Bücher zum Thema „Teachers of non-Linguistic disciplines“

This book represents a contribution to the elaboration of language teaching methods. It comprises a collection of the addresses made on the first two study days on the teaching of European languages (Florence 2002-2003) attended by teachers working in Italian universities, and also in higher educational institutes both public and private. From the comparison of different experiences and cultures there emerged a very dynamic scenario, open to new scientific and methodological stimuli. Among the issues addressed are the use of the new technologies in teaching, the implications of the expansion of the European Union, and the use of a foreign language for the teaching of non-linguistic disciplines.

The monograph provides a comprehensive study of the possibilities of assessing the economic efficiency of public (municipal) procurement in a non-competitive way (from a single supplier). The domestic and foreign experience in this field is being investigated. Using a mathematical model of economic analysis and relying on the concept of quantitative theory of money, the authors attempt to create a formula for calculating the economic efficiency coefficient of state (municipal) procurement from a single supplier. At the same time, the possibilities of using this coefficient in conducting economic examinations, in economic disputes between economic entities, as well as in criminal cases of abuse in the procurement of goods, works, services for state or municipal needs are analyzed. It is intended for contract service employees, contract managers, members of the procurement commission, persons carrying out acceptance of delivered goods, works performed, services rendered, representing the interests of the customer in the field of procurement of goods, works, services for state (municipal needs), as well as for employees of logistics departments, experts, investigators The Investigative Committee, the Federal Security Service, the Ministry of Internal Affairs of the Russian Federation, investigating criminal cases of crimes committed in the field of state (municipal) procurement, for teachers, students of economic and law universities, and other persons interested in the problems of state (municipal) procurement. Recommended for the study of the following disciplines: economics, criminal law of the Russian Federation (special part), criminology

The workshop contains practical tasks on the discipline "Fundamentals of Law", the implementation of which will contribute to the active assimilation of theory and the acquisition of practical skills in the use of legal knowledge. An integral part of the workshop is a glossary — a dictionary of basic legal terms. Developed taking into account the latest amendments in legislation, meets the requirements of the federal state educational standards of secondary vocational education of the last generation and the approximate program for this discipline. The workshop is intended for both students and teachers who organize classes for students of secondary vocational education institutions of non-legal specialties, technical schools, business schools, etc.

The second volume of the textbook, prepared in accordance with the curriculum on the discipline "Civil Law" for educational institutions of higher education, examines the issues of contractual and non-contractual obligations, inheritance law and intellectual property rights. The normative material is given as of May 1 , 2022 . Meets the requirements of the federal state educational standards of higher education of the latest generation. For students, cadets, teachers, postgraduates, adjuncts and anyone interested in issues of modern civil law.

The first volume of the textbook, prepared in accordance with the curriculum on the discipline "Civil Law" for educational institutions of higher education, discusses the issues of the General part (basic provisions, legal relations, persons, objects of civil rights, transactions, decisions of meetings, representation, terms and limitation period) and a number of sub-branches and institutions of civil law of Russia (property law, personal non-property rights; general provisions of the law of obligations). Complies with the federal state educational standards of higher education of the latest generation. For students, cadets, teachers, postgraduates, adjuncts and anyone interested in issues of modern civil law.

The textbook meets the requirements of the state educational standard for the discipline "Law Enforcement agencies", contains information about state bodies engaged in law enforcement activities, as well as non-governmental organizations designed to promote it, reflects changes in legislation on the judicial system, the bar, the notary, the prosecutor's office, bodies of inquiry and preliminary investigation, justice, internal affairs and the federal security Service. For students and teachers of educational institutions of secondary professional education of a legal profile, as well as a wide range of readers interested in the protection of life, health, human and civil rights and freedoms, property, security and law and order from criminal encroachments.

The textbook meets the requirements of the state educational standard for the discipline "Law Enforcement agencies", contains information about state bodies engaged in law enforcement activities, as well as non-governmental organizations designed to promote it, reflects changes in legislation on the judicial system, the bar, the notary, the prosecutor's office, bodies of inquiry and preliminary investigation, justice, internal affairs and the federal security Service. For students of higher educational institutions, graduate students, teachers, law enforcement officers, employees of private detective and security services, as well as a wide range of readers interested in the protection of life, health, human and civil rights and freedoms, property, security and law enforcement from criminal encroachments.

