are demonstrated. The preparation of the article utilized systematic, comparative-historical, and problem-chronological methods. Results and Discussion. The factors affecting the situation of the child population in Karelia have been analyzed; indicators of child mortality and its causes, birth rates, and natural population growth are presented, and the sanitary-epidemiological state of the region is described. The state measures taken to address child health protection issues are examined, including actions aimed at creating and developing a network of institutions providing medical and preventive care to children, which led to a decrease in child mortality and an increase in birth rates. Conclusion. The fundamental areas of focus in the work on protecting children's health were chosen to be screening, prevention, and vaccination. The conclusions drawn by the author contribute to the study of the child healthcare system in the early period of the Soviet era.

Introduction. The classification of the Northwest dialect of the Mari language is currently not entirely clear. According to the Encyclopedia of the Mari El Republic, the “Northwest Mari language exhibits some features of both Hill Mari and Meadow-Eastern Mari languages.” However, G. Bereсzki believed that the Northwest dialect belongs to the Hill Mari language. The aim of the study is to analyze the linguistic similarity assessment of the language of the first Gospel created by Priest S. Bobrovsky (1821) and the dialect of the 20th century according to the data of I. G. Ivanov and G. M. Tuzharov, in relation to the Hill and Meadow Mari languages from the perspective of glottochronology. Materials and Methods. To assess the proximity of the Northwestern Mari dialect of the 18th–19th centuries to the Meadow and Hill Mari dialects, phonetic isoglosses and glottochronology were analysed. For this purpose, a glossed corpus of the first Gospel was uploaded on LingvoDoc, from which a concordance was created. Proprietary LingvoDoc programs were applied to it for comparative-historical analysis. Result and Discussion. As a result, it was found that in the 19th century, the first Northwest Mari Gospel showed a lexical similarity of 97% with Meadow Mari and 94% with Hill Mari. In the dictionary compiled in the 20th century, there was already significantly less similarity with both Meadow and Hill languages, but the same pattern persisted: lexically, the Northwest dialect in the 19th century and in the 20th century was closer to Meadow Mari. Kreknin’s and Platunov’s 18th-century dictionary practically matched the Meadow Mari book “Beginnings of Christian Doctrine...” created in the early 19th century, with only one diagnostic position showing double reflection. In the Gospel translated by Priest S. Bobrovsky, three positions already showed reflection typical of the Hill Mari grammar by A. Albinsky. Conclusion. Therefore, it becomes clear that initially in the 18th century, Northwestern Mari differed little from the Meadow Mari language, while by the 19th century, it had become much closer to the Hill Mari dialect. The materials of the article may be useful for specialists in the Mari and Finno-Ugric languages.

Introduction. The study of the vocabulary of the dialectological dictionary, which has its own phonetic, grammatical and lexical-semantic features depending on the area of distribution, is considered relevant because it allows one to understand the richness of the national language. The dictionary contains hundreds of local folk words and expressions that are of cultural and historical value, while remaining poorly studied from the point of view of reflecting the “language” of folk culture. The article pays attention to lexical units that are relevant to the national linguistic consciousness, focusing on the structural variability of dialect vocabulary and the preservation of old vocabulary of certain semantic fields. The purpose of the study is to consider the lexical units of the dialectological dictionary, the ethnolinguistic interpretation of the material being studied, aimed at reconstructing the corresponding fragment of the linguistic picture of the world. Materials and methods. The material for the study was the lexical units of the Mordovian dialectological dictionary, which convey the most diverse aspects of life. The article was written in line with ethnolinguistic research. The work used the method of selecting vocabulary material, the method of identifying semantic groups, the method of semantic analysis, as well as descriptive, comparative and contrastive methods. Results and Discussion. For the first time, understanding the regional picture of the world is considered on the basis of the Mordovian dialectological dictionary. Everyday vocabulary was subjected to analysis and a brief linguocultural assessment: folk names for kitchen utensils and food, clothing, hats, embroidery and jewelry, games and holidays, individual household items, their functions in the everyday life of a peasant. A peculiar feature of this vocabulary is its close connection with the life of the people, indicating the territorial distribution in everyday life of certain groups of the population. The article systematizes the vocabulary denoting flora and fauna, terminology of kinship and properties, special attention is paid to dilexemic complexes, which are a vivid means of expression in folklore works. Conclusion. The dictionary is presented as a lexicographical way of reflecting the material and spiritual culture of an ethnic group, as a way of preserving folk speech culture.

Introduction. The study of the semantics of verbal units that convey relations of mental perception in the Erzya and Finnish languages is due to the need for a comparative study of this group of verbs to identify general and specific features inherent in these languages. Despite the numerous publications on this issue based on the material of various languages, there are practically no comparative works on this issue in Finno-Ugric studies and Mordovian linguistics, which explains the relevance and novelty of the analysis of verbal units containing the semantic component “mental perception”. The purpose of the study is to analyze and compare the most frequent verbs reflecting mental processes in distantly related languages. Materials and Methods. The research material was illustrative examples in the Erzya and Finnish languages, obtained as a result of a continuous and partial sample from texts of various genre and functional styles, including from print media, scientific and educational publications, various dialect and folklore texts included in the linguistic corpus of the Kielipankki Language Bank with the Korp server and MokshEr. In the course of the research, methods of semasiological, comparative, component, descriptive and contextual analysis were used. Results and Discussion. As a result of the research, the concepts of “thinking” and “mental perception” are described, a semantic analysis of their explication at the lexical level is carried out, namely, the most frequent verbal lexemes with the semantics of mental activity based on the material of related languages are identified. The author identifies lexical and semantic groups, which include the verbs of the Erzya and Finnish languages with common semantics “thinking”, “mind”, “thought”, as well as verbal units with positive and neutral connotations. Conclusion. The conclusions made by the author contribute to the study of a group of sensory-moral and mental verbs that make up a significant layer of the vocabulary of the Finnish and Erzya languages, as well as to the development of the lexicology of the studied related languages.

Introduction. The ritual sphere of ethnic culture has traditionally been a subject of study in ethnology. In recent decades, new research approaches have emerged in this area, with a particular focus on the understanding that ritual practices in modern contexts serve as important factors of identification. This is especially relevant for the Mordovians, among whom assimilation processes are rapidly progressing. The goal of this study is to identify the origins, ritual functions, and the original and contemporary significance of fire and its derivatives (such as ash, charcoal, smoke, etc.) in the rituals of the Mordvin people. Materials and Methods. The methodological foundation of the work consisted of traditional methods such as the comparative-historical and historical-genetic approaches. These methods allowed for a thorough examination of the phenomena under study and, using logical and heuristic techniques, enabled the reconstruction of development trends of the object being studied. Additionally, field research methods and the analysis of historiographical works and sources were employed. Results and Discussion. It is noted that the use of fire and its derivatives was quite extensive: they served as protective charms, could be used as remedies, and united participants in ritual actions. This widespread ritual use of fire was closely linked to the solar cult, i.e., the perception of fire as a celestial element capable of influencing human life. The material manifestation of the solar cult was the sacred candles known as shtatolas. These candles were associated with the image of the supreme Mordovian god, Shkay-Nishke, who was himself considered a solar deity. Conclusion. The ritual functions of fire in the ceremonial culture of the Mordvins are gradually transforming: by the present time, the magical rituals involving bonfire flames and the domestic hearth have almost disappeared, replaced by church candles used in many modern ceremonies. The results of this research may be useful for a more comprehensive understanding of the evolution of the traditional worldview of the Mordvin people, their connections with other ethnic groups, and certain aspects of their spiritual and material culture.

