Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication. 2026. 3.

The purpose of the paper is to point out some theoretical problems concerning reading as an integrative skill and a meaningful emotional activity rather than a mechanical exercise. From this perspective, reading can be viewed as a form of dialogic interaction between the reader and the author. Literary awareness is as vital in the interaction with literary text/discourse as language and culture awareness. Due to this approach, literary text/discourse analysis can become a key to the creative perception of fictional text/discourse and an interactive process of meaning generation by writers and their reading audience. The paper illustrates the possibilities of its application on the examples from texts belonging to different writers and different functional styles, showing the zones of the deepest implicit sense and powerful impact of the literary works in discursive and social contexts. The cognitive aspects of these texts are analyzed, the chain links are constructed. Much attention is paid to the classification of the four different hidden codes, taking into account their specific features and the audience’s background knowledge, according to the level of their decoding ability: 1) Trite hidden codes; 2) Local hidden codes; 3) Dark hidden codes; 4) Non-transparent hidden codes. The borders between each are flexible and interconnected.

Traditional conceptualizations of foreign language teacher education focus primarily on subject-specific and methodological competencies, often overlooking the role of teachers' own linguistic biographies in constructing their professional identities. This paper proposes a conceptual model integrating four profiles of linguistic identity among foreign language teachers, distinguished by the degree to which teachers' linguistic biographies are integrated into professional self-understanding, beliefs about the role of multilingualism in learning, and strategies for employing translanguaging practices. The central concept of "plurilingual professional agency" is examined as a form of agency emerging at the intersection of individual linguistic experience, pedagogical identity development, and institutional opportunities. The model synthesizes Western approaches to language teacher professional identity with the Russian tradition of preparing teachers as mediators of languages and cultures. The article discusses the methodological implications of the proposed typology, including the need to integrate reflection on linguistic biography into teacher education programs, to develop differentiated professional development courses for each profile, and to legitimize translanguaging practices at the institutional level. Particular attention is paid to the directions for empirical validation of the model. A mixed-methods research design is proposed, comprising a diagnostic questionnaire (32–40 items) administered to 60–80 teachers across four blocks (linguistic biography, professional beliefs, translanguaging practices, institutional context) and semi-structured interviews with 12–16 informants. An Integral Scale of Linguistic Identity (ISLI) is introduced to assign respondents to profiles based on three subscales: integration of linguistic biography, attitudinal readiness for plurilingualism, and translanguaging practices. The validation strategy also includes longitudinal projects to trace transitions between profiles, cross-cultural comparisons, and analysis of the relationship between identity profiles and student learning outcomes.

When studying intercultural communication special attention should be paid to linguistic units that facilitate effective interaction between the representatives of different cultures at the intergovernmental level. The academic study of intercultural communication dates back to the second half of the 20th century, which was driven by the congruent imperative for international contacts at the social, political, cultural, and economic levels. The purpose of this paper is to examine the features of intercultural communication in the modern English-speaking world, ignorance of which can cause cultural misunderstandings among those communicating. For the successful implementation of the intercultural dialogue, it is necessary to know the cultural code, established rules and norms of verbal and non-verbal behaviour of international communicators, who should take into account specific features of different cultures, identify models, which are determined by the historical development and geographical location of the interacting parties. Intercultural competence, which includes the ability to understand the characteristics and mentality of different cultures, fosters respect for cultural differences and empathy for other nations. The relevance of this paper lies in the need for a comprehensive study of linguistic structures that conform to the established norms and rules of intercultural communication, which are expressed in lexical means that correspond to a specific cultural code. Along with general scientific methods, this paper uses modeling, semiotic, and psychological methods, as well as structural-functional and contextual research methods. In conclusion, the authors emphasize the need to use language models within the framework of the functional approach, as this contributes to achieving the intended communicative purposes in the process of intercultural interaction.

The relationship between the British and American varieties of English has been a topic of heated debate for years. Despite the fact that Americanisms are infiltrating British speech and British usage is becoming increasingly familiar to Americans, the gap between American English and the language spoken on the British Isles remains significant. The development of English today is characterized by two opposing trends: standardization due to its global use and variation — the process of deviating from long-standing traditional norms.

