Shifting Gears

In March 2020, all Ohio school buildings were closed due to the COVID-19 global pandemic, leaving districts in crisis mode to complete the school year. This chapter per the authors details how the specialists in world languages and cultures at the Ohio Department of Education, in collaboration with the Ohio Foreign Language Association, were able to quickly and efficiently initiate virtual support for Ohio language teachers during the Spring 2020 school year, lead a summer professional learning series to prepare teachers for remote and blended learning the following school year, and continue virtually supporting teachers throughout the disruptions of the 2020-2021 school year. Priorities focused on teachers' and learners' social-emotional needs, high-quality and practical instructional resources that made language learning accessible for all, and a professional learning framework that modeled strategies for reimagining language instruction in an in-person, remote, or blended environment.

Words of Turkish Origin in the Works of J. R. R. Tolkien

J. R. R. Tolkien is undoubtedly one of the most widely read epic fiction writers, translated into almost forty world languages. His works describe the entire history of an imaginary world, from the very beginning of its creation until the creation of man and are imbued with a constant struggle between good and evil. On the opposite sides, there are different races of humanoid creatures, among which are: elves, dwarves, orcs, goblins, trolls, etc. They all have elaborate genealogies and cultural characteristics. The extremely rich philological education of the author himself contributed to that. The connections between Tolkien’s work and Nordic myths have been shown in detail in science so far. This is most obvious when choosing mythological symbols and names. The author even created an elven language inspired by the Finnish language, for which he used runic alphabet. However, the names of the places where orcs, goblins and other servants of evil live, as well as their personal names, were not created after the example of elves. According to their phonetic characteristics, these names are significantly different from elven and human ones. In this paper, attention will be focused on such names, considering that they possess phonetic and semantic characteristics of the Turkish language, especially its older variants, and that they carry certain meanings that still exist in the modern Turkish language.

Teaching languages in multicultural surroundings: New tendencies

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

Heritage of Tatar Literature from the Aspect of Translation

The article presents the review of Tatar literature works and their translations into Russian and some other world languages. The Tatar literature has rich heritage, the first works of it (manuscripts) are dated back to the Middle Ages. The first printed works were published in the XVIII century as that time the Tatar language was the diplomatic language used in the communication between western and eastern countries. The time of XIX-XX centuries is considered to be the rise of the Tatar literature. Since that time the Tatar writers started writing their works in Russian that was caused by natural bilingualism established on the land of Tatarstan due to historical development. In the Soviet times the works of Tatar writers and poets written in Tatar were translated into Russian which is the intermediate language in the Russian Federation. After the collapse of the USSR Russia opened its boundaries and the number of translations of the Tatar writers works into Western and Eastern languages have been growing dramatically. Modern Tatar literature is continuing the traditions of the Tatar literature, the works of Tatar writers have been translating into foreign languages in order to present them to world community.

