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This dissertation is an investigation into the American public education system at the elementary school level. It highlights important factors that shape the organizational structure of schools and classrooms, and in turn, how they engender disparities in the ways students experience education, namely, in the opportunities made available to them to achieve and succeed at a high level. This dissertation operates at the confluence of notions about class, gender, language, and race, especially as they revolve around public education and the hegemonic meritocratic discourse on which it is founded. This dissertation engages and contributes to scholarship within the following areas: The political economy of education; discourse and the dialectical relationship between agency and structure; cultural perspectives on identity, voice, and learning; and, Latinas/os in science education. The data that serve as the basis for the findings presented in this dissertation were collected throughout a three-phase yearlong ethnographic study of the two tracked fifth-grade classrooms at Amblen Elementary School, serving a socioeconomically disadvantaged Latina/o student population in Santa Barbara, California. In classrooms all across the nation, while it remains true that Latina/o students disproportionally take up space in the lower-tracked courses and not in the higher ones, this study does not examine inequality in tracking assignments made along ethnic/racial lines (as 100% of the students that participated in this research identify as Latina/o), rather, it investigates the consequences of what happens when Latina/o students are tracked according to symbolic markers of their ethnic/racial identity, that is, their varying levels of English language competency.Using data from participant observation, semi-structured interviews, students' drawings, as well as free-list and rank-order exercises, I was able to answer the following central research questions: In what ways do the division of students into groups (based on academic ability [i.e., English language proficiency] and behavior) impact: (a) the number and types of opportunities for Latinas/os to succeed in school science? (b) how Latinas/os negotiate the concept of 'success' in school science? And (c) the ways in which Latinas/os claim and perform successful school science identities?During my time with the fifth-grade youth of Amblen Elementary School, I found that not all students were necessarily expected to succeed in the same ways and with the same frequency. I also found that while there existed considerable overlaps, what it meant to be a "good" science student in one classroom was qualitatively different from what it meant in the other. Importantly, these differences in classroom expectations helped to mold (or inhibit) students' individual understandings of self as capable and/or "smart" students. This dissertation endeavors to tell their story.

Статья посвящена проблеме самопрезентации в англоязычном научном дискурсе как специфическом для науки способе организации речевой деятельности. По мнению автора, данный вид отличается от других видов дискурса целью, участниками, ценностями, жанрами и т. д., включает в себя когнитивные, лингвистические и политические компоненты. Среди современных видов дискурса можно выделить научный сетевой дискурс, представляющий собой неформальную научную коммуникацию. Целями статьи являлся анализ некоторых особенностей научного блога и доказательство выраженной презентации гендерной идентичности в англоязычных научных блогах, существующих в современном интернет-пространстве. Подробно рассмотрены примеры англоязычных научных блогов и прослеживается наличие в них речевых гендерных маркеров. Автор пришёл к выводу о том, что интернет-опосредованному научному дискурсу в целом присуще частое употребление пассивных конструкций, прилагательных в превосходной степени, модальных глаголов. Отмечается, что говорить о полном нивелировании гендерных особенностей речи в рамках научного блога нецелесообразно. В процессе анализа было обнаружено, что авторы-мужчины имеют целью создание солидарных отношений между блоггером и его аудиторией, привлечение новых читателей путём использования определённых лингвистических средств. К особенностям «женских» блогов можно отнести практически абсолютное отсутствие элементов разговорного стиля, более корректное употребление времён, высокий уровень эгоцентричности, употребление вопросительных предложений для диалогизации речи и вовлечения читателей. ; The article is devoted to the problem of self-presentation in the English-language scientific Internet-mediated discourse as a special scientific method of speech activity organization. According to the author, this type of discourse is different from other types of discourse by its aim, participants, values, genres, etc. and consists of cognitive, linguistic and political components. The scientific network discourse is a modern type of discourse that is an informal scientific communication. The analysis of some peculiarities of scientific blogs and the proof of an expressed presentation of the gender identity in the English-language scientific blogs existing in the modern Internet space have been among the aims of the article. Some examples of the English language scientific blogs were reanalyzed in detail, as well as the presence of gender markers in them. The author has concluded that the Internet-mediated scientific discourse in general is characterized by the frequent use of passive constructions, adjectives in superlative degree, modal verbs. Findings suggest that it is inadvisable to speak about a full levelling of gender peculiarities of speech in the framework of the scientific blog. During the analysis, it has been revealed that male authors aim at creating the solidary relations between a blogger and his audience, attracting new readers by the use of certain linguistic means. Almost absolute absence of the elements of colloquial style, more correct use of tenses, high level of egocentricity, use of interrogative sentences for dialogization of speech and involvement of readers are among the peculiarities of female blogs.