Uniformity is most clearly manifested in spelling. Differences are found primarily in pronunciation and vocabulary. From the perspective of grammatical systems, of course, there are certain differences between American and British varieties, but they are not so numerous.

The differences outlined have been presented in terms of historical and cultural background of the two English-speaking nations. Any notion of supposed superiority of one variety of English over the other seems entirely inappropriate, as one cultural background, or one chain of historical events and hence language development is in no way superior to the other way of life, the other course of history, or social and cultural background.

However, despite the differences between varieties of English, today it is used worldwide as the primary language of international communication.

This study aims to identify the discursive mechanisms involved in the actualization of a hybrid model of speech behavior in British media discourse through an analysis of contexts featuring the phrasal verb to blurt out. The research draws on a custom corpus of online articles from The Guardian and The Times published between 2002 and 2025. The analysis reveals that media texts do not merely register a tension between the traditional British norm of emotional restraint (to keep a stiff upper lip) and impulsive verbal disclosure (to blurt out); rather, they actively justify the legitimacy of expressing emotions and personal experiences in specific social situations — such as divorce, parenting, or classroom interaction. In this discourse, blurting out is simultaneously marked as "un-British" (often associated with an American cultural model of emotional openness) and legitimized as a manifestation of a universal human need for emotional expression aimed at psychological well-being. Thus, British media discourse actualizes a hybrid behavioral stance that combines adherence to the cultural ideal of restraint with recognition of the right to emotional spontaneity. The study is grounded in the methodology of Critical Discourse Analysis (R. Wodak), theories of hybridity, and contemporary research on media texts and media narratives as instruments for constructing and negotiating social norms.

Russia's first state nature reserve was established in early 1917. However, the history of nature reserves in Russia spans hundreds of years. Many modern nature reserves and national parks were not established from scratch but rather in areas with a long history of conservation, on the sites of former imperial hunting grounds, abatis lines, shipbuilding groves, and sacred natural sites. Therefore, these protected areas can be regarded as nature reserves with a historical and cultural dimension, or as cultural and historical heritage sites. The article examines the historical forms of land conservation in Russia, including community-based (public), private, monastic, and state forms. It also examines the factors that led to the emergence of historical forms of land conservation, their transitions from one form to another, and the mechanisms by which conservation restrictions were enforced.

To distinguish contemporary national parks and nature reserves that originated from historical forms of land conservation and have a long history of conservation, the concept of inherited nature reserves is introduced. This concept allows for the inclusion of nature reserves in the broader historical context of Russian history and culture.

Nature reserves, national parks, and protected areas with inherited nature reserves serve as custodians of the important ecological and cultural heritage of the Russian people and other peoples of Russia.

This article aims to clarify the status of the French language in the northern Flemish-speaking region of Belgium—Flanders—from a microsociolinguistic perspective over the past five years (2020–2025). It focuses on the situation of the minority French-speaking community, which faces discrimination within the Flemish region. Francophones strive to preserve their cultural identity and the right to communicate in their native language in everyday life, and their efforts are supported by educational organizations. The article analyzes the causes and manifestations of language conflict using regulatory documents, statistics, official websites of organizations, media, and epilinguistic discourse. The theoretical basis for the study is the work of Russian and international specialists in the fields of sociolinguistics, language variety studies, conflict studies, and areal linguistics. The article concludes that the language conflict remains acute. The authors note the decline in the spread of French in the Flanders region, the lack of clear strategies for resolving existing linguistic contradictions, and emphasize the importance of further studying the conflict that may be inevitable in a multilingual environment.

Throughout its history, Russian oriental studies have been closely linked to the educational and missionary activities of the Russian Orthodox Church. At the beginning of the 18th century, Peter I initiated the study of oriental languages for missionary purposes, and he also created a multi-level system of theological schools for the Russian Orthodox Church to help increase the level of intellectual training for clergy. Languages of the peoples of the Russian Empire and those of the East beyond the Russian Empire were taught in various church-run educational institutions.