Introduction. In Finno-Ugric studies, there is a noticeable lack of research on literary onomastics, and the semantic functions of proper names within the structure of literary texts are insufficiently explored. The purpose of this article is to identify the types of onyms in the works of M. Slugina and to determine their functional and semantic features. Materials and Methods. The study material consisted of works by M. Slugina from the poetry collection “Tyust” (“Shades”). The research employed traditional linguistic methods: descriptive, functional-semantic, comparative-historical, as well as modern approaches to the study of literary texts – interpretative and gender-based. Results and Discussion. The types of onyms in M. Slugina's poetic texts have been identified, the core and periphery of the onomastic space in her works have been outlined, and a semantic analysis of onomastic vocabulary has been conducted. It is noted that the core of the onomastic space in M. Slugina's poetry consists of anthroponyms and toponyms (including oikonyms, choronyms, and hydronyms), while the periphery includes mythonyms, zoononyms, urbanonyms, dryonyms, theonyms, cosmonyms, hemeronyms, chrononyms, geortonyms, and religious-cultural toponyms. In the author's works, these serve text-forming, stylistic (informational-stylistic, emotional-stylistic), evaluative, aesthetic, symbolic, and conceptual functions. Conclusion. The results of this study can be useful for further research into poetic onomastics within Finno-Ugric linguistics.

Introduction. Currently, discursive words in the Karelian language have not been subjected to a comprehensive study, and many questions on the categories of connectors of both closely related and unrelated languages of the world cause controversy and discussion. The solution of these controversial issues is supposed to be possible through the accumulation of a significant amount of linguistic material, as well as data on the pragmatics, evolution, semantics and etymology of discursive words. The purpose of the study is to conduct a comprehensive analysis of the official parts of speech (their composition, functions and semantics) in three dialects of the Karelian language (Karelian proper, Livvikov, Ludikov ones) within the framework of the project “Discursive words in the Karelian language: a comparative typological aspect”. Materials and Methods. The study of Karelian syntax was carried out in terms of comparison with the grammatical structure of the Finnish language, which is closely related to Karelian, and the Russian language. The materials for the research were Karelian dictionaries (dialect and new-written) and samples of dialect Karelian speech, which allow to identify the composition and semantics of discursive words, to determine their origin in dialects and dialects of the Karelian language. General scientific and specifically linguistic (comparative-typological, lexicographic, etymological, comparative-historical) methods were applied. Results and Discussion. The most important result of the conducted research is a comprehensive analysis of discursive words in the dialects of the Karelian language with the use of data from related (Finnish, Veps) and unrelated (Russian) languages. Conclusion. The results of the study contribute to the study of pragmatics, evolution, semantics and etymology of discursive words of the Karelian language, and help to clarify the issue of connector categories in closely related and unrelated languages of the world.

Introduction. This article explores the history of the formation of the stage traditions of the national ballet of Mordovia, which can resist contemporary processes of globalization and unification that lead to the erosion of ethnic culture. The stage history of the ballet reflects the priorities of Russia's national policy, which aims to strengthen the unity of the multinational people while preserving its ethnocultural diversity. The aim of the research is to identify the features of the staging of national ballets on the theatrical stage of Mordovia, using the work of composer N. V. Kosheleva as an example. Currently, her ballet music remains the only material available for creating ballet performances in the republic's musical theater. However, her works have not been the subject of a comprehensive study within the context of the history of Mordovian theatrical art. Materials and Methods. The empirical material included national ballets created by composer N. V. Kosheleva, as well as performances from the repertoire of the I. M. Yaushev State Musical Theater and the Mordovian Republican Children's Choreographic School. The theoretical basis consisted of the works of scholars in the field of musical theater and professional musical and choreographic art of Mordovia. The research methodology is determined by the specificity of the material being analyzed. It is based on a historical-theoretical approach, methods of comparative analysis, and art-historical interpretation of artistic works, which justifies the use of musicological and balletological approaches to material analysis. Research results and Discussion. The national ballet theater relies on the rich choreographic tradition of the people, which, when combined with the tradition of classical ballet, allowed the creation of a unique plastic language. The study found that in the process of composing ballet music based on a national plot, composer N. V. Kosheleva does not simply quote the tunes and melodies of the folk songs and dances of the Mordovians, but also adds her individual creative component. Conclusion. The research results indicate that the national ballet of Mordovia represents a synthesis of ethnic dance traditions and classical ballet. It was formed in close interaction with domestic ballet and composer schools. This is confirmed by the ballet work of composer N. V. Kosheleva. The results of this study can be used for further research into the history of Mordovian ballet art in particular and the history of Mordovian art in general.

Introduction. The Temnikovskaya Zaseka is the least studied part of the Great Zasechnaya Line, highlighting the relevance of introducing its preserved archival descriptions into scientific circulation and analyzing the border and guard services in this area of the Mordovian region (in the interfluve of the Sura, Moksha, and Tsna rivers). The purpose of the study is to provide a comprehensive analysis of the Temnikovskaya Zaseka within the system of defense of the Russian state in the 16th–17th centuries. Materials and Methods. The research is based on the analysis of the only known manuscript source preserved in the Central State Archive of the Republic of Mordovia, which contains a description of the Temnikov defensive line. In examining the border service in the city of Temnikov and the defensive line, the method of analyzing regulatory documents from the 16th–17th centuries, which governed this service, was employed; these documents are found in the “Acts of the Moscow State, published by the Imperial Academy of Sciences” (1890). A range of methods was used in the study: comparative-historical, logical, systemic-structural, systems analysis, and regulatory document analysis. Results and Discussion. The scientific discourse has introduced a description of the Temnikovskaya Zaseka, highlighting its place and role within the fortified line of the Bolshaya Zasechnaya Cherta. During the study, the exact location of the Temnikovskaya Zaseka was clarified, along with the precise locations of the Nogai and Chizhikov Temnikovskaya Zasechnaya Gates. An analysis of the border and guard services in the Mordovia region was conducted, demonstrating the role of the Temnikovskaya Fortress in the organization of the protection and defense of Russian borders. Conclusion. The study of the history of the Temnikovskaya defensive line provides a more detailed demonstration of the experience of border service and the defense system of the Russian state from the 16th to the first third of the 18th century. It illustrates the nationwide processes through the example of the defense organization of the Mordovian region, adding new nuances and creating a comprehensive picture of the development of the Russian state.