На основе анализа значительного объема писем солдат армии Наполеона автор приходит к выводам о формировании в рамках многонациональной наполеоновской военной машины своеобразного арго, основой которого был французский язык. Характеризуются изменения, которые в конце XVIII в. под влиянием революционных социальных процессов испытал французский язык: широкое распространение просторечий, жаргонизмов, патетической фразеологии, «тыканье» в армии. Характерная для той эпохи демократизация языка была связана и со смешением огромных масс населения. Наполеоновская армия ко времени Русского похода более чем наполовину состояла не из французов. Это приводило в том числе к распространению двуязычия и даже многоязычия: письма писались по-итальянски с вкраплением французских слов, по-французски с итальянскими выражениями; немецкий офицер мог написать письмо по-французски с приписками по-итальянски. Однако, несмотря на заметные успехи в развития межкультурных контактов, механизм их формирования оказался далеким от идеального, напрямую отражая «имперскую» сущность наполеоновского проекта единой Европы. С углублением тягот Русского похода межнациональные взаимоотношения в рамках Великой армии заметно осложнились. Важную роль в этом процессе играли слухи и настроения, доходившие до солдат национальных контингентов из их родных стран. К 1813 г. распад многонациональной Великой армии Наполеона оказался предрешен. ; On the basis of analysis of a considerable number of letters of the soldiers of Napoleon's army the author of the article comes to the conclusion about the formation of a certain argot based on French in the framework of the multinational Napoleon's military machine. The article characterizes the changes that took place in the French language in the late 18th century under the influence of revolutionary social processes: a wide use of common language, jargon words, pathetic phraseology and treating interlocutors with unwanted familiarity in the army. The democratization of language characteristic of that epoch was connected with a dramatic mix of broad popular masses. By the time of the Russian campaign the Napoleon's army for the most part consisted of non French warriors. This fact led to the spread of bilingual and even multi lingual communication: letters were written in Italian with French inclusions and in French with notes in Italian; a German officer could write a letter in French with Italian explanations. Nevertheless, in spite of considerable success in developing cross-cultural contacts the mechanism of their formation turned out to be far from ideal, directly reflecting the imperial essence of Napoleon's project of united Europe. The growing hardships of the Russian campaign evidently worsened the cross-cultural relations in Napoleon's army. An important role in this process was played by rumors and moods that reached the soldiers from their native lands. By 1813 the fall of the multinational Grande Armée was inevitable.

Even though the Albanian-speaking media operates in a common space, of a geographic continuity and a population that speaks the same language; this media is divided in three separated markets, within the geographic borders of the Republic of Albania, Republic of Kosovo and the Republic of Macedonia. Practically, there are no political barriers for the distribution of the media products in all these markets. Especially, after the independence of the Republic of Kosovo and the Ohrid Agreement of 2001, that somehow solved the situation of the Albanians in Macedonia, there are no political barriers in the communication process among the Albanians. Even though the conditions created have been favorable, there have been not so many attempts to create common media spaces. After 1999, the TV channels have been the first to start the attempts in creating common Albanian-speaking media space. The creation of this joint media space through the visual media has been facilitated also from the satellite transmissions of the most important TV channels in Albania and in Kosova. In this common communicative space, the Albanian TV channels: Top Channel, Klan TV have the biggest audience in Kosova and in Macedonia. The Kosovar Tv channels or the TV channels of Macedonia have a much smaller audience in Albania. On the other hand, only Top Albania Radio and Radio Tirana have audience in a part of the territories inhabited from Albanians in Kosova, Macedonia and Montenegro. The other radios cannot transmit outside the territories of the Republic of Albania, Republic of Kosovo and the Republic of Macedonia. Only in the cross border areas between Albania, Kosova, Macedonia and Montenegro, some local radios have an audience that goes beyond the local communities within the territories of the country they transmit. The press is a media with the most limited communication in the Albanian-speaking area. Practically, the Albanian print media that is published in Albania, Kosova and Macedonia it is not distributed outside of the territories of these respective countries.The creation of a common Albanian-speaking media space is made possible only through Internet. Almost, all the forums, blogs and the online newspapers in Albanian language target the audience of all the Albanian-speaking area. The perspective of the creation of a unified Albanian-speaking media space is still far. Living in different political and social realities makes it impossible to create a powerful media that can operate in areas inhabited by Albanians in the Balkans. The language, ethnicity and the common culture are elements that are favorable of the integration of the media space, but apparently they are not decisive elements in this phenomenon. The TVs and Internet are more advanced in this regard, because of the advantage that the technology offers.