In the 19th century, the importance of studying and teaching oriental languages grew as part of the process of forming a unified cultural space for the empire and nation-building. This led to the teaching of Tatar, Chuvash, Kalmyk, Mongolian, and other languages in theological seminaries and academies run by the Russian Orthodox Church at the beginning of the century. Outstanding scholars, both secular and religious, developed the methodological basis of missionary oriental studies and created a wealth of educational materials. Through the training of specialists who spoke the languages of Eastern peoples, they not only fulfilled church-related goals, but also contributed to the state's objectives. Graduates from theological schools who spoke Oriental languages engaged in missionary work, translation, linguistic, historical, ethnographic and cultural research, teaching children and adults in ethnic schools, thus eventually playing an important role in cultural development within the Russian Empire and beyond.

This article presents a diachronic analysis of the evolution of Mary Stuart's image in French and Scottish cultural spaces, employing the theoretical framework of cultural memory developed by Jan and Aleida Assmann. The primary objective is to identify the mechanisms through which a historical figure transforms from a subject of communicative memory into a resilient symbol of cultural memory, and to determine the specifics of this image's functioning in the contemporary context of historical commodification. The relevance of this study lies in the need to understand how national narratives construct identity through "figures of memory," adapting to shifting political and social demands. Drawing on materials from Renaissance and Romantic literature, the painting of the Clouet school, and modern media products (cinema, fashion industry, gastronomic branding), the study traces the dynamics of the queen's perception. In the French tradition, Mary Stuart's image evolved from a political-dynastic symbol of the "Auld Alliance" to an aestheticized ideal of the "White Queen," cemented in the visual canon of François Clouet, and subsequently into a romantic myth of a victim of circumstance. In modern France, this image has undergone desacralization and transitioned into the status of passive memory ("archive"), functioning primarily as an element of tourist positioning for the Loire châteaux and as a brand in the luxury industry. Conversely, in the Scottish discourse, Mary's figure evolved from an object of religious rejection during the Reformation to a key symbol of national identity and sovereignty. Today, in Scotland, her image is actively utilized in the politics of memory as a marker of distinction from English hegemony. The research demonstrates the asynchrony of cultural memory in both countries: while for Scotland Mary Stuart remains an element of active functional memory, for France she has become part of the historical archive, devoid of acute political connotation but retaining high commercial appeal. The results confirm the thesis that the sustainability of a cultural image is ensured not by preserving its original meaning, but by its capacity for constant semiotic reloading and integration into contemporary consumption practices. This comparative perspective highlights how the same historical personality can serve diametrically opposite functions in the national identities of two interconnected cultures.

The article is devoted to the study of the formation and development of the Russian digital fashion market in the context of the transformation of the modern creative economy and visual culture. The relevance of the work is due to the active introduction of digital technologies into the fashion industry, which leads to the emergence of new forms of production, distribution and consumption of fashionable products. The purpose of the study is to analyze the cultural and technological factors of the formation of digital fashion, as well as to identify the features of the development of this trend in the Russian media space.

The paper examines key technological tools of digital fashion, including 3D modeling, virtual platforms, NFT technologies and social networks, which form new channels of communication between designers, brands and the audience. Special attention is paid to the role of digital media and online communities in the dissemination of virtual clothing and the formation of new aesthetic practices. The interaction of fashion design with media art, digital graphics and visual codes of modern culture is analyzed.

The article shows that the Russian digital fashion environment is developing as an interdisciplinary ecosystem that unites designers, artists, programmers, 3D modelers and media platforms. It is noted that digital fashion is becoming an important element of modern visual culture and a promising direction for the development of the fashion industry. It is concluded that the further development of the digital fashion market is associated with the integration of innovative technologies, the expansion of virtual spaces and the formation of new models of interaction between fashion, art and the digital environment.