Introduction. The author of the article is the first to raise questions about the degree of continuity in the scientific ideas of E. V. Gippius, the possibility of correlating his scientific theory with the theory of rhythmic organization developed by his follower B. B. Efimenkova, as well as the practical significance of these scholars' theoretical contributions for Udmurt ethnomusicology. This topic is relevant not only for Udmurt musical folklore, which was shaped by the monumental ideas of E. V. Gippius, but also for Russian ethnomusicology as a whole, as it addresses methodological issues in the study of orally transmitted music. The aim of the research is to analyze the theoretical approaches to the problem of rhythmic organization in traditional music by E. V. Gippius, Z. V. Ewald, and contemporary ethnomusicologists. Materials and Methods. The comparative method was used in analyzing the theoretical approaches of various scholars to the problem of rhythmic organization in folk music. The desire to delve into the research logic, as well as to identify additional meanings and connotations in the authors' arguments, required the use of textual analysis. The material for the research consisted of Russian scientific works by E. V. Gippius, Z. V. Ewald, and B. B. Efimenkova, dedicated to the problem of rhythm. Results and Discussion. The study of the works of E. V. Gippius and Z. V. Ewald revealed that Udmurt music became a unique scientific experimental platform for developing the general theoretical principles that Gippius later expanded upon in his subsequent works. The innovation of his theory lies primarily in identifying quantitative rhythmics as an independent rhythmic system. The study of rhythmic systems was continued by Gippius's student and follower, Borislava Borisovna Efimenkova, who developed a comprehensive theoretical concept of rhythm based on East Slavic folk songs. A comparative analysis of these two scientific concepts showed that in B. B. Efimenkova's research, certain aspects of E. V. Gippius's rhythmic classification were revised and presented in a somewhat different manner, raising questions and necessitating scientific discussion. Conclusion. The study of rhythmic types, conducted using Udmurt traditional music, has demonstrated the possibility of comparing the scientific concepts of E. V. Gippius and B. B. Efimenkova, as well as the applicability of the rhythmic classification developed by B. B. Efimenkova on East Slavic material to Finno-Ugric, specifically Udmurt traditional music.

Introduction. The article examines films about cooperation that were part of the repertoire of cooperative film exhibitions for rural film distribution in Karelia. The relevance of the topic is determined by the visual turn in historical research and the lack of works on this topic. The purpose of the study is to study the content of rural distribution in Karelia with cooperative films that were at the disposal of the Karelian-Prioneyezhsky Union of Consumer Societies; to consider the plots and content of the films; to find out their ideological and artistic potential for conducting cooperative agitation and propaganda. Materials and Methods. The sources of the research are the documents from the National Archive of the Republic of Karelia, materials from the funds of regional cooperative unions, the Karelian Regional Committee of the RCP (b) – CPSU (b) and the People's Commissariat of Education of the AKSSR. Along with archival documents, published materials about films of the 1920s were used. The research is based on an interdisciplinary approach. When working on the material, both general methods of the humanities (analysis and synthesis) and specific historical methods (historical narrative, statistical) were used. Results and Discussion. The author of the article examined the works of cinema art created in the 1920s to indoctrinate cooperative ideas in rural society and shown in the villages of the Autonomous Karelian Soviet Socialist Republic. The article analyzes the repertoire of cooperative films for rural distribution; examines the plot and presents the content of films about cooperation in the 1920s. It also describes the work of cooperative film tours “to promote cinema in the village”, including in rural cooperatives with a diverse national composition; it reveals a positive attitude of the audience to cooperative cinema. The significance of cinema as an important means of visual representation of cooperative ideas for the incorporation of new members into cooperatives during the NEP period is determined. The study managed to find information confirming the influence of film propaganda with the help of cooperative films on the process of involving rural residents of Karelia in cooperation, which was manifested in the development of cooperative construction, expansion of cooperative work and an increase in the number of shareholders in consumer societies. Conclusion. At the end of the 1920s, feature films, documentaries and cartoons about cooperation made up almost half of the repertoire of film exhibitions of the Karelo-Prionezh Union of Consumer Societies. They demonstrated ways of organizing a village cooperative, reflected the participation of women in cooperation, and the importance of cooperative trade in the fight against private owners and shopkeepers. The author's conclusions contribute to the study of the development of cooperative cinematography in the 1920s as part of the general cultural and educational work of cooperative associations. The results of the study in general and the analysis of the cooperative repertoire of rural film tours in particular supplement the information on the history of culture and cinematography of Karelia and make possible the similar scientific research in other regions of the country. The practical significance of the study lies in establishing the continuity of the traditions of public organizations and the possibility of using historical experience in the socio-cultural activities of modern cooperative members in Russia.

Introduction. The transformation of the information space entails changes in the communication practices of the speakers of various ethnic cultures. Internet resources combined with traditional media provide new, previously unknown opportunities for the presentation and broadcasting of cultural values and unique features of ethnic groups. This situation actualizes the need to study the level of the use of media products in the languages of various ethnic groups. One of the objectives of the study is to assess the media us of the residents of the Republic of Mordovia in the languages of the titular ethnic groups. Materials and Methods. The methodological basis was the data of sociological studies. The article summarizes the results of a representative questionnaire "Interethnic, ethno-confessional relations, language situation and migration processes in the Republic of Mordovia" conducted in 2022 and 2023, and a survey of experts "Ethnolanguage situation in the Republic of Mordovia" conducted in September 2023. Results and Discussion. The results of the study of the language preferences of the population allow stating the predominant demand for Russian-language media products among the majority of the respondents. The audience of television, radio broadcasts, and printed materials in Moksha, Erzya, and Tatar languages is a small proportion of the respondents of Mordovian/Tatar nationalities. The main reasons for the rejection of media in the Moksha and Erzya languages were the lack of knowledge of the languages and lack of interest in the content of media products in the Mordovian languages. It is revealed that the content of media resources in a minority language is mostly indifferent to the native speakers themselves, who make up the target audience. The largest proportion of the respondents who found it difficult to answer was also noted among Moksha and Erzya population. Conclusion. In order to attract the interest of a wider audience to the products of the republican media in the Mordovian/Tatar languages, it is advisable to conduct a marketing study of the preferences of consumers of media resources. It is necessary to change the concept of forming programs and broadcasts in the language of the indigenous peoples of the Republic, provide them with more rated airtime, and attract the readership with popular headings, collections or pages for various age groups, interesting and creative projects, continue broadcasting educational cycle programs that allow everyone to master Mordovian/Tatar language. It is advisable to expand the presence of national languages in the most popular Internet resources. At the same time, the content should not be formal or official. The materials of the article may be useful for researchers and government representatives interested in the problems of preserving, popularizing and promoting media resources in the languages of the titular ethnic groups.