The monograph is devoted to the study of the structural and semantic features of the terminological vocabulary of the oil and gas industry. The results of the interaction of different languages in this area are considered. The term-forming processes and structural types of lexical units of this terminology are described in some detail. The question of partial belonging of terms of the oil and gas sublanguage is studied, a review of Russian-French dictionaries of oil and gas terms is conducted. Being the most unique, this terminology continues to be one of the most complex and little-studied term systems to date. For students, postgraduates and teachers of philological universities and faculties, as well as a wide range of readers interested in non-gas terminology.

The textbook is intended for teachers of Russian as a foreign language working in a Chinese classroom. The purpose of the textbook is to offer the teachers of the RCT a unique set of phonetic, grammatical and lexical exercises and games to replenish vocabulary, improve the skills of correct pronunciation of sounds and assimilation of Russian grammar, taking into account the specifics of the Chinese language. The manual is composed of phonetic, grammatical and lexical games and exercises of varying complexity, aimed at the formation of communicative and linguistic competencies, as well as at repetition and deeper assimilation of language material studied in the framework of the basic courses of Russian as a foreign language. The textbook can be used as an additional source of exercises and games for teaching Chinese students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes as part of a correction course of phonetics, extracurricular work in a game format, as well as in the process of independent in-depth study of the Russian language

Language issues are intrinsically part of every classroom setting. Therefore, there is a need to present the linguistic perspective to all teachers and teachers-in-training. This perspective assumes that a complex system is learned by children at an early age with little conscious instruction. It recognizes that languages change over time and that variation, based on region, ethnic identity, gender, social class, and social context, is inherent to language. Focusing more on the practical than the theoretical, Barry aims to engage teachers and education students in discussion of the relevance of linguistics to teaching and to encourage them to bring their own expertise to the discussion. Based on the research of scholars in linguistics and related disciplines, Barry's volume helps teachers synthesize some of the foundations of classic linguistic study with important, current findings. She starts by acquainting the reader with fundamentals of linguistics, then she moves on to discussions of teaching grammar and the history of English orthography. An entire chapter is devoted to the process of child language acquisition and another to the obstacles that some people face when attempting to learn a language. The work concludes with pieces on language policies and language literacy. Group exercises and suggested projects are included to facilitate the exchange between linguistics and education. The book is a must for those interested in the fundamental role of language in education.

The doctrine of peremptory norms (jus cogens) is a set of core obligations in international law. In this volume in the Elements of International Law series, Dinah Shelton explores its origins and history, its revival in the twentieth century, and its place in international and domestic jurisprudence. Providing a fresh, objective, and non-argumentative approach to the discipline of international law, the Elements series is an accessible go-to source for practicing international lawyers, judges and arbitrators, government and military officers, scholars, teachers, and students.

The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.

Chapter 2 emphasizes the importance of the monastic tenet of stability, showing the methods by which teachers and communities help ground newcomers in their intentions to follow demanding contemplative Christian alternatives while nevertheless allowing for ambiguity and open-mindedness toward people who follow other lifeways. Rather than depending on unreliable belief and emotion, neophytes learn to keep intentions and practices as a way of working toward “contemplative transformation,” a kind of religious conversion. The difficulties they have in learning practices and principles, especially discipline, humility, and detachment, reveal some deep-seated American cultural motifs of self-identity, self-achievement, and acquisition. Ethnographic examples illustrate the critical role of teachers in stabilizing neophytes as they struggle to learn the paradox of focusing their lives while retaining a non-judgmental, pluralistic outlook. Some key practices include keeping a rule of life, practicing silence and Centering Prayer, maintaining a sense of humor, and serving others through social action.