FEATURES OF “DÊMÈN PHIÊU LU’U KÝ” BY TO HOAI IN VIETNAMESE-RUSSIAN AND VIETNAMESE-ENGLISH TRANSLATION

Введение. Несмотря на то, что вьетнамская литература в целом не получила широкого международного признания, некоторые произведения писателей Вьетнама широко известны читателям по всему миру. Одним из таких общепризнанных литературных произведений является сказочная повесть То Хоая «Dế mèn phiêu lưu ký», переведенная на множество языков, в том числе на русский и английский. Цель – выявление особенностей перевода сказки То Хоая «Dế mèn phiêu lưu ký» на русский и английский языки. Материал и методы. Материалами исследования послужил оригинальный текст сказочной повести То Хоая «Dế mèn phiêu lưu ký» и его русско- и англоязычный переводы. В качестве методов исследования применялись общенаучные методы анализа, синтеза и обобщения, а также частнонаучные методы описания и сопоставления, наряду с методом стилистического анализа текста. Результаты и обсуждение. Переводы сказочной повести «Dế mèn phiêu lưu ký» на русский и английский языки могут служить иллюстрацией зависимости конечного результата перевода художественного текста от задач, решаемых переводчиками. Сопоставительный анализ ряда аспектов русской и английской версий исходного текста (перевод имен собственных, описание персонажей, передача элементов национальной культуры и быта, воспроизведение фольклорной составляющей) позволяет говорить о том, что русский переводчик при помощи ряда приемов персонифицирует персонажей, распространяет их описания, иногда домысливая за автором детали портретов и ситуаций. Тенденция к амплификации текста нарушается лишь в случае «подцензурных» фрагментов, смягченных с учетом его адресата. Еще одним решением переводчика является бережный перенос в русский текст, а иногда и намеренное усиление вьетнамского национального колорита, обусловленного вкраплениями в текст повести фольклорных фрагментов и безэквива лентной лексики. Английский перевод, в отличие от русского, строго следует за оригиналом и иногда излишне схематичен. Заключение. Сравнение русской и английских версий сказочной повести То Хоая «Dế mèn phiêu lưu ký» свидетельствует о принципиально различных стратегиях русского и английского переводчиков. Автор английского перевода строго следует за вьетнамским текстом или несколько его упрощает, доместицирует элементы национальной культуры. Русский переводчик нередко прибегает к амплификациям оригинала и подчеркивает вьетнамский колорит сказочной повести. Introduction. Though not being widely known abroad, Vietnamese literature managed to produce some texts enjoying vast popularity all around the world. One of such international masterpieces is “Dế mèn phiêu lưu ký” by To Hoai, which has been regarded as a classic children’s novel through seven decades. Up to now, “Dế mèn phiêu lưu ký” has been translated into more than 40 world languages including Russian and English. The book’s plot revolves around the adventures of a cricket in a world of animals and people, metaphorically introducing the ideas of good and evil, war and peace, ideals and life’s purpose in an insightful way. Aim and objectives. The purpose of the research is to analyze specific features of Russian and English versions of “Dế mèn phiêu lưu ký” by To Hoai. Material and methods. The research is based on 3 text sources: the Vietnamese original text of “Dế mèn phiêu lưu ký” by To Hoai, and its two versions: “Приключения кузнечика Мена” (transl. M. N. Tkachiov) and “Adventures of a Cricket” (transl. Dang Te Binh). The methods applied are general scientific (observation and description) and linguistic (text analysis, comparative analysis). Results and discussion. English and Russian versions of “Dế mèn phiêu lưu ký” may serve as an example of interdependence of the result of translation process and translator’s aims and objectives. Comparison of several aspects of the Russian and the English versions of the literary text (translation of proper names, description techniques, rendering of realia, transferring of folklore element) makes evident different translation techniques while translating the Vietnamese source text into the two languages. While the Russian interpreter emphasizes human features in animal characters and mainly amplifies description, having in mind younger audience, Dang Te Binh sticks to the Vietnamese original. One more distinctive feature widening the gap between the Russian and the English versions is visible intention of the Russian interpreter to emphasize Vietnamese flavor of the original text by deliberate foreignization of realia, preserving and even amplifying inserts of folk material. In this aspect, the English version, too, closely follows the Vietnamese text. Conclusion. Сomparative analysis of the two versions of To Hoai’s “Dế mèn phiêu lưu ký” shows two polar strategies of the Russian and the English interpreters. While Dang Te Binh’s version tends to stick to the source text and (in several utter cases) even simplifies it, the Russian interpreter chooses to amplify the Vietnamese text and underlines its ethnic affiliation.

INTERNATIONAL AND GLOBAL LANGUAGES: CRITERIA, RATINGS, FORECASTS

The article examines the criteria on the basis of which ratings of international languages are compiled and their future is predicted. Language’s chances of becoming international are not highly dependent on its demographic power, structural advantages or ease of learning. What matters most is the influence that speakers of the language have on other peoples. The criteria of «internationality» of the language actually coincide with the criteria of its influence, communicative value, social prestige, sociolinguistic weight. The ratings of the influence of national languages are based on various criteria: state status, communicative potential, economic power, the number of people studying it as a foreign language. These ratings reveal more essential criteria of an international language: prevalence on several continents, the status of an official language in international organizations, value as a source of modern knowledge, a large number of its speakers as a second. A specific feature that brings the international language to the class of world languages should be recognized as its worldwide prevalence. This language is used all over the world, it is spoken (as the first or second) by the majority of the world’s population, its world status is recognized in all countries. The composition of the club of leading languages is constantly changing: some languages come to it, others decrease — depending on the military-political, demographic, economic and cultural success of their speakers. Although the number of speakers of English as a second language is growing steadily, its dominance should be considered as temporary. A new hierarchy of languages may emerge in the middle of 21st century, with other major languages — Chinese, Spanish, Arabic, Hindi/Urdu, competing equally with English in their respective regions. Although state status of the Ukrainian language creates favorable preconditions for its development, it could spread much faster due to its informational value, intellectual power, cultural attractiveness and economic success of Ukraine.

Organic Creativity for 21st Century Skills

This article contains 15 “takeaways” about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, mathematics, the education of the gifted and talented, social studies, music, and elementary education describe their strategies for teaching for intuition, imagination, insight, imagery, risk-taking, openness to experience, feeding back, improvisation, and other aspects of creativity that arise from the subject matter.

Popol Wujs: Culture, Complexity, and the Encoding of Maya Cosmovisión

The Popol Wuj is one of the most important, commonly studied, and widely circulated Indigenous literary works from colonial Mesoamerica. By some accounts, there are 1,200 editions of the work published in thirty world languages, all of which trace back to a single manuscript—itself a copy of an earlier Mayan work. To protect their work from being destroyed by colonial officials or Inquisitional authorities, the original K’iche’ authors of the Popol Wuj had to embed their ways of knowing in a language and narrative structure that could not be detected by Spanish readers. Each edition of the Popol Wuj therefore helps to uncover different elements of the cosmovisión that is embedded in the text. This article draws from recent collaborative efforts to prepare a digital critical edition of the Popol Wuj based on the editorial standards and scholarly conventions of the Text Encoding Initiative (TEI). By comparing and contrasting the advantages and drawbacks of this edition relative to printed works and digital editions, we suggest how methods from the digital humanities can shed new light on texts like the Popol Wuj.