Introduction. The processes of reforming the education system in the USSR in the second half of the 1950s – early 1960s had a certain impact on the system of secondary specialized education, including in the Finno-Ugric republics of the RSFSR. This, in turn, affected the dynamics of saturation of the national economy with mid-level personnel. The aim of the study is to examine the dynamics of the number of specialists with secondary vocational education and their proportion among all workers and employees within the specified territory in the context of the ongoing education reform and in the subsequent years. Materials and Methods. The basis of the research presented in the article was statistical data that made it possible to trace the dynamics of changes in the number of mid-level specialists and their share in the national economy of the Finno-Ugric Republics of the RSFSR in the mid-1950s – mid-1970s. The research is based on comparative historical and systematic approaches, using the method of statistical information analysis. Results and Discussion. The conducted study of the dynamics of changes in the number and proportion of middle-level specialists with secondary specialized education in the national economy of the five Finno-Ugric republics of the RSFSR revealed a positive trend that persisted throughout the studied period. The overall growth in the number of middle-level specialists was recorded at more than 4 times. The proportion of this group in the total number of workers and employees increased by more than 6%. Available statistical data showed the highest growth both in terms of number and proportion of these specialists in the early years of the education reform in the country, when there was a maximum influx of graduates who had completed their education before the reform. From 1960 to 1965, the dynamics of these indicators significantly slowed down, indicating the impact of negative factors from the ongoing reform. In the post-reform period, there was an observed acceleration in the growth rate of both the number and proportion of middle-level specialists. Conclusion. The results obtained from this study can be used both as a basis for examining issues related to state policy on staffing the national economy with professional personnel during the specified period and for researching the history of the system of secondary specialized education in general. The general patterns identified in the study regarding changes in the number of mid-level staff employed in the national economy of the five Finno-Ugric republics of the RSFSR from 1955 to 1975, as well as the noted peculiarities of this process in individual republics against the backdrop of educational reforms in the country and the post-reform years, allow for further analysis of similar processes in other regions of the country.

Introduction. The study of poetic anthroponymy is not an active research strategy in Finno-Ugric studies. Questions regarding the semantic potential of a character's name within the content-meaning structure of the text remain on the periphery of the research interest of national scholars. This article focuses on the anthroponymy in the prose by T. Bargova as the subject of special research. The aim of the study is to determine the functional-semantic features of anthroponyms and naming models in the author’s works. Materials and Methods. The research material was the stories and novel "God, forgive me!" by T. Bargova. The work uses such traditional methods of linguistic research as descriptive, functional-semantic, structural, comparative-historical, as well as such modern approaches to the study of literary text as interpretive and gender ones. Results and Discussion. The authors determined the models and principles of naming and the structure of anthroponyms in the stories and novel "God, forgive me!" by T. Bargova. It described and revealed the functions of anthroponyms in the content structure of the works, their role in reflecting the realities of modern and historical reality, and the reconstruction of the national model of the world. In the author's works, anthroponyms become multifunctional components, perform text-forming, emotional-stylistic, evaluative, informational, conceptual functions, and convey a national flavor. The choice of the name and form of the anthroponym is determined by the chronotope of the work, the author's axiological concept, the originality of the creative worldview and the specifics of female writing. Conclusion. The conclusions made by the authors contribute to the development of poetic onomastics in Finno-Ugric linguistics and can be useful in the process of teaching philological disciplines at a university. The prospects for further research of the problem are related to the study of the functional semantics of anthroponyms in the works of other Mordovian writers.

Introduction. The article considers the discovery of a unique object in the Lovozero tundra – the chapel of the Lyavozersky churchyard on Lake Chesynyavr. Monuments of Orthodox Sami culture in the Murmansk region have rarely been studied by specialists The purpose of the study is to introduce into the research circulation the information about existing documents on the history of the chapel, the results of expeditionary work on its survey, and to continue the discussion about the time of construction and the stages of history. Materials and Methods. The research was based on archival documents and expedition materials. The research is based on the principle of historicism using the comparative historical method. Results and Discussion. The chapel was found in 2002. Expeditions to study it took place in 2016 and 2019. The first documentary report specifically about this monument dates back to 1828. After the change of the site of the winter churchyard of the Semiostrovsky Sami, the chapel was not moved along with the dwellings and remained "in the forest". With the formation of the Lovozersky churchyard, it reappears in official documents, already being called the Chapel of the Nativity. In 1895, it was expanded and renovated. It was abandoned in the 1930s. Conclusions. When analyzing archival documents, it is suggested that the chapel was built in 1681. Its history can be traced back to the 1930s. According to the authors, the thesis of the "dual faith" of the Sami, which has been formed in the regional literature, requires revision. The fact of the existence of an Orthodox chapel in the Lovozersk tundra speaks about the stable Christian worldview of the indigenous population of this part of the Kola Peninsula.

Today, academic corpora are a matter of great interest to many linguists. The article examines the importance of academic corpora in modern linguistics and pedagogy as a tool for identifying typical errors in the speech of foreign language students. They reveal problems in foreign language acquisition and create new teaching methods. The paper reviews the existing academic corpora and error classifications. The authors developed a corpus of oral speech errors typical of Russian-speaking IT students that study English for IT purposes. The corpus relied on 50 video recordings of in-class activities in which students communicated with English-speaking IT specialists and made up dialogues in English. The corpus made it possible to identify the main difficulties experienced by adult learners of English for IT purposes. It involves a tagged classification of typical errors divided by language level into morphological, syntactic, lexical, and phonetic ones. The research demonstrated good prospects for developing other academic speech corpora with automated error tagging based on the speech of English learners.

The article considers the concept of digital reputation in relation to the executive authorities of the Russian Federation, as well as identifies the technological and communicative methods of its formation and maintenance. The digital reputation of a public administration body is a multicriterial assessment of its activities. It appears in media space and reflects the opinions of socially active population. Digital reputation is not identical to digital image. The authors revealed the following discursive factors that shape stereotypes about public administration. For instance, an indefinitely wide range of addressees lack basic knowledge in public administration; public assessments are flexible and unpredictable; some Internet users practice provocative speech behavior, etc. The research featured internet posts made by the Ministry of Science and Higher Education of the Russian Federation in the social network VKontakte. The service Popsters.ru made it possible to rate them by user involvement. A discursive and stylistic analysis of the posts with a high engagement coefficient revealed the following effective tools for managing the digital reputation of the authorities: hashtags as means of data distribution and systematization, dialogical and personalized presentation, interactive forms of communication (voting, polls, etc.), timely reaction to user comments, etc.

Digitalization and automation of media affect the consumer behavior of young journalists and bloggers. The research revealed the corresponding strategic vectors of social constructs in young people’s consumer behavior. It relied on the social construction of reality developed by P. Berger and T. Luckmann, as well as on the reality of mass media by N. Luhmann. The main methods of empirical research included: 1) literature reviews and secondary analysis of research on digital marketing and its impact on consumer behavior; 2) observation and analysis of the behavior of university students and young professionals in online environment. The consumer behavior demonstrated such trends as social mobility; life changes, innovation, and experimentation; rapid suggestibility and gullibility. Young people proved to be active users of modern media; they were attracted mostly to entertainment content, i.e., videos, music, podcasts, games, etc., as well as to educational platforms. The authors described and classified the basic tools employed by content creators in the context of media automation. The study revealed an increase in major threats and risks associated with the fundamental lack of public control in the digital environment, where the final content is shaped by automated processes and artificial intelligence.

