FUNCTIONS OF HIGHER PROFESSIONAL FOREIGN LANGUAGE EDUCATION by M. A. Bogatyreova

Subjects: “…“front-running” mechanism of sociocultural reproduction…”
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ENGINEERING EDUCATION: BETWEEN MISSION AND THE STANDARD by Nadezda G. Bagdasaryan

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L’animation socioculturelle française en 2030, au filtre du sablier du temps qui passe… by Luc Greffier

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El trabajo social en América Latina: contribuciones y proyecciones ante una crisis mundial / Social Work in Latin America: Contributions and projections in a global crisis by Izabel Solyszko, Antonia Arévalo-Agredo

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HUMANITIES IN A REGIONAL UNIVERSITY by Robert H. Kochesokov, Zukhra A. Kuchukova

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The use of authentic songs in teaching Russian as a foreign language on A1-A2 level by Natalia A. Gridneva, Svetlana M. Vladimirova

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L’animation culturelle en mutation : une analyse diachronique des discours (2010-2024) / Changing sociocultural community development: A diachronic analysis of the articles (2010-2... by Jean-Marie Lafortune, Olivier Picard-Borduas

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Engineer’s ethics formation by teaching foreign language: sociocultural aspect by Natalia A. Gridneva, Nina S. Shvaikina

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The history of science from the philosophical point of view by Stanislav Z. Pakulyak, Vitaly G. Gorokhov

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THE ROLE OF USTU IN THE ORGANIZATION AND DEVELOPMENT OF NETWORKING COOPERATION IN EDUCATIONAL SPACE OF KOMI REPUBLIC by Nikolay D. Tskhadaya

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TECHNOLOGIES OF SOCIOCULTURAL INTEGRATION OF FOREIGN STUDENTS: EXPERIENCE OF THE RUSSIAN-CHINESE EDUCATIONAL COOPERATION by Tatyana L. Guruleva

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Una mirada prospectiva de la animación sociocultural en España desde una posición políticamente incorrecta by Fernando Curto

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ACADEMIC WRITING: RELEVANT CONTENT FOR RUSSIA by Elina S. Chuikova

Subjects: “…abstract. social and political changes bring the interest to academic writing into life, however, educational realia specify the content of academic writing that is relevant for russia. teaching predominantly non-academic students could be distinguished as the first factor that determines specific content in native tradition. the second factor deals with the structuring of the educational process: teaching academic writing is a two-staged process abroad while in russia we miss one of the stages (generally the initial one). practical teaching experience enables to single out an additional factor, i.e. a leading approach to teaching academic writing. in case with the genre-based approach, a number of genres of academic texts are on the focus. if one tends to a process-oriented writing, then some rhetorical elements could be included into the content. in the article the author specifies and systematizes both genres and rhetorical elements relevant for russian educational needs. they overlap if we pay attention to sociocultural peculiarities of the genres and their rhetorical structure in english. introduction of the sociocultural aspect reflects the needs of person oriented approach as it motivates students to academic writing learning.…”
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