IDIOMS WITH THE SEMANTICS OF VIOLENCE IN THE MODERN ENGLISH LANGUAGE

Purpose. The problem of violence is one of the most acute issues in modern society. Ukrainian and foreign linguists are just beginning to take interest in how violence is reflected in the world languages. In modern linguistics there are several researches devoted to certain lexical and semantic groups of violence vocabulary, verbal violence in the socio-psychological aspect, invectives in periodicals and professional communication, etc. However, little attention is paid to the violence idioms. The purpose of the paper PROPOSED is to analyse English idioms with the semantics of violence from different aspects. allowed determining their lexical, semantic, structural, and grammatical features. Methods. The following scientific methods were used for the analysis of about 80 violence idioms: descriptive method, component, semantic, distributive, and transformational analyses. Results. All selected idioms fall into 2 groups: ones denoting acts of physical and psychological (verbal) violence. From the point of view of participants of the outrageous act such language units are divided into those that are semantically related to the abuser, and those that are related to the victim of violence. Some of the analyzed idioms can be varied, thus, their several equivalents can be found in the modern English language. Regarding their structural and grammatical features the studied idioms fall into verbal and nominal ones. There are a few communicative phraseological units among the idioms under the investigation. Somatisms as well as coloronyms and zoonyms are the components of the analyzed linguistic units. The article presents the history of the origin and explains the semantics development of some idioms, as well as explains the role of phraseological units of violence in the word-forming system of the modern English language. Conclusions. Violence idioms take an important place in the English linguistic world view. There are certain patterns of their functioning in the modern English language. Further scientific researches in this area can be useful for deeper understanding violence as a social phenomenon and can help reduce its level in the world.Key words: phraseological unit, violence, physical violence, verbal violence, abuser, victim of violence, component, semantics, structure. Мета. Проблема насильства, безсумнівно, є однією з найболючіших у сучасному соціумі, що може бути підтверджено великою кількістю конвенцій та резолюцій, прийнятих в останні півстоліття на міжнародному рівні, а також численними дослідженнями із цієї теми, проведеними спеціалістами з різних сфер людської діяльності, лідером з яких, звичайно, є пси-хологія. Щодо вітчизняних та зарубіжних лінгвістів, то вони тільки розпочинають проявляти цікавість до того, яким чином насильство знаходить відображення в мовах світу. На сьогодні відомі мовознавчі наукові праці, в яких висвітлюються окремі лексико-семантичні групи віолентної лексики, вербальне насилля у соціопсихологічном аспекті, інвективи в періодиці та професійній комунікації тощо. Проте практично не приділяється уваги фраземам віолентності, хоча ця група одиниць є однією з ключових у побудові мовної картини світу певного народу, що послуговується певною мовою. Мета пропонованого дослідження – різноаспектний аналіз англійських фразеологічних одиниць зі значенням віолентності.Методи. Для аналізу близько 80 англійських ідіом із семантикою насильства та визначення їх лексико-семантичних та структурно-граматичних особливостей було застосовано такі наукові методи: описовий метод, компонентний, семантич-ний, дистрибутивний, трансформаційний аналізи. Результати. Усі дібрані фраземи можуть бути розподілені на 2 групи: одиниці, які позначають акти фізичного та психо-логічного (вербального) насилля. Із точки зору учасників насильницького акта такі проаналізовані фраземи поділяються на ті, що семантично пов’язані із кривдником, насильником, і ті, що пов’язані з жертвою насильства. Деякі із фразеологічних одиниць підлягають варіативності й функціонують у сучасній англійській мові у вигляді кількох рівнозначних варіантів. Щодо структурно-граматичних особливостей досліджуваних мовних одиниць, то переважна їх більшість – дієслівні; наступна за чисельністю група – іменникові фраземи. У корпусі дослідження наявні поодинокі комунікативні фразеологізми. Серед ком-понентів ідіом віолентності виділяються соматизми (найчисленніша група), в меншому обсязі – кольороніми, зооніми. У статті наведено історію виникнення та пояснено розвиток семантики деяких ідіом, а також пояснено роль фразеологічних одиниць віолентності у словотворчій системі сучасної англійської мови. Висновки. Ідіоми із семантикою віолентності займають важливе місце в англомовній картині світу. Простежуються певні закономірності їх функціонування в сучасній англійській мові. Подальші наукові розвідки у цьому напрямку є перспективни-ми, оскільки вони можуть бути корисними у глибшому розумінні насильства як соціального явища та сприятимуть зменшенню його рівня у сучасному світі.Ключові слова: фразеологічна одиниця, насильство, фізичне насилля, вербальне насилля, насильник, жертва насильства, компонент, структура, сема.