In social nets, personal narrative serves as a means of self-identification and self-awareness. A user constructs a concept of Self as a temporary I-image for virtual self-perception and self-explanation. As an interpretative process, narrative endows the story of emotions and experiences with personal meaning. The research objective was to describe virtual narrative as part of identification processes in public accounts in VKontakte social net. Personal narratives were used to detect values and beliefs manifested as text elements. This information revealed neurotic conflicts, triggers, points of tension, identify mechanisms, psychological dominants, etc. The research relied on narrative psychology, which emphasizes the constructive role of language in personality development: people understand themselves and the world through oral and written speech. The analysis of meanings and structural elements of narratives published in social networks made it possible to construct a matrix of identification preferences of the narrator, thus modelling a basic personal construct. Observing how the narrators interpreted their experience revealed the mechanisms behind their subjectivity, worldview, and temporal attitude. The authors believe that narrative psychology brings to surface the temporal aspect of human experience, which tells a lot about the personality of the narrator. Writing about their personal experience allows narrators to identify their values and beliefs, as well as brings clarity and meaning to life as a project in words. Personal narrative offers strategies for self-fulfillment that fit one’s actual psychological resource state, i.e., it is not the narrator that shapes the narrative, but the other way round. The subjective linguistic worldview revealed by personal narratives in social nets makes it possible to profile the narrator’s personality.

Deviant behavior is a popular research topic. The article examines interdisciplinary approaches to its causes, types, and consequences in university students. Constructive deviation is a relatively new phenomenon, which requires systematization and formalization. The current socio-political changes encourage certain socially significant values and helping behavior practices, which makes it possible to develop social resources, as well as social, intellectual, and civic potential in young people. The authors studied internet activities of first-year university students to reveal the social and political prerequisites of constructive deviation. These foundations included the institutional conditions for the development and implementation of the state youth policy, youth initiatives, helping behavior practices, hypernormality, such socially significant values as patriotism and altruism, etc. The sociological interpretation of constructive deviation clarifies the challenges that are relevant for young people and directions for their social consolidation.

Emoticons are a vivid example of graphic emotionology in virtual communication. The interdisciplinary character of this research made it possible to combine linguistics with exact and natural sciences, including the young science of emotional artificial intelligence. Transmitting psycho-emotional experiences is important for effective virtual communication. Emotional pictography provides a more accurate understanding of the emotive content in a message. It relies on associative links between the image of a specific psycho-emotional state and its perception by a carrier of a specific linguistic culture. Basic emoticons are of universal nature, and internet users with different cultural and linguistic backgrounds tend to interpret them similarly. However, members of different ethno-linguistic communities sometimes decode the same emotions differently, which may lead to misunderstanding, as well as to serve as a marker on the friend – foe axis. Emoticons represent a clearly verified range of emotive states, which can be appealed to in virtual communication. The authors developed a classification of emoticons and proposed graphic emotionology as a new branch of linguistic semiotics. The metaphorical nature of the emoticon as a coded emotion with additional evaluative shades is revealed as a certain unified image or a complex of signs due to the accepted emotive norms of speech behavior. In addition, emoticons provide efficient compression during virtual communication. Intercultural virtual communication enriches the range of emoticons both linguistically and culturally, thus developing graphic emotionology internationally. Emoticons provide insight into the development of graphic emotionology.

The paper discusses how Design Thinking and Technology-Enhanced Learning can support multidisciplinary teams in Higher Education working on creative projects. In particular, it proposes the integration of Design Thinking and AI-driven technologies into educational methodology to improve communication, engagement, personalized learning, and interactivity of students. The results of this approach are to address the challenges of Higher Education consisting in students’ assessment of the learning process, developing their creativity, critical thinking, and problem-solving skills. This educational project is designed in collaboration with the Department of Industrial Design and the Learning Mall at Xi’an Jiaotong-Liverpool University. The methodology includes a literature review on Design Thinking and analysis of surveys from the Design School students at Xi’an Jiaotong-Liverpool University and the AI assistants. Dynamic tools such as Articulate Rise 360 and AI have made it possible to visualize concepts and create interactive content for learners. The results include two educational prototypes that introduce a new thinking model to Design Thinking methodology and share experiments with interactive technological features. Applying this approach, teachers can create an environment conducive to the development of skills needed in the 21st century.

Interest in innovative technological strategies and modern digital tools has increased significantly due to the need to manage large amounts of unstructured data. This paper reviews current paradigms and services for automated summarization, developed based on interdisciplinary research in linguistics, computer technologies, and artificial intelligence. It focuses on syntactic and lexical techniques employed by neural network models for text compression. The paper presents performance examples of such AI-powered services as QuillBot, Summate.it, WordTune, SciSummary, Scholarcy, and OpenAI ChatGPT. The contemporary automated models proved effective in using extractive and abstractive methods to generate summaries of varying quality and length. The extractive approach relies on identifying the most significant sentences from the original text, while abstractive algorithms create new sentence structures that preserve the main idea of the original content. Automated summarizers effectively utilize text compression techniques that are inherent to human approach to text processing, e.g., they exclude redundant information, simplify complex structures, and generalize data. These technologies provide high accuracy and coherence in the generated summaries, though each summarization model has its limitations. Optimal results depend on the specifics of the task at hand: extractive models provide brevity and precision while abstractive ones allow for deeper semantic processing. Automated summarization is becoming an important tool in various fields that require effective analysis and processing of large text data.

The article introduces the matrix of cognitive filters as a research method that makes it possible to model the process of inferring the meaning of lingua-createmes in multimodal online discourse. Multimodal linguistic systems are based on a complex interaction of multimodal components. These components combine with basic cognitive mechanisms in decoding various complex phenomena in digital Internet discourse. The research revealed a classification of key cognitive mechanisms that generate the meaning of creative multimodal elements: banner blindness, evaluative categorization, conceptualization, (de)compression of information, profiling, conceptual metaphor, conceptual metaphthonymy, and conceptual integration. The research material involved 18,000 monomodal verbal and multimodal lingua-createmes selected by continuous sampling from English-language Internet resources, as well as visual and verbal corpora. The method proved effective in modelling the general cognitive resonance of lingua-createmes and predicting cognitive resonance / dissonance (positive or negative) in communication. The practical lingua-cognitive experiment involved 335 English-speaking respondents from eleven countries. They were asked to use the matrix of cognitive filters to perform a step-by-step decoding of several creative multimodal elements. The method proved highly effective for detecting cognitive resonance or mental tension, i.e., positive or negative cognitive dissonance. The method demonstrated good prospects for obtaining additional data on reactions to lingua-creative discursive elements.

The formation of foreign languages communicative competence in modern electronic and digital society is directly conditioned by the achievements of computer psycholinguistics, neurolinguistics, starting from digital neuropedagogy using the natural landscape to construct a virtual environment with a change in the speech and behavioral standard in urbanism and the priority of digital reality. The purpose of the study is to define and substantiate the methodology of digital educational resources, which gradually forms communicative competencies by immersing students in the virtual environment of urban society.The hypothesis is based on students' understanding of the process of learning foreign languages with an emphasis on the specifics of neurocognitive connections in the formation of communicative competencies using didactic computer-mediated digital technologies of various electronic educational resources by comparing real and virtual urban space. The research material is a variety of educational communicative situations of virtual urbanism. The object of this research is the process of learning a foreign language, including analog situations of the real city environment and simulation modeling of a virtual urban space. The study clarifies the concepts of communicative competence, virtual urbanism, digital technologies, indicating the parameters of the main classifications.