Статья представляет собой обзор немецкоязычных теорий визуальных исследований с целью определить их специфику по национальному и лингвистическому критерию. Для экспликации языковых особенностей проводится анализ понятия «Bild» (образ), откуда выводится понимание образа как окончательно сформированного продукта (образования), свойственное немецкой традиции в целом, как и более широкое понимание образа, одновременно подразумевающее его ментальную и материальную составляющие. В качестве отправной точки для формирования Bildwissenschaft (науки об образах) берется проект Kulturgeschichte Аби Варбурга, позволивший расширить границы немецкой истории искусства и перенести внимание с произведения искусства на проблемы образа в целом. Далее рассматриваются концепции К. Закс-Хомбаха, Готфрида Бёма, Х. Бельтинга. Последней вехой в обзоре становится концепция Х. Бредекампа, возвращающегося к немецкому проекту истории искусства как Bildwissenschaft. В заключении утверждается, что в отличие от англосаксонских исследований, укорененных в парадигме cultural studies и характеризуемых консистентностью методологических подходов и направленностью на вопросы политического фона, немецкая Bildwissenschft представляет собой сумму гетерогенных, преимущественно аполитичных дискурсов, объединенных вокруг понятия «Bild» и тех смыслов, что в нем заложены. ; The author presents here an overview of some German-language studies in visual arts theory, with the aim to reveal how these may have been influenced by their language and cultural context. To illustrate the role of language for the theoretical framework of most of the German writings on visual arts, the author conducts an analysis of the concept Bild (image), from which there is derived the notion of image as a definitive form (Bildung), characteristic of the entire German tradition, as well as the broader understanding of the concept of image as implying both its mental and material constituents at once. The starting point for all subsequent development of Bildwissenschaft is provided in Aby Warburg's project of Kulturgeschichte which helped expand the boundaries of the old discipline of art history and turn the attention of the scholars from a given particular work of art to the problems of image as such. In the ensuing period the most important theoretical advances were made in the work of Klaus Zachs-Hombach, Gottfried Böhm and Hans Belting. The latest cornerstone theory to be examined here is the one proposed by Horst Bredecamp, looking back toward the traditional German view of art history as Bildwissenschaft. On the whole, it will be fair to conclude that, unlike contemporary Anglo-Saxon scholarship, most of which is rooted in the paradigm of cultural studies and shares common methodological approaches as well as a certain predilection for the issues of political background, German Bildwissenschft represents a sum of heterogeneous discourses, mostly apolitical, united around the concept of Bild and its implications.

В статье уточняется определение понятия «афоризм», в качестве основных свойств афоризма выделяются наличие автора, относительная краткость и нетривиальность суждений данного типа. Указываются основные возможные направления исследования афоризмов в текстах Ф. М. Достоевского, главное внимание при этом уделяется политическому дискурсу писателя. Анализируются функции афоризмов дидактическая, рефлексивная и функция аргументации. Делаются предположения относительно причин склонности Ф. М. Достоевского к частому употреблению афоризмов, причем во всех без исключения жанрах его творчества художественных текстах, публицистике и письмах. К таким причинам относится во многом парадоксальное мировоззрение писателя, находящее отражение и в языке; авторская склонность к нагнетанию смысла, сопряженная с поисками языковых средств выражения его тончайших нюансов; постоянное участие в литературной и общественно-политической полемике; осознание самим Ф. М. Достоевским своей пророческой функции, из чего непременно следует нравоучительная форма используемых им генерализованных высказываний. Предлагаются основы классификации высказываний афористического типа в картине мира Ф. М. Достоевского, основу которой составляет концепт «человек». Отдельное внимание уделяется составляющим афоризм структурным единицам семантическим гештальтам, представляющим собой ассоциативные ряды входящих в высказывание идиоглосс ключевых для стиля писателя лексических единиц. В качестве примеров приводятся семантические гештальты, формирующие афоризмы такой референтной области, как «Россия и русские». Основой проведённого исследования явились материалы Словаря языка Достоевского. ; The article clarifies the definition of the concept of «aphorism»; its basic features are determined to be as follows: the presence of the author and the relative brevity and non-triviality of judgments of this type. The main lines of research of aphorisms are investigated and the main attention is paid to the political discourse of the writer. The following functions of aphorisms are analyzed: didactic, reflexive and argumentative. Assumptions about the reasons of F. Dostoyevsky's propensity to use aphorisms in all genres of his creative works fiction, journalism and letters are made. These reasons are: the paradoxical worldview of the writer, reflected in the language; the author's tendency to intensify the sense, which also means the search of language means to express the subtlest of its nuances; constant participation in literary and political debates; the awareness by F. Dostoevsky of his prophetic function, which determines the moralizing form of his generalized statements. The basics of classification of aphoristic statements in F. Dostoevsky's worldview are suggested; in the center of this classification is the concept "human being". Special attention is paid to the components of the aphorism constituent structural units semantic gestalts, by which the associative series of idioglosses (the key lexical units in the writer's stile) is understood. The paper contains examples of semantic gestalts of the reference group "Russia and Russians". The conducted research is based on the materials of the Dostoevsky's Language Vocabulary.

