социология языка, sociology of language, системно-функциональная лингвистика, systemic functional linguistics, социология управления, sociology of management, дискурс-анализ, CDA, теория кодов легитимации, LCT, Vygotsky, социально-культурная теория Выготского, социальная теория управляемости, social theory of manageability

Papers in Sociolinguistics

Mariia Rubtcova and Oleg Pavenkov (2016). Systemic Functional Linguistics as a Macro-sociolinguistics Framework:The Stages of Development. Studies in Linguistics, 38, 471- 492.

This interdisciplinary study investigated the developmental stages of Systemic functional linguistics (SFL) as a macro-sociolinguistic framework. In accordance with the in-depth review of the literature in SFL and the relevant fields, this study stipulated that the first stage has the original social ideas that were developed for English-native speakers from poorer classes to mitigate social inequality through the academic genres acquisition. Many macro-sociolinguistic ideas were based not only on the systems approach, but also on Marxism. In the second stage, at the current moment, we discussed the context of non-native English language development in a non-English environment and many World Englishes (Halliday, 2003). The problem of English promotion in non-western countries did not appear explicitly, but now SFL probably faces a context of globalization and distribution of English outside the English-speaking world. From this point of view, the current SFL version – genre-based approach – carries a risk of cultural conflicts and requires some alterations to spread outside the West. Additionally, we may support Halliday’s proposals to create the versions of Englishes for non-Western countries, considering their mentality and culture.

Mariia Rubtcova and Valentina Kaisarova Implementation of Content and Language Integrated Learning (CLIL) programmes in Public Administration:Russian students’ and matriculants’ opinion about their first CLIL experienceTeaching Public Administration 0144739415620950, first published on January 8, 2016 doi:10.1177/0144739415620950

Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students’ and matriculants’ ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities’ matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions.

 

Rubtcova Mariia and Pavenkov Oleg (2016) Interacción de los géneros académicos Ruso e Inglés en el Aprendizaje Integrado Contenido-Lengua de los programas de doctorado de Sociología de la Administración: una brecha en el proceso de implementación.  Resumen: El documento examina algunos límites de la introducción del Aprendizaje Integrado de Contenido y Lengua basado en el Enfoque Sistémico Funcional Lingüístico en los programas de doctorado sociológicos no occidentales. El autor se centra específicamente en los marcadores pragmáticos como herramientas para la estructuración del discurso escrito de la ciencia con el uso de este enfoque para identificar las diferencias entre los géneros académicos del Ruso y del Inglés. Se recogieron datos de tesis doctorales en Ruso e Inglés desde en el campo de la Sociología de la Administración y se muestra que el número promedio de marcadores pragmáticos es en 1000 palabras-3.81 en tesis doctorales escritas en Ruso y de 2,27 en tesis doctorales escritas en Inglés. El autor sugiere que estas variaciones están asociadas con la estructura y los objetivos de un artículo científico. Géneros académicos del Inglés son más empíricos, mientras que los del Ruso se centran en el desarrollo de la teoría. Palabras claves: los géneros académicos en la Sociología de la Administración, la Lingüística Funcional Sistémica, el Enfoque basado en Género, el Aprendizaje Integrado Contenido-Lengua, la comunicación académica.

Leer más: http://www.dilemascontemporaneoseducacionpoliticayvalores.com/edici%e2%99%80n-2013/ano-iii-publicacion-no-2-enero-2016/

 

Рубцова М. В., Васильева Е. А. «Доверие»: концептуализация и операционализация понятия в корпусной лингвистике // Социологические исследования. 2016. № 1. С. 58-65

Предложена методика исследования институционально-лексического контекста на основе корпусной лингвистики. Это позволяет концептуализировать и операционализировать понятие “доверие”. Методика объединяет количественный и качественный анализ кодированного массива СМИ, с последующей статистической обработкой. В результате исследования выявлено: категория “доверие” используется в контексте политических институтов. При этом личностные качества политиков менее значимы, чем формальный статус и готовность к переговорам

Персональный мультилингвальный блог, посвященный междисциплинарному взаимодействию социологии, лингвистики и менеджмента. Блог содержит информацию о научных мероприятиях и междисциплинарных дискуссиях. При цитировании активная гиперссылка обязательна. ©Mariia Rubtcova, 2009-2016