W artykule opisano przebieg zdarzenia czytelniczego z udziałem studentów zagranicznych kierunków humanistycznych, uczących się języka polskiego (jpjo) na Wydziale Filologicznym Uniwersytetu Łódzkiego w roku akademickim 2019/2020. Niniejsze studium jest próbą wglądu w glottodydaktyczny proces czytania opowiadania Olgi Tokarczuk Profesor Andrews w Warszawie. Walory glottodydaktyczne opowiadania zostały omówione, z zastosowaniem perspektywy nauczycielskiej, w części drugiej pracy. Zwrócono uwagę na wielowymiarowość tekstu i związane z tym możliwości odkrywania przez uczących się jego warstw znaczeniowych i kulturowych (w tym: lingwakulturowych). Odniesiono się następnie do prac badawczych, w których omawiano stosowanie podejścia interkulturowego w nauczaniu języków obcych i jpjo oraz tych, w których przeprowadzano analizy języka/lingwakultury PRL-u. Tematyka ta jest silnie powiązana z sytuacją tytułowego bohatera opowiadania i czasoprzestrzenią utworu (bezradny cudzoziemiec w Warszawie, PRL, początkowe dni stanu wojennego). W trzeciej, kluczowej części artykułu, omówiono proces czytania tekstu przez grupę studencką. Był to proces częściowo sterowany – lektorka opracowała siedmiopunktowy szablon czytelniczy, ukierunkowujący lekturę tekstu. Zadaniem studentów było wypełnienie tego kwestionariusza po samodzielnym przeczytaniu opowiadania. W poszczególnych punktach szablonu wymagano od czytających zrelacjonowania najważniejszych treści opowiadania oraz sformułowania wypowiedzi o charakterze refleksyjnym i oceniającym. Wypowiedzi pisemne zawarte w szablonach czytelniczych studentów zostały szczegółowe omówione. Analiza koncentrowała się na: odkrywaniu przez czytających warstw znaczeniowych, interkulturowych i lingwakulturowych tekstu, sposobach relacjonowania trudności, jakie czytelnicy napotkali podczas lektury oraz na komentarzach, w których formułowali opinie na temat lektury oraz oceniali własny trud czytelniczy. W podsumowaniu wyciągnięto dodatkowo wnioski na temat zastosowanych przez studentów strategii czytania tekstu oraz typów mediacji. Wyodrębniono także, na podstawie doświadczeń bohatera utworu Olgi Tokarczuk, zestaw strategii przetrwania cudzoziemców w obcym środowisku.

Artykuł jest wynikiem wieloletniej pracy z cudzoziemcami, którzy na przestrzeni lat byli uczestnikami kursu przygotowującego do podjęcia studiów medycznych w Polsce. Kursy odbywały się w Łodzi w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego, to one były punktem wyjścia do napisania niniejszego artykułu. W jego pierwszej części pokazano specyfikę nauczania przedmiotu innego niż język polski, w tym przypadku biologii, właśnie w łódzkim Studium. W kolejnej części zaprezentowano przewidywane efekty kształcenia w zakresie wszystkich sprawności językowych – słuchania, mówienia, czytania i pisania. Ostatnią i zarazem najważniejszą częścią niniejszej pracy jest przedstawienie treści kształcenia, których głównym elementem jest tabela, ukazująca, jakie słownictwo, struktury językowe i specyficzne zwroty należy wprowadzić podczas nauczania biologii w języku polskim.

Głównym celem artykułu jest przedstawienie opinii młodych Ukraińców na temat polskiej grzeczności językowej. Do zebrania materiału badawczego wykorzystano dwie techniki badawcze: wywiad swobodny oraz ankietę internetową. Projekt zrealizowano zgodnie z podejściem interkulturowym – to cudzoziemcy mieszkający w Polsce opisywali polską grzeczność. W zebranym materiale udało się odnaleźć większość praw rządzących systemem polskiej grzeczności językowej. Z wypowiedzi Ukraińców wyłania się obraz Polaków, którzy są na co dzień uprzejmi i chętni do pomocy. Największą trudność na początku pobytu w Polsce zwykle sprawiało respondentom poprawne posługiwanie się zwrotami adresatywnymi, dlatego to zagadnienie opatrzono dłuższym komentarzem. Analiza przeprowadzona w tym artykule może ułatwić praktykę dydaktyczną, gdyż zwraca się tu uwagę na elementy trudne dla uczących się.

Artykuł porusza kwestie definiowania specjalistycznego języka medycznego i nauczania go na poziomach A1–A2 w grupach wielonarodowościowych na lektoracie języka polskiego na uczelni medycznej, ukazując jednocześnie problemy i trudności z tym związane. Omówione w nim zostały poszczególne etapy tworzenia kursu języka specjalistycznego, od profilu słuchacza będącego studentem anglojęzycznym i analizy jego potrzeb, aż po konkretne sposoby wprowadzania leksyki medycznej, niezbędnej już na wczesnym etapie znajomości języka polskiego dla względnej swobody komunikacyjnej w kontakcie z pacjentem polskojęzycznym. Celem artykułu jest pokazanie, iż wprowadzanie języka specjalistycznego jest możliwe już na poziomach A1–A2, jak również zwrócenie uwagi na problemy lektoratów języków specjalistycznych – brak narzędzi, materiałów i szkoleń niezbędnych do przygotowania autorskich propozycji kursów specjalistycznych.

Jak brzmi lato? to podsumowanie projektu wzmacniającego kompetencje międzykulturowe dzięki samodzielnej pracy z tekstami kultury popularnej. Przebieg projektu można określić następująco: faza wstępna – próba analizy i interpretacji tekstów literackich i fragmentów polskich piosenek, faza właściwa (autonomiczna) – od poszukiwania polskich utworów o wskazanych kryteriach i dobierania na podstawie własnych skojarzeń podobnych tekstów chińskiej kultury popularnej, po realizację zadań translatorskich – przekład chińskich tekstów na język polski. Ważną częścią projektu była współpraca z rówieśnikami, tzw. student buddies na etapie selekcji utworów. Dzięki realizacji niniejszego projektu studenci mogli rozwijać kompetencje w zakresie pisania, interpretowania tekstów kultury popularnej oraz porównywania kultur. Prześledzenie działań krok po kroku ma służyć krytycznej autorefleksji co do efektywności tego typu działania i wyciągnięciu wniosków na przyszłość, umożliwiających wprowadzenie usprawnień.

Dostępne na rynku materiały i pomoce dydaktyczne do nauczania polszczyzny coraz częściej uwzględniają kategorię międzykulturowości. Celem tego artykułu jest sprawdzenie, czy podręcznik Razem po polsku, stanowiący realizację zadaniowej koncepcji metodycznej, sprzyja rozwijaniu międzykulturowej kompetencji komunikacyjnej (intercultural communicative competence) w nauczaniu języka polskiego jako obcego. Autorska siatka analizy stała się narzędziem umożliwiającym zbadanie obecności komponentów międzykulturowej kompetencji komunikacyjnej zgodnych z modelem Michaela Byrama oraz form zadań odnoszących się do metod i technik treningu międzykulturowego. Bazując na wspomnianych modelach teoretycznych, przedstawię szczegółową analizę treści (między)kulturowych podręcznika, by odpowiedzieć na pytania badawcze: Czy podręcznik Razem po polsku zawiera elementy nauczania międzykulturowego? Czy praca z podręcznikiem sprzyja rozwojowi międzykulturowej kompetencji komunikacyjnej? Jakie zadania i ćwiczenia umożliwiają wprowadzania obszarów nauczania międzykulturowego?