In the present times, the international cooperation is increasing, specially the cooperation franco-lao. The need of quality in human resource also asking for french skill. This research proposes an approach across sociolinguistics, socio-cultural and foreign language teaching to explore the french medical lesson, in the lao context. This work aims to understand global issues on the importance of the cultural aspect in Laos while relying on a case study located in Vientiane capital of Laos. The questioning retained examines the relationship existing coherence between lao sociolinguistic policy, language education state and the use of french in the medical field in Laos. Linking the different levels of analysis takes place through a process of concept to find the specific needs of the teaching french in Laos. This research specially questions the role of the intercultural dimension in medical conversation in Laos and in France and it questions a french medical socio-didactic for lao learner. The study of practices and representation on french has been a field survey at many departments of Mahosot hospital, at Institut de la Francophonie pour la medicine Tropicale and at University of Health Sciences of Laos. The reflection les some perspectives leads to better knowledge of the use of foreign languages in professional work and take importance the use of french in the social and medical environment. ; Nous vivons dans une ère où les coopérations scientifiques internationales se développent. Face au développement de la coopération médicale franco-laos, les besoins en ressources humaines qualifiées sont en relation ayec les compétences en français des futurs professionnels du secteur médical laotien : nous menons donc cette recherche pour améliorer la qualité de l'enseignement du français à l'université de médecine à Vientiane, en contexte laotien. Cette recherche propose une rencontre de la sociolinguistique, de l'approche interculturelle et de la didactique des langues. Le questionnement porte sur les liens de cohérence entre la situation sociolinguistique au Laos, les politiques linguistiques, la force des habitudes culturelles et l'utilisation du français professionnel. La mise en relation de ces différents modes de réflexion mettent en évidence certains besoins spécifiques de l'enseignement du français au Laos, dans une démarche ethnographique et comparative. Cette recherche questionne spécifiquement la place de la dimension interculturelle dans l'entretien médical au Laos et en France. et débouche sur une sociodidactique du français médical pour un public laotien. L"étude des pratiques et représentations des langues et cultures en présence a fait l'objet d'une enquête de terrain, empirique et qualitative, menée dans les services de l'hôpital Mahosot. à l'Institut de la Fracophonie pour la Médecine Tropicale de l'Uniyersité des Sciences de la Santé au Laos.

Статтю присвячено ретроспективному аналізу документів міжнарод­них організацій (ООН, ЮНЕСКО, ОБСЄ, Рада Європи, Європейський Союз), в яких намічено орієнтири для національних політик для збереження і розвитку багатомовності. Особливу увагу присвячено вивченню діяльності і визна­ченню стратегії діяльності цих інституцій в аспекті розвитку багатомовної освіти школярів у країнах Європи. Автором визначено загальні напрямки діяльності міжнародних організацій у розвитку цього педагогічного явища та окремо окреслено роль кожної з них. Статья посвящена ретроспективному анализу документов международных орга­низаций (ООН, ЮНЕСКО, ОБСЕ, Совет Европы, Европейский Союз), в которых намечены ориентиры для национальных политик по сохранению и развитию многоязычия. Особое внимание уделено изучению деятельности и определению стратегии этих институтов в аспекте развития многоязычного образования школьников в странах Европы. Автором определены общие направления деятельности международных организаций и отдельно обозначена роль каждой из организаций в развитии этого педагогического феномена.The article deals with the retrospective analysis of the documents of international organizations: United Nations Organization (UN), it's special agency the United Nations Educational Scientific and Cultural Organization (UNESCO), Organization for Security and Cooperation in Europe (OSCE), Council of Europe (CE) and European Union (EU) in which guidelines for national politics on preserving and developing multilingualism are provided. Special attention is paid to these institutions' activity learning and strategy defining in the aspect of multilingual education of schoolchildren development in European countries. The author substantiated basic directions of international organizations activities. They are designed to create a rational and constructive plan of conservation and development of multilingual population in coordination with the ideology of peace and brotherhood. This plan is designed for long-term implementation and accompanied by constant analysis and monitoring.Following the ideology of peace and cooperation activities of international organizations in the field of language education is focused on a combination of global, national and regional trends in the society, taking into account socio-economic, political and cultural contexts of different countries, and are as follows: 1) analysis and synthesis of experience on multilingualism preserving and development including due to school multilingual education; 2) definition of common problems of modern education and finding the ways of its development including the formation of plurilingualism; 3) peer review at various levels: from country's language policy to the level of language proficiency definition of separately taken personality; 4) implementation and coordination of regulatory work. This activity also provides benchmarks for national educational policies and common to all countries proposals, which are subject specifications at national, regional and local levels. The aim of this process is to put the idea of a society of equal opportunities into reality. Special attention is also paid to the specific role of every organization in the development this educational phenomena identification.

