Vol 14, No 2 (2017)

The article dwells on the concepts of translingualism and transculturalism that are under wide discussion now. The author reveals the reasons for the emergence of the terms and differentiates them from synonymic designations. Based on the quantitative analysis by means of the Google search in the internet corpus of texts, the author demonstrates the usage of these terms and their synonymic designations, as well as their relationship to certain types of discourse. A brief review of domains the terms are used in is provided: in sociolinguistics, literature studies, pedagogy, applied linguistics, translation studies, and advertisement.

Lexical borrowings-inclusions imminently and permanently invade conversations of modern people. In line with professional or terminological usage, one can discover a certain fund of universal usages which could be revealed in various modern languages. Those came into usage both from classical languages - Latin and Greek and from modern languages - French, English, Italian, German and others. Their composition isn’t uniform: they make up discourse connectors (à propos), typical addressing nominations (Madame, Sir), standard expressions (Honoris causae, multa cum lauda) and further on - up to paroemia (Dum spiro, spero et al.).Goal and tasks of the research are due to the demand in analyzing usual senses of such inclusions; to make clear their status proceeding from their semantic and functional multidimensional nature. They reveal conservative senses, known in the source-language and preserved in modern usage in various languages, and on the contrary, they are flexible in meaning as a number of interpretations demonstrate it, especially in the paroemia sphere.

The article deals with the reflection of the ethno-linguistic situation in the Republic of Belarus, taking into account the provision in the multinational state the rights of ethnic and linguistic minorities. The necessity of complex sociolinguistic research and development of the concept of multilingual education are substantiated.

The paper discusses the situation of Russian language in Lithuania. The current educational system, attitude of the Lithuanian society towards local cultural and linguistic pluralism, historical and present geopolitical problems - all these factors have a direct influence on modern Lithuania’s Russian-speaking population’s awareness of their ethnic language as either native, heritage or foreign, as well as on the selection of the language of school instruction for children from Russian-speaking families.Nowadays, it is becoming increasingly clear that the politics on language and education of the last two decades, aimed at strengthening the positions of the state language and at assimilating national minorities, needs amending. To achieve change, it is necessary to thoroughly study the possibilities of modern family and state language policy and to educate the society about these possibilities. The paper makes use of data from official statistics and sociolinguistic research.

The article is about the state of modern Russian language, analyzes the factors affecting the negative changes in speech. The authors consider the loan words in the Russian speech, changing the rules of the Russian language, the media language impact on the culture of speech.

The community of the German-speaking population is heterogeneous in its ethnic, cultural and religious composition. Along with immigrants from all over the world, it includes immigrants from the former Soviet Union, ethnic Germans or their distant relatives. The solidarity of the community thus is ensured by the use of the Russian language within the family and in the friendly, neighboring environment. However, the degree of the Russian language preservation in this community is different, as the language is separated from its metropolis and functions in a constant contact with the German language as the title language of Germany. Our research of the emigrant language belonging to the settlers from the CIS at different times and due to different reasons shows how significant this heterogeneity is.

The article is devoted to studying the functioning of the Kazakh, Russian and English languages in the multicultural space of Kazakhstan. There is an analysis of the use of the languages in business communication and in visual texts of the socio-communicative space of Astana. The results of the sociolinguistic research methods (questionnaire, interview) showed the language preferences of citizens, as well as the factors influencing the choice of a language. The results obtained allowed to identify problems existing in terms of the new language policy of the state, track language development processes in the communicative environment and predict trends in the spread, strengthening, cooperation and coexistence of the languages in the future.

This article discusses the relationship between cognition and language.According to the cognitive linguistics approach, the study of language is the study of language use. The languages of the world vary dramatically. They encode fundamentally different logics and structures. This paper also focuses on the phenomenon of linguistic pictures of the world, and using the Russian and Turkish languages as an example, demonstrates that absolute equivalence in translation is never possible. The results of the analysis of this issue has shown, that language does not “represent” meaning, but instead constructs meaning in particular contexts with particular cultural models and cognitive resources, while translation is the replacement of the signs encoding a message by signs from another code.The difficulties of translating from Russian to Turkish and vice versa are primarily due to the dissimilar nature of the two languages. However,the difficulty of translation does not only exist between distinctively different languages. Surprisingly, even more complexity may sometimes arise when translating between two languages within the same family with much in common.Thus, one may conclude that languages are structuring structures, which influence the way people think, and create linguistic habits for language users, resulting in fundamentally different ways of understanding the world.

Parents of bilingual children are the main agents of the early development of their languages during the first socialization, while day care and school catch up during the second socialization. Parents want to have an expert advice from the pedagogical staff and try to influence and control the process of language acquisition. The article deals with parents’ attitudes and the ways to make adults in child’s surroundings collaborate with each other. It demonstrates the international and the Finnish experience of partnerships between home, kindergarten and school in multilingual settings and its results for the balanced use of languages. The study shows how the Finnish-Russian parents understand their goals concerning the wellbeing of children and what they are ready to invest in interactions with the educational institutions.

The article devoted to the analysis of linguists’ positions to teaching methods oriented to ethnic peculiarities in the practice of Russian high schools. The author believes that two main different approaches have developed to this ethnomethodology. Starting from approaches to current trends in English language teaching for foreigners, the author examines the polar points of view on the practice in some Russian universities the methodology of teaching Russian language and concludes that there is a need for a more balanced approach to the methodology. There are no people living within only one state, so there is a need to create a discussion platform to discuss two different approaches

The article examines the teaching of Russian as a foreign language and Russian language and culture of speech from the point of view of modern innovative approaches. The relevance of this work defines it. Modern approaches in education are communicative competence, student-centred and professionally oriented training. The aim is to analyze the content of communicative competence, student-centered and professionally-oriented approaches in teaching Russian language at the University, and to consider tutorials that implement these approaches.The author used two groups of methods in the writing of this article: methods of analysis, synthesis, generalization, and special: system-structural, functional and cognitive approaches.The basis of the communicative competence approach is communicative-oriented language teaching. It involves the formation of communicative competence. Communicative competence includes linguistic, sociolinguistic and pragmatic components. Special attention is given to the analysis of these components.Student-centered teaching assumes the recognition of the student as the main actor in the learning process. Implementation of student-oriented learning system requires a change of vectors in pedagogy: from a severely regulated learning, built as a normative process, to study the individual activity of the learner with the support of the teacher. Implementing this approach at the lessons of Russian as a foreign language and Russian language and Culture of Speech contributes to the use of interactive conversational learning.Professionally oriented teaching at the University involves teaching Russian language as a means of obtaining a degree and teaching Russian language as a means of professional business communication. Professionally oriented teaching language in high school must be implemented through integrative, interdisciplinary connections through the cooperation of Russian compatriots with the subject teachers.In conclusion, the author writes that the implementation of modern approaches in teaching Russian as a foreign language and Russian language and Culture of Speech gives good results.

The history of translation activities from Russian into other languages is not researched enough, but has scientific value to describe the theory and practice of translation from Turkic languages into Russian and vice versa. The present article opens a series of articles in which the authors intend to present the research on the little-known pages of translational activities in Central Asia since the accession of this region to Russia (XIX century). Directly this work is devoted to pages of history, reflecting the development of translation studies (Russian - Kazakh) in Kazakhstan from the XVI to the XIX and beginning of XX century before disintegration of the Russian Empire.

The authors introduce the grounds and principles of the course „Bilingualism and Mother Tongue (Russian)“ for MA students of Tallinn University. The investigations of different research projects and MA dissertations under the authors’ leadership have resulted in the mentioned course. The paper also include information on the aims of the course and description of the students’ autonomous work.