Celem artykułu jest omówienie zagadnienia zespołowego tworzenia i negocjowania znaczeń przez cudzoziemców uczących się języka polskiego. Analizując wybrane fragmenty wymian komunikacyjnych, autorka koncentruje się na opisie procesu konstruowania znaczenia, który prowadzi do wzajemnego zrozumienia się rozmówców oraz do efektywnego przekazywania swoich intencji. Pokazuje, w jaki sposób zręczne posługiwanie się działaniami o charakterze strategicznym może wspomóc uzgadnianie treści przekazu, a w związku z tym samą komunikację.

Celem artykułu jest przedstawienie preferencji cudzoziemców uczących się języka polskiego na najwyższych poziomach zaawansowania w zakresie: (1) zainteresowania kulturą polską, (2) obszarów tematycznych związanych z kulturą polską, (3) sposobów nauczania kultury polskiej na zajęciach oraz (4) sposobów poznawania jej przez ankietowanych poza lekcjami języka polskiego. Opisano wyniki badania ankietowego przeprowadzonego wśród 150 obcokrajowców uczestniczących w kursach grupowych na poziomach B2, C1 i C2 w wybranych, rodzimych ośrodkach akademickich w 2022 roku. Wyniki badania świadczą o chęci zgłębiania zagadnień związanych przede wszystkim z życiem codziennym, nauką i pracą oraz państwem i społeczeństwem, a także o pozytywnym stosunku ankietowanych do wykorzystywania metody podawczej w rozwijaniu kompetencji (między) kulturowej i do dyskusji na tematy kulturowe prowadzonych z innymi uczącymi się w trakcie lekcji. Większość ankietowanych poznaje kulturę polską poprzez lekturę książek i komunikowanie się z rodzimymi użytkownikami polszczyzny w miejscach publicznych. Wykorzystanie wyników badania może przyczynić się do rozwoju dyskusji dotyczącej różnicowania materiału kulturowego na lekcjach języka polskiego jako obcego w zależności od poziomu zaawansowania uczących się.

Celem studium jest udowodnienie, że współczesne teksty literackie są doskonałym tworzywem dydaktycznym na zajęciach z języka polskiego oraz literatury dla obcokrajowców. Artykuł poświęcony jest fragmentowi prozy Zyty Rudzkiej i propozycjom wykorzystania go na kursach jpjo oraz tych oferowanych w ramach filologii polskich jako obcych. Podstawą do podjęcia tematu zróżnicowania płciowego w polszczyźnie stało się doświadczenie lektoratowe Autorki. Umiejętność skutecznego posługiwania się językiem obejmuje bowiem nie tylko jego standardową odmianę, ale również odmianę nieoficjalną i potoczną (za A. Wilkoniem „mówioną”): regionalną, środowiskową lub/i zawodową. Coraz częściej na zajęciach pojawiają się też jednak pytania o biologiczne zróżnicowanie języka. Artykuł udowadnia, że przy omawianiu tego zagadnienia warto sięgnąć po tekst literacki. Autorka rozpoczyna wywód od prezentacji stanowisk dotyczących biolektów i ich wyznaczników. Opisuje dyskusję toczącą się wokół literatury kobiecej i stylu kobiecego w prozie. Następnie bierze na warsztat fragment powieści Zyty Rudzkiej i zasadza go w realiach glottodydaktyki polonistycznej. Prezentuje ćwiczenia językowe i mediacyjne, które wpisują się w socjokulturowe refleksje nad płciowością i rolami społecznymi kobiet i mężczyzn.

Zagadnienie etyki języka i komunikacji, rozumiane jako włączanie do dyskursu grup językowo dyskryminowanych, jest w polszczyźnie czymś względnie nowym. Wraz z rozwojem koncepcji języka włączającego pojawiła się potrzeba aktualizacji materiałów do nauczania języka polskiego jako obcego. Niniejszy artykuł weryfikuje, czy dwie najpopularniejsze serie podręczników do nauczania języka polskiego jako obcego, tj.: Hurra!!! Po polsku oraz Polski, krok po kroku, odpowiadają normom współczesnej polszczyzny inkluzywnej. Przed przystąpieniem do analizy odwołano się do teorii relatywizmu językowego jako podstawowego uzasadnienia dla koncepcji języka i komunikacji włączającej. Następnie podjęto się próby zdefiniowania, czym jest język włączający. Badanie objęło zarówno warstwę słowną, jak i szatę graficzną podręczników. W czasie analizy poszukiwano obecności włączających strategii językowych dla ośmiu wybranych grup językowo dyskryminowanych, tj.: kobiet, osób nieheteronormatywnych, niebinarnych, starszych, chorujących, z niepełnosprawnościami, a także o różnym kolorze skóry i pochodzeniu. Jak wykazano, w obu publikacjach występują zarówno formy włączające, jak i wykluczające. Inna jest natomiast częstotliwość stosowania strategii inkluzywnych, co nie pozostaje bez wpływu na ostateczną ocenę. Na rynku dostępnych jest wiele podręczników do nauczania języka polskiego jako obcego, dlatego istnieje szerokie pole do realizacji podobnych badań. Z pewnością warte dyskusji jest też uwzględnienie języka włączającego w programach nauczania na różnych poziomach zaawansowania językowego osób uczących się.

W 2004 roku Grażyna Zarzycka opublikowała artykuł Linguakultura – czym jest, jak ją badać i „otwierać”, w którym podkreśliła konieczność integracji języka i kultury oraz przedstawiła koncepcję lingwakultury Michaela Agara. Lingwakultura definiowana jest jako językowy obraz wartości, symboli i znaczeń charakterystycznych dla danej kultury. Publikacja G. Zarzyckiej była kluczowa dla rozwoju lingwakulturowego podejścia w polonistycznej glottodydaktyce, choć sama badaczka już wcześniej zajmowała się rolą kultury w nauczaniu języka polskiego, co ilustruje jej książka Dialog międzykulturowy z 2000 roku. Wraz z dynamicznym rozwojem glottodydaktyki polonistycznej powstały jej wewnętrzne podziały na subdyscypliny, w tym kulturoznawstwo glottodydaktyczne. Grażyna Zarzycka jest uznawana za jedną z czołowych postaci w tej dziedzinie. Jej prace, w tym doktorat z 1998 roku i książka habilitacyjna z 2006 roku, odegrały istotną rolę w rozwijaniu badań nad lingwakulturą. Należy wspomnieć o jej roli redaktorki naczelnej czasopisma „Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców”, które przez wiele lat jednoczyło środowisko glottodydaktyczne i promowało rozwój tej dyscypliny. Dzięki jej zaangażowaniu czasopismo stało się ważnym forum dla badaczy i praktyków języka polskiego jako obcego.