У статті йдеться про основні чинники реформування гуманітарної освіти в системі середньої освіти Австрії; проаналізовано шляхи трансформації змісту середньої гуманітарної освіти; визначено вплив міграційного потоку на зміни в системі гуманітарної освіти; наголошено на необхідності введення іноземних мов (мов мігрантів) у навчально-виховний процес гімназій; висвітлено важливість виховання гендерної рівності та релігійної толерантності серед дітей у середніх навчальних закладах, зокрема гімназіях; охарактеризовано розвиток двомовних напрямів навчання в системі середньої гуманітарної освіти та діяльність гімназій з білінгвальним напрямом навчання. ; The article deals with the main factors of humanitarian education reform in the system of secondary education in Austria. The education reformation is made pursuant to the tendencies of modern society development. The influence of globalization process on humanitarian education reformation is determined. According to globalization the main changes (term prolongation of secondary education obtaining, school day reorganization, implementation of humanitarian activity projects) in the system of secondary education are shown. Austrian government, consisting of two political parties: Social Democratic party and Austrian People's Party, elected a new policy in the system of education reforms. The fundamental ideas of Austrian liberalism concept were underlain in the basis of education reformation process. The Austrian liberalism content (in the sphere of society development) considers the relationships of individuals as a priority way of achieving social individual goals. Two parties (SDP and APP) submitted the courses of secondary education reformation: educational reforms based on justified social and economic individual's equality; and reformation process that reserve the Austrian secondary education selective character. The ways of humanitarian education content transformation are analyzed. The migration influence on the humanitarian education changes is determined. The stream of migrants caused the formation of migrants' cultural centers in Austria. Language diversity was the key stone in the process of secondary education obtaining. The need of foreign languages introduction (immigrants' languages) to the school educational process is underlined. The problems of migrants' social status and the right of education are underlined. The importance of gender equality education and religious tolerance among children in the secondary schools, especially in gymnasiums, are highlighted. The development of bilingual education in the system of secondary education is analyzed. Bilingual education is taken by the European society as the key factor in the process of regulating relationships between different religious and ethnic groups. The importance of bilingual classes existence in the system of secondary education is highlighted. Bilingual classes are aimed at decreasing social contradictions amid the native speakers and immigrants. Bilingual education is directed at developing cultural skills and knowledge in mother tongue. The work of gymnasiums with bilingual education is described.