The article examines proper names as a means of linguistic interpretation of the world and secondary interpretation of knowledge about the world, explicates the role of human knowledge and its influence on the process of formation and transmission of a certain meaning with the help of onyms, emphasizes the role of inferential knowledge, linguistic and non-linguistic experience in the formation and transmission of meanings presented in the semantics of the name. The study introduces the author's concept of the interpretative semantics of proper names. Using interpretative-inferential analysis, the implementation of the inferential type of interpretant is considered, which implies the mandatory presence of derived knowledge that is required to understand and interpret the meaning objectified by proper names. The interpretative potential of onym is presented as its ability to form and convey different meanings through various ways of interpreting general knowledge about the subjects/objects of nomination. The boundaries of the onym's interpretative potential are determined by the relationship between collective knowledge and the models of its interpretation in an individual's consciousness, based on their linguistic and non-linguistic experiences. The article explores the implementation of the interpretative semantics of proper names in various cognitive contexts and identifies the cognitive models underlying interpretative activities. It demonstrates that the interpretative component becomes part of both the semantic structure of proper names and their comprehension during their functioning.

Despite the traditional view of scientific discourse as objective and impersonal, contemporary research articles actively employ strategies of authorial presence and reader positioning. One of the key linguistic resources is the first-person plural pronoun we which may refer either to the author(s) of the article (exclusive we, we=the author(s)) or to a wider scientific community (inclusive we, we=author(s)+readers). In this way, we allows writers to regulate their visibility in the text and to establish a relationship with the reader. The article examines the discursive and rhetorical functions of inclusive we in English-language research articles on ecology. The study is based on a corpus of 100 co-authored research articles published in leading ecology journals between 2019 and 2022. Adopting a mixed-methods approach that combines corpus analysis with functional discourse interpretation, the study examines the pronouns we, our and us as functionally equivalent resources. The analysis identifies five functions of inclusive we: establishing shared epistemic ground, indicating gaps and limitations in knowledge, framing future research perspectives, expanding the scope of addressee inclusion, and engaging the reader in the co-construction of scientific reasoning. Thus, inclusive we contributes to modeling collective agency, reduces the distance between authors and readers, modulates authorial responsibility, and presents scientific knowledge as a shared and ongoing process.

The article analyzes French phraseological units with the component renard (fox) in their relationship with folklore, literary, and popular scientific traditions. Drawing on the medieval epic Roman de Renart, La Fontaine's fables, Buffon's natural-historical works, and Saint-Exupéry's philosophical tale The Little Prince, the study traces the evolution of the fox image — from a demonized symbol of evil, lies, and cunning (red fur, nocturnal habits) to an ambivalent archetype that combines negative (deceit, treachery) and positive (intelligence, strategic thinking, prudence) connotations. It is shown that the key characteristics of the fox, embedded in phraseologisms (rusé comme un renard, fin renard, vieux renard, agir en renard, se confesser au renard), correlate with the images created in folklore, literature, and popular scientific traditions. Special attention is paid to phraseologisms that emphasize intelligence (faire la guerre en renard, un bon renard ne mange point les poules de son voisin, le renard cache sa queue). The conclusion is drawn that French zoomorphic phraseologisms not only record the animal's natural cunning but also absorb centuries of cultural evolution — from a fear of treachery to an understanding of cunning as a contextually determined quality that can be evaluated both negatively and positively.

The rapid development and dissemination of AI technologies in foreign language teaching determines the set of requirements for the pre-service teacher training. The relevance of the research is due to the contradiction between the broad linguistic and didactic potential of artificial intelligence technologies and the lack of readiness of foreign language teachers for their systematic use within the framework of the pedagogical triad "teacher — artificial intelligence — learner". In this paper, we considered: a) current requirements for teachers in regulatory documents; b) the content of the competence of a foreign language teacher in the field of AI; c) the structure of the competency of a foreign language teacher in the field of AI. The analysis of Russian regulatory documents revealed the absence of clearly formulated uniform requirements for the teachers' AI competency. As a solution, a five-component structure of the AI competency of a foreign language teacher is proposed, including axiological, cognitive, methodological, communicative-technological and reflexive-evaluative components. Evaluation criteria and indicators are defined for each component. The proposed structure of the AI competency of a foreign language teacher can be used to diagnose the level of formation of skills in using artificial intelligence in teaching, as well as to develop advanced training and professional retraining programs.