Artykuł prezentuje projekt dydaktyczny, realizowany zgodnie z ideą podejścia ukierunkowanego na działanie, jakim było wystawienie przez studentów ukraińskich zaadaptowanej sztuki Łesi Ukrainki pt. Pieśń lasu. Opisano zarówno przyczyny, cele i poszczególne fazy projektu, jak i proces jego ewaluacji. Za pomocą ankiety przebadano opinie uczestników działania (studentów kierunku studia polskie z językiem angielskim, polskich studentów i wykładowców) na temat korzyści, jakie im przyniósł. Na podstawie zgromadzonych danych wykazano pozytywne wpływy tego wydarzenia na rozwój natury poznawczej, międzykulturowej, intelektualnej, społecznej i emocjonalnej zaangażowanych uczestników, a także jego promocyjny charakter.

Wykorzystana w badaniach metoda to studium przypadku 55-letniej słyszącej kobiety, która wychowywała się w rodzinie niesłyszących. Celem badań było określenie specyfiki dwujęzyczności osoby badanej, czyli wskazanie na aspekty, które mogą definiować tę dwujęzyczność, stanowić jej charakterystykę i w jakiś sposób ją wyróżniać na tle innych dwujęzyczności, które są przedmiotem zainteresowań m.in. glottodydaktyki i logopedii. W związku z tym skupiono się na określeniu: typu dwujęzyczności, strategii jej nabywania, statusu poszczególnych języków oraz kontekstu posługiwania się językiem migowym. Efektem badań był wniosek, że dwujęzyczność badanej można określić jako równoczesną, zrównoważoną, uśpioną, zaś jej nabywanie dokonywało się poprzez strategię osoby i miejsca.

Celem artykułu jest zwrócenie uwagi na ogólne przemiany, jakim podlegała glottodydaktyka polonistyczna, po wyodrębnieniu się w charakterze subdyscypliny. Koncepcje porządkujące dotychczasowy sposób myślenia o jej celach i przedmiocie badań, a także rozwój poszczególnych obszarów badawczych zaowocowały jej przeobrażeniami czy zwrotami w nowych, inspirujących kierunkach. Odniesiono się również do wybranych wydarzeń przełomowych, które miały lub mogą mieć na nią istotny wpływ. W centrum jej rozkwitu postawiono jej reprezentantów, którzy – podejmując aktualne i współcześnie ważne problemy badawcze – bezpośrednio kształtują jej nowy wizerunek w nauce.

Przedmiotem niniejszego stadium przypadku jest motywacja dwojga tajwańskich studentów do nauki języka polskiego. Należy rozpatrywać je w szerszym kontekście dydaktyki języków innych niż angielski w miejscu zdominowanym przez tenże. Jak dotąd niewiele wiadomo na temat powodów, dla których Tajwańczycy uczą się polskiego, jako że wcześniejsze badania z zakresu jpjo nie uwzględniały tej grupy, zaś miejscowi badacze to przede wszystkim angliści. Celem badania było (1) ustalenie, jakie czynniki motywują, a jakie zniechęcają tajwańskich studentów do nauki polskiego, (2) lepsze zrozumienie tutejszego szkolnictwa, oraz (3) sformułowanie wskazówek dla stron zaangażowanych w nauczanie języków obcych w tej części świata. Dane zebrano za pośrednictwem kwestionariuszy i wywiadów. Analiza wypowiedzi studentów ujawniła znaczny rozdźwięk pomiędzy deklarowanym poziomem motywacji a faktycznymi osiągnięciami w tej materii. Wśród czynników motywujących oboje badanych znalazła się między innymi potrzeba wyjątkowości i wywarcia wrażenia na innych, a także dostrzegane podobieństwa między dwoma krajami. Nie zniechęcał ich ani fakt, że wiedza ich rodaków na temat Polski jest znikoma, ani mało korzystny wizerunek Polaków, z jakim przyszło im się zetknąć. W artykule dołożono starań, aby wyjaśnić istniejące nieporozumienia co do tego, czym jest nauka języka i ilu wymaga starań. Mimo obecności jedynie dwojga uczestników ukazuje on sedno problemów, z jakim zmaga się obecnie edukacja językowa na Tajwanie.

Nauczanie form czasu przeszłego w grupach na niższych poziomach znajomości języka polskiego (od A1 do B1) wymaga wielu zadań, które pozwalają zaprezentować i przećwiczyć wymagane formy gramatyczne, a także sprawdzić ich znajomość. Szeroki zasób końcówek osobowych, alternacje oraz nieregularne formy popularnych czasowników sprawiają, że opanowanie form czasu przeszłego staje się dość czasochłonne, więc tym ważniejsza staje się dbałość o przejrzysty układ ćwiczeń oraz ich atrakcyjność. Tematem poniższego artykułu są sposoby utrwalania czasu przeszłego w zbiorze bogato ilustrowanych ćwiczeń Gramatyka z kulturą. Przez osoby.

W praktyce glottodydaktycznej od wielu lat podkreśla się konieczność powiązania nauczania języka z wprowadzaniem elementów kultury danego kraju. Zwraca się szczególną uwagę na zapoznanie słuchaczy z kulturą użytkową, z zachowaniami w różnych kontekstach społecznych, pozwalającymi na sprawne funkcjonowanie w życiu codziennym. Czy jest jednak miejsce na kulturę wysoką na lekcjach języka polskiego jako obcego? Na rozwijanie kompetencji lingwistycznych wraz z wrażliwością literacką czy muzyczną? Artykuł pokazuje przykłady działań dydaktycznych stosowanych na kursach organizowanych w Szkole Języka i Kultury Polskiej Uniwersytetu Śląskiego w Katowicach, przybliżających cudzoziemcom polską kulturę narodową i dzieje Polski, ukazujące jej bogactwo i różnorodność, stanowiące wyzwanie intelektualne i przeżycie emocjonalne. Autorki prezentują praktyki, które otwierają na inność i stają się spoiwem łączącym ludzi pochodzących z różnych kręgów kulturowych.

Tekst poświęcony jest opisom kompetencji ortograficznej w ESOKJ, Programach nauczania JPJO. Poziomy A1–C2 oraz standardach wymagań egzaminacyjnych obowiązujących na państwowych egzaminach certyfikatowych z języka polskiego jako obcego. Na przykładzie tej kompetencji autorka analizuje podobieństwa i różnice pomiędzy ramą, jaką stanowi europejski system opisu kształcenia językowego, a dwoma odwołującymi się do niego dokumentami powstałymi na gruncie glottodydaktyki polonistycznej. Wskazuje, które miejsca w charakterystyce poszczególnych poziomów wymagają doprecyzowania i uzupełnienia. Na podstawie relacji pomiędzy kompetencją ortograficzną a innymi kompetencjami lingwistycznymi oraz działaniami językowymi kompletuje zbiór kryteriów, które powinny zostać uwzględnione w procesie rozbudowywania rozumienia kompetencji ortograficznej w dydaktyce jpjo, a także uzupełnia je o własne propozycje.