Из всех факультетов политологии России факультет политологии МГИМО(У) МИД России, наверное, самый старый, хотя на самом деле он очень молодой в год 70-летия МГИМО ему исполнилось всего 15 лет. Несмотря на то, что политолог -относительно новая специальность, которая в нашей стране обрела «легальную» институциональную самостоятельность лишь в 1990-е г, политологической школе МГИМО практически столько же лет, сколько самому вузу. В отличие от многих других вузов, ориентированных на подготовку преподавателей политологии или прикладных политтехнологов, в МГИМО сформировалась своя уникальная политологическая школа «полного цикла», которая предполагает обучение политологов с «нуля» вплоть до самой высшей квалификации как преподавателей и исследователей, так и прикладных аналитиков, консультантов и практиков. Уникальность политологической школы МГИМО позволяет её организационной ипостаси факультету политологии предложить абитуриентам обучение по широкому кругу востребованных специальностей и специализаций, одновременно обеспечив глубокую теоретическую и практическую подготовку. Подготовка МГИМО на всех факультетах традиционно включает расширенную лингвистическую компоненту (как минимум два иностранных языка). Но для политологов-международников она особенно важна, так как позволяет не просто общаться, а вести профессиональные дискуссии, читать профессиональную высокоспециализированную литературу и даже писать и публиковаться не только на языке международного общения, но, в идеале, и на других иностранных языках. При этом наши преподаватели-политологи не только теоретики, но и практики, поскольку они не только пишут книги, но и реально участвуют в политическом процессе и знают о нём не понаслышке. ; Out of all the departments of political sciences in Russia the Department at MGIMO-University is probably the oldest one. In fact it is very young. While MGIMO-University is celebrating its 70th anniversary the Department of Political Sciences turns 15. Despite the fact that political analyst is a relatively new profession in Russia, it acquired a legal standing only in the 1990s, the political science school at MGIMO-University is almost as old as the university itself. Unlike many other universities, focused on the training teachers of political science or campaign managers MGIMO-University has developed its own unique political science school of "full cycle", where students grow into political sciences from a zero level up to the highest qualifications as teachers and researchers, and campaign managers, consultants and practitioners. The uniqueness of the school of political science at MGIMO-University allows its institutional incarnation -the Department of Political Science to offer prospective studentsa training in a wide range of popular specialties and specializations, while ensuring a deep theoretical and practical basis of the training. Studying at MGIMO-University traditionally includes enhanced linguistic component (at least two foreign languages). For students of international relations and political science learning foreign languages is particularly important.It allows not only to communicate, but also to produce expertise and knowledge in foreign languages.

This paper concerns the fundamental transformation of the utopian imagination in the course of the twentieth century. This transformation became abundantly evident in certain prominent trends in twentieth century philosophical thinking. Philosophy's role in this transformation was probably as performative as it was constative. Philosophy or at least some philosophy reflected or registered this transformation clearly but in doing so also contributed to it. The transformation of the utopian imagination was, however, not just the work of philosophers. It was also reflected in and effected by artistic and literary intuitions. Paul Celan's poetry was surely an eminent case in point. The trend of philosophical, artistic and literary thinking at issue here can be described, very broadly, in terms of a resistance to the way language and the exigencies of clear communication reduce the utterly incomparable uniqueness of singular entities or persons or events to repeatable and generic instances of fixed identity and stable meaning. At issue in this trend is what one might call, following Theodor Adorno, a negative-linguistic quest for the non-identity of singular existence that transcends or exceeds the identity-forging thrust of conceptual language. This negative-linguistic quest is utopian because of the way it contemplates the possibility of the impossible, as Jacques Derrida put it when he received the Adorno prize in 2001. It contemplates completely non-instrumental relations between individuals that would not subject anyone to the systematic instrumentalisation at work in all generalising conceptual schemes. What is the transformation of the utopian imagination in the philosophical, artistic and literary movements at stake here? What was the utopian imagination like before twentieth century philosophy and poetry and art changed it? The utopian imagination began with Plato and endured for many centuries – in the thoughts of thinkers such as St. Francis, More, Rousseau and Marx – as a very topical and typical denunciation of private property. It typically viewed private property as the source of all social injustice and all forms of societal alienation. The utopian imagination thus became a very predictable and generic socialist resistance against the institution of private property before it turned, already to some extent in the work of Marx and then very evidently in the work of Adorno and other neo-Marxists, into a much more radical questioning of linguistic or conceptual propriety as such. This radical questioning of linguistic propriety – what Celan describes as the wish of language itself to turn away from its regular quest for meaning so as to reach back into the absurd – was, however, surely not just a Marxist or neo-Marxist development. It reflected a broader movement in twentieth century thinking that was also clearly evident in the strands of twentieth century philosophical thinking that became known as phenomenology, post-structuralism and deconstruction.

