The article focuses on the phenomenology of jew’s harp music art in traditional and modern cultural practices. The theoretical framework for the research were the works in the field of philosophy of culture, the concept of a symbol as a cognitive memory of culture, musical and psychological anthropology and a comparative approach to the study of cultures. On the basis of the cultural model of ethnomusicological codes, the authors have identified, typologized and analyzed intonation symbols of jew’s harp practices. The intonation-sound level of jew’s harp music art is revealed through the following elements of the symbolic field: the overtone scale as a natural sound invariant; the symbol of support; the symbol of the spiritual vertical; the symbol of prayer. At the visual and plastic level of jew’s harp music art, the following components of meaning formation are revealed: the symbol of the “external vocal cords” as a transcending voice; the symbol of the sound life of nature; the symbol of circularity. Special attention is paid to the understanding of the overtone scale as a comprehensive original musical sphere, concentrated in the sound of the jew’s harp and allowing performers to return to the lost integral connection with culture and nature. The revealed intonation symbols allow us to consider the jew’s harp as a “bridge” between nature and culture, and traditional and modern jew’s harp practices — as forms of transmission and actualization of the intangible cultural heritage of the peoples of Eurasia.

The article presents the analysis of the research in the field of implementation of translanguaging models into professional training of students majoring in linguodidactics. The authors analyze various models within the framework of the opposition of academic and spontaneous translanguaging, as well as enhancing metalinguistic awareness model, model of using whole linguistic repertoire, integrated language curriculum model and model of translanguaging shift s from the perspectives of using two foreign languages simultaneously for the organization of bilingual training. Each of the presented models differs in type, intentions of using translanguaging, the subject who makes the choice of the languages, as well as in the ratio between the languages. Considering the theoretical foundations, the authors note the potential of each model in the linguodidactic process. In conclusion, the most effective and suitable, from the authors’ point of view, practices of transinguaging are presented. They allow flexible use of two foreign languages simultaneously for organizing classes and, accordingly, provide bilingual professional training that meets the requirements and challenges of the modern educational environment.

The article addresses the issue of developing foreign language teachers in the field of artificial intelligence integration. Artificial intelligence is part of the IT tradition and has significant potential to change the educational process, for example doing routine activities or giving feedback to students. Artificial intelligence technologies such as speech and text generation, machine translation, linguistic corpora, etc. are used in foreign language teaching. However, some studies show that only a small part of teachers are ready and willing to use artificial intelligence in their teaching practices. 

To raise awareness about the didactic potential of artificial intelligence, a special teacher training course was developed at the Faculty of Foreign Languages and Area Studies of Moscow State University in 2023. The main goal of the course “Pre-trained generative neural networks in foreign language teaching” is to develop professional methodological competence and practical skills for working with intelligent learning systems. During the course, currently used artificial intelligence technologies are analyzed. 

151 teachers from different regions of Russia took part in the course, after which some of them took a survey about their attitude towards educational material. Respondents appreciated the theoretical foundation and practical skills for giving presentations, evaluating student work, and more.

The focus of the present paper is on “Metis futurism” as a conceptual framework that allows writers to actualize, construct and reimagine personal, cultural and other types of identity in and through fiction. Characteristics of “Metis futurism” as postulated by Ch. Vowell, a Canadian Metis writer, are examined through a study of her short story collection “Buffalo Is the New Buffalo” (2022) accompanied by the writer’s commentaries. The aim is to outline the key extralinguistic and linguistic aspects of Metis futurism as exemplified by Ch. Vowell’s fiction, as well as to analyze the function of the metaconcept in question within the author’s idioconceptual subsystem. 

The results obtained show that given the hybridity of genres, postcolonial speculative rhetoric, a set of culture-specific concepts relevant for the Metis people and other Indigenous cultures, alongside the extensive use of the speech strategy of discredit and non-English language means that the target audience is supposed to decode on its own, “Metis futurism” allows the writer to personalize and customize the format and the content of their fiction in accordance with their goal of inviting the audience to participate in the (re)construction of all kinds of identity in and through text, thereby performing its interpretive function.