Abstract This book offers a comprehensive view of the numerous and robust roles of justice in three education spheres: public and globalized schools, non-formal education, and the family. It develops a heuristic framework for taking account of issues related to distributive justice in the everyday lives of children and young people and to the pillars of justice in various socialization spheres. It makes a compelling case that not only schools, but also non-formal education and the family are primary socialization agents that help align new citizens’ conduct with competing yet coexisting justice ideals in democratic societies. The book shows how children’s and young people’s educational justice experiences affect their beliefs and behavior. Moreover, it examines the justice perspectives of other educational agents—the actual purveyors of distributive justice—such as policymakers, teachers, and parents. Children and young people are conceptualized not merely as subjects experiencing justice or injustice (i.e., as recipients or observers), but also as objects of social justice, targeted by different education agents in an effort to establish and sustain justice in democratic societies. This inquiry into justice research interfaces other, more established disciplines, such as education, sociology of education, social psychology, and political philosophy, and relies on the quantitative and ethnographic methodological traditions in these fields. Such an interdisciplinary framework has made it possible to identify controversies within justice theory regarding the distributive roles of education and to illustrate how the forms of justice underlying educational spheres are universal yet sensitive to sociocultural variation.

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

The International Society of Family Law is an independent, international, and non-political scholarly association dedicated to the study, research and discussion of family law and related disciplines. The Society's membership currently includes professors, lecturers, scholars, teachers and researchers from more than fifty different countries, offering a unique opportunity for networking within a truly international family law community. The <i>International Survey of Family Law</i> is the annual review of the International Society of Family Law. It brings together reliable and clearly structured insights into the latest and most notable developments in family law from all around the globe. Chapters are prepared by an international team of selected experts in the field, usually covering twenty or more jurisdictions in each edition. <br><br>Despite the COVID-19 pandemic, the 2021 edition of the <i>Survey</i> traces developments from around the world, brought about through international, national and local bodies. The chapters analyse civil and common law systems, as well as decisions of the United Nations and the European Union courts. Some chapters focus on the beginnings of families, including marriage, adoption and assisted reproduction, while others deal with their dissolution or the effects (and aftereffects) of aging. Once again, our authors include emerging scholars as well as highly regarded academics, judges and practitioners.

Legal issues encroach into almost every aspect of modern day education in Ireland. Education and the Law has been completely updated since the last edition published in 2012. It examines in detail recent key legislation including the Education (Admissions to School) Act 2018 and the Data Protection Act 2018. It has also been restructured for ease of use and reference. An essential title, it examines the legal issues surrounding teaching and education, such as the employment of teachers, school discipline, bullying, freedom of information, and the State’s responsibility for educating children with special educational needs. Membership of the European Union has also resulted in many changes arising from the principles of free movement, non-discrimination and the common vocational training policy. These developments, as well as the key legislation (including the Education Act 1998, the Education (Welfare) Act 2000, the Education for Persons with Special Educational Needs Act 2004 and the Disability Act 2005) are examined in detail. Education and the Law also takes an historical look at the legal aspects of the education system in Ireland, and it traces the distinctive development of the Irish education system but it also looks at the future direction of education in Ireland and at the likely impact of equality law, human rights law and membership of the enlarged European Community on Ireland’s largely denominational education system. Elizabeth-Ann Kirwan contributed to this edition. Elizabeth-Ann is a practising barrister. She is a member of the Bar of Ireland and holds a Barrister-at-Law Degree from the Honorable Society of the King’s Inns. She is an experienced educator: a qualified teacher, with a wide teaching experience at school, third level, and continuing professional education. She is also experienced in industrial relations matters, advising and representing employees and employers in employment and professional statutory procedures.

This volume establishes a foundation for a uniform code of professional ethics for public administrators in the United States. Public Administration Ethics for the 21st Century lays the ethical foundations for a uniform professional code of ethics for public administrators, civil servants, and non-profit administrators in the US. Martinez synthesizes five disparate schools of ethical thought as to how public administrators can come to know the good and behave in ways that advance the values of citizenship, equity, and public interest within their respective organizations. Using case studies, he teaches American administrators how to combine the approaches of all five schools to evaluate and resolve complex ethical dilemmas within the constraints of the U.S. democratic values set. Martinez enunciates the common ethical principles that guide public administrators in their practice within the specific ethical parameters and organizational cultures of a myriad entities at the federal, state, and local levels of government in the United States, as well as in non-profit organizations. Along the way, Martinez addresses a number of crucial issues, including personal gain, conflict of interest, transparency, democratic impartiality, hiring, hierarchical discipline, media relations, partisan pressure, appointments by elected officials, and whistle-blowing. The striking, high-profile case studies—Nathan Bedford Forrest, Adolph Eichmann, Lieutenant William Calley, and Mary Ann Wright—illustrate ethical dilemmas where, for better or worse, the individual was at odds with the organization.