In the present times, the international cooperation is increasing, specially the cooperation franco-lao. The need of quality in human resource also asking for french skill. This research proposes an approach across sociolinguistics, socio-cultural and foreign language teaching to explore the french medical lesson, in the lao context. This work aims to understand global issues on the importance of the cultural aspect in Laos while relying on a case study located in Vientiane capital of Laos. The questioning retained examines the relationship existing coherence between lao sociolinguistic policy, language education state and the use of french in the medical field in Laos. Linking the different levels of analysis takes place through a process of concept to find the specific needs of the teaching french in Laos. This research specially questions the role of the intercultural dimension in medical conversation in Laos and in France and it questions a french medical socio-didactic for lao learner. The study of practices and representation on french has been a field survey at many departments of Mahosot hospital, at Institut de la Francophonie pour la medicine Tropicale and at University of Health Sciences of Laos. The reflection les some perspectives leads to better knowledge of the use of foreign languages in professional work and take importance the use of french in the social and medical environment. ; Nous vivons dans une ère où les coopérations scientifiques internationales se développent. Face au développement de la coopération médicale franco-laos, les besoins en ressources humaines qualifiées sont en relation ayec les compétences en français des futurs professionnels du secteur médical laotien : nous menons donc cette recherche pour améliorer la qualité de l'enseignement du français à l'université de médecine à Vientiane, en contexte laotien. Cette recherche propose une rencontre de la sociolinguistique, de l'approche interculturelle et de la didactique des langues. Le questionnement porte sur les liens de cohérence entre la situation sociolinguistique au Laos, les politiques linguistiques, la force des habitudes culturelles et l'utilisation du français professionnel. La mise en relation de ces différents modes de réflexion mettent en évidence certains besoins spécifiques de l'enseignement du français au Laos, dans une démarche ethnographique et comparative. Cette recherche questionne spécifiquement la place de la dimension interculturelle dans l'entretien médical au Laos et en France. et débouche sur une sociodidactique du français médical pour un public laotien. L"étude des pratiques et représentations des langues et cultures en présence a fait l'objet d'une enquête de terrain, empirique et qualitative, menée dans les services de l'hôpital Mahosot. à l'Institut de la Fracophonie pour la Médecine Tropicale de l'Uniyersité des Sciences de la Santé au Laos.

Языки соседних стран входили в армянский мир как средство политического и дипломатического общения. Догматические разногласия сделали греческий язык, как впоследствии и грузинский, еще и маркером конфессиональной принадлежности. Но эти языки, входя в употребление армян-халкидонитов, не вытесняли армянский и служили культурной, а не этнической трансформации. Источниковедческий анализ двух армянохалкидонитских источников показывает, что армянский лингвистический субстрат проявляется и в произведении Анонима, жившего в VII в. в Армении, и в Типике Григория Пакуриана для его монастыря на Балканах, построенного в XI в. Эти наблюдения могут заметно поколебать априорно принятое утверждение о денационализации представителей армяно-халкидонитской общины, в особенности на территории Византийской империи за пределами Армении.The Armeno-Chalcedonian community could not emerge prior to the Council of Chalcedon (451). If we take into account the almost century-long lacuna between this Council and the perception of its decisions in Armenian Church and society, then we have to assign its emergence to an even later date. It was only at the turn of the 7th century that the non-Chalcedonian Armenian Church worked out its distinctive doctrine. The unity of the ethnic conscience of the Armenians was secured by their common origins, the common territory, historical memories, everyday life, culture and beliefs shared by them, but first and foremost by their common language. Armenia was not characterized by the linguistic pluralism of the great empires; however, its contacts with the neighboring states introduced into communication their respective languages, among which the most significant were Greek and Georgian. They were penetrating into the Armenian world as means of political, diplomatic, administrative, cultural and confessional communication. From the end of the 10 th century onwards the Armeno-Chalcedonians referred to themselves as not only Armenians ethnically, but also as Romaioi or Iberoi denominationally. Orthodox Armenians which formed a significant part of the Armenian ethnos emerged as a result not of ethnic, but of cultural transformations. These transformations, however, had their own linguistic boundaries. The Greek and Georgian languages, entering Armeno-Chalcedonian culture through liturgical books, secular literature and even through everyday communication, did not push Armenian to the periphery. An analysis of two Armeno-Chalcedonian sources demonstrates that the Armenian linguistic substratum showed itself both in the anonymous work of an author who lived in Armenia in the 7 th century and in the Typicon by Gregory Pakurian, written for his monastery in the Balkans which was built in the 11 th century. These observations could noticeably undermine the a priori assumption that the members of the Armeno-Chalcedonian community were Hellenized, especially outside the boundaries of Armenia proper, on the territory of Byzantine Empire.

В статье анализируется современное состояние представителей этнонациональных сообществ Закарпатской области. Исследуется этнополитическая ситуация региона путем рассмотрения жизнедеятельности этнонациональных меньшинств по нескольким ключевым подходам: этнотерриториальному, инфраструктурному, этноязыковому, политическому, этноконфессиональному и др. ; The representatives of more than 100 of national minorities live on the territory of Transcarpathia. The overwhelming majority is made up of Ukrainians, a significant part is constituted by Hungarians, Romanians, Slovaks, Gypsies, Germans, Russians etc. The aim of our investigation is the analysis of the ethnopolitical space through the study of the ethnopolitical situation in the district. Ethnopolitical situation can be characterized as the totality of political, economic and other circumstances that influence the state of international relations in the district. In the present investigation, we focus our attention on the ethnoterritorial, infrastructural, ethnolingual, ethnoconfessional and political approaches. Investigating the ethnoterritorial aspect, we found out that according to national structure the population of the region differ considerably. Thus, in Mizhhiria, Volovets and Irshava regions 99 % of the population are Ukrainians. At the same time 10 other regions that border on other countries (the Slovak Republic, Poland, Romania and Hungary) possess from 81,8 % (Berehovo region) to 3,7% (Velykyj Bereznyj region) of representatives of national minorities. Hungarians, Romanians, Slovaks and Germans live most tightly. Infrastructural approach gives an opportunity to determine the ways of maintenance of cultural and educational needs of representatives of national minorities. There are 118 secondary schools in the district, where more than 20 thousand students study in the languages of national minorities. In 87 pre-school educational establishments children are brought up in Hungarian, Romanian, Russian and German. The best situation is in case of Hungarians as far as they have the opportunity of the closed cycle education: from the kindergarten to higher educational establishment. Ethnolingual index characterizes the language preferences of population. Nationality and mother tongue coincide in 97,1% of Transcarpathian population. The representatives of more than 90% of four the most numerous nationalities of the district called their mother tongue the language of their nationality. Political index gives us information as to socio-political representation of national minorities. In 2014, 67 national cultural committees and 2 national parties of Hungarians have been registered in Transcarpathia. Their leaders take the most active part in social life and are the deputies of radas of different levels. As far as the structure of population is multinational, this conditions its polyconfessional character, and namely the necessity of singling out of ethnoconfessional approach. More than 350 religious committees in the district are established by national minorities. The range of approaches as to the study of ethnopolitical situation is not completed, but their detailed analysis, the lines of their common intersection can be used for elaborating of recommendations in politics and in practice.

Статтю присвячено ретроспективному аналізу документів міжнарод­них організацій (ООН, ЮНЕСКО, ОБСЄ, Рада Європи, Європейський Союз), в яких намічено орієнтири для національних політик для збереження і розвитку багатомовності. Особливу увагу присвячено вивченню діяльності і визна­ченню стратегії діяльності цих інституцій в аспекті розвитку багатомовної освіти школярів у країнах Європи. Автором визначено загальні напрямки діяльності міжнародних організацій у розвитку цього педагогічного явища та окремо окреслено роль кожної з них. Статья посвящена ретроспективному анализу документов международных орга­низаций (ООН, ЮНЕСКО, ОБСЕ, Совет Европы, Европейский Союз), в которых намечены ориентиры для национальных политик по сохранению и развитию многоязычия. Особое внимание уделено изучению деятельности и определению стратегии этих институтов в аспекте развития многоязычного образования школьников в странах Европы. Автором определены общие направления деятельности международных организаций и отдельно обозначена роль каждой из организаций в развитии этого педагогического феномена.The article deals with the retrospective analysis of the documents of international organizations: United Nations Organization (UN), it's special agency the United Nations Educational Scientific and Cultural Organization (UNESCO), Organization for Security and Cooperation in Europe (OSCE), Council of Europe (CE) and European Union (EU) in which guidelines for national politics on preserving and developing multilingualism are provided. Special attention is paid to these institutions' activity learning and strategy defining in the aspect of multilingual education of schoolchildren development in European countries. The author substantiated basic directions of international organizations activities. They are designed to create a rational and constructive plan of conservation and development of multilingual population in coordination with the ideology of peace and brotherhood. This plan is designed for long-term implementation and accompanied by constant analysis and monitoring.Following the ideology of peace and cooperation activities of international organizations in the field of language education is focused on a combination of global, national and regional trends in the society, taking into account socio-economic, political and cultural contexts of different countries, and are as follows: 1) analysis and synthesis of experience on multilingualism preserving and development including due to school multilingual education; 2) definition of common problems of modern education and finding the ways of its development including the formation of plurilingualism; 3) peer review at various levels: from country's language policy to the level of language proficiency definition of separately taken personality; 4) implementation and coordination of regulatory work. This activity also provides benchmarks for national educational policies and common to all countries proposals, which are subject specifications at national, regional and local levels. The aim of this process is to put the idea of a society of equal opportunities into reality. Special attention is also paid to the specific role of every organization in the development this educational phenomena identification.