Literary studies are being transformed today by the expansive and disruptive forces of globalization. More works than ever circulate worldwide in English and in translation, and even national traditions are increasingly seen in transnational terms. To encompass this expanding literary universe, scholars and teachers need to expand their linguistic and cultural resources, rethink their methods and training, and reconceive the place of literature and criticism in the world. This book integrates comparative, postcolonial, and world-literary perspectives to offer a comprehensive overview of comparative studies and its prospects in a time of great upheaval and great opportunity. The book looks both at institutional forces and at key episodes in the life and work of comparatists who have struggled to define and redefine the terms of literary analysis over the past two centuries, from Johann Gottfried Herder and Germaine de Staël to Edward Said, Gayatri Spivak, Franco Moretti, and Emily Apter. With literary examples ranging from Ovid and Kālidāsa to James Joyce, Yoko Tawada, and the internet artists Young-Hae Chang Heavy Industries, the book shows how the main strands of comparison—philology, literary theory, colonial and postcolonial studies, and the study of world literature—have long been intertwined. A deeper understanding of comparative literature's achievements, persistent contradictions, and even failures can help comparatists in literature and other fields develop creative responses to today's most important questions and debates. Amid a multitude of challenges and new possibilities for comparative literature, the book provides an important road map for the discipline's revitalization.

Teens interested in preparing for a career in the arts will find this introductory resource invaluable as it is the first book to guide them long before they apply to college or seek a position in their field. Whether they would like to become actors or filmmakers, artists, architects, dancers, musicians or singers, photographers, or writers, this book will show them how to do so. For each of the arts, an overview of the career, training, and a discussion of related careers is provided, along with lists of books, web sites, and organizations for further information. Sections directed to parents and teachers of the teens, with advice on how to support and encourage teens in their careers, are also included. Teens wanting to gain an edge in their craft by practicing and preparing early will find a wealth of information: advice from experts in each field provide an inside look on what skills are necessary for the twenty-first century. Suggestions for building discipline are provided, such as keeping a writing or sketching journal, and finding the proper trainers in music, dance, and acting. Contests and other opportunities that teens can submit work to or apply for auditions are provided, along with an extensive list of books, trade journals, Web sites, and professional and non-professional organizations. Using the resources in this book will ensure teens are experienced and well-prepared in their art form when they apply to college or other professional training and seek positions in their field.

The Oxford Handbook of Computational Linguistics features thirty-eight articles commissioned from experts all over the world. The book describes major concepts, methods, and applications in computational linguistics. Part I looks at linguistic fundamentals and provides an overview of the field suitable for senior undergraduates and non-specialists from other fields of linguistics and related disciplines. Part II describes current tasks, techniques, and tools in natural language processing and aims to meet the needs of post-doctoral workers and others embarking on computational language research. Part III surveys current applications.

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

Abstract This book investigates silence as a normal, ubiquitous, and indispensable element of political thinking, theory, and language. It explores the diverse dimensions in which silences mould the different core features of the political—by summoning up finality, by contributing to rendering support for communities or withholding it, by processing consent or dissent, by the manner in which it secures continuities or generates ruptures, and by its role in shaping national time, public memory, and collective identity. Not least, silence is a highly flexible power resource, both enabling and constraining major social practices, traditions, and currents. The emphasis of this study is primarily on the concealed, unintentional, and unrecognized ways through which silence pervades socio-political life, departing from the typical focus on intentional silencing and the dominance of logos. Instead, silence adopts the guises of the unspeakable, the ineffable, the inarticulable, and the unconceptualizable. En route, silence is juxtaposed with stillness, absence contrasted with lack, agency set against undetected conventions, and the veiled paired with the wondrous. Drawing extensively from historical, philosophical, anthropological, psychoanalytical, theological, linguistic, and literary viewpoints, the book demonstrates the common threads that connect silences to those different disciplines, alongside the features that pull them asunder. In extracting and decoding their political implications, it explores both academic literature and colloquial, everyday discourse. Selected case studies elaborating the overall analysis include topics such as Buddhist non-dualism, Locke’s tacit consent, the submerging of historical narratives, state neutrality, Pinter’s miscommunications and menace, and the separate ways ideologies integrate silence into their beliefs.