This article examines inclusive writing in the university discourse of France and Italy from a comparative perspective. The research aims to analyze the use of gender-specific and gender-neutral forms in higher education institutions in Paris (Sorbonne University and Paris Catholic Institute) and at the University of the Aosta Valley in Italy (a private university located in a region where French is the second official language). The study is based on a corpus of archival texts and documents, selected through continuous sampling from electronic versions on archive.org between 2020 and 2023. The authors draw conclusions about the specificity and frequency of inclusive writing in these institutions. The findings indicate that, in France, despite the country’s language policy efforts to ban inclusive spelling at the official level, public universities actively use it, in contrast to private institutions, where gender-specific forms are primarily found in job vacancy sections. The authors conclude that the choice of using gender-specific or gender-neutral forms is often left to the discretion of the individual or institution. The study also explores the most common methods of expressing gender specification, including the duplication of feminine and masculine forms, the use of feminine endings/suffixes in brackets or separated by a hyphen, and the marking of positions/professions with “(M/F)” after the masculine form. The potential implications of these practices are analyzed. In Italy, the study reveals a strong connection between French and Italian university cultures but finds no evidence of inclusive writing within the Italian university discourse. Despite the active development of gender equality programs at the state level, there remains an uneven tendency toward gender specification in Italy. The authors conclude that the methods of expressing gender specification play a significant role in shaping the university discourse in both France and Italy. They also note the complete absence of gender-neutral language or any moves beyond the gender binary in the universities studied. 

This scoping review aims to provide a comprehensive overview of the contemporary studies regarding ethnic and national identities written in the Russian language. The study reveals major contexts and patterns of the operationalization of the concepts. The scoping review is based on the framework outlined by Arksey and O’Malley, with qualitative content analysis as its primary method. Samples from 114 papers were analyzed to find existing approaches to identity studies and conceptualization. Explicit and implicit identity definitions and identity attributes were mapped and coded. The research found that scholars tend to provide original definitions and relate identity to consciousness. Implying the idea of a person’s uniqueness, identity is often regarded as rooted in memory, hence the number of mentions of memory studies and memory politics in the reviewed articles. Another finding is that multiple and/or complex identities are widely investigated, and these identity types are given original names, mostly compound. With a great number of identity types, there is still a common understanding of identity as a constructed, dynamic phenomenon. The study concludes that identity is a common value-charged notion for Russian academic discourse, with national and ethnic identities being at the heart of the ongoing studies. The paper concentrates on identities of large groups, which is viewed as a politically sensitive issue, closely intertwined with the view of identity as a factor and resource of the development of society. Main topics are politics, history, representation, dynamics, plurality, communication, cultural factors, and territory. The analysis of the identity studies contributes to professional discourse by illuminating how concepts of ethnic and national identities are operationalized and communicated in the Russian-language academic community, thus enhancing cross-cultural understanding and facilitating more effective professional communication in related fields. Given the limitations, the findings identify the main patterns of concept usage, point to research gaps, and provide a basis for future research. 

This article examines the representation of the FAMILY concept in English and Chinese newspapers. The research material was gathered from ten information sources and included 200 news articles, selected through continuous sampling using the keyword FAMILY / 家庭. The articles were analyzed to identify relevant issues and categorized based on their thematic content. In each article, key content elements—words and phrases that carry significant semantic meaning—were identified and used for cognitive matrix modeling. The findings reveal cognitive asymmetry in how the FAMILY concept is portrayed in English and Chinese media. In English-language media, the concept is centered on fundamental semantic components that form the cognitive core of the FAMILY concept, such as family members and their relationships. The representation also extends to areas like family activities, children, finances, employment, family pets, and legal issues. In contrast, Chinese media emphasizes the government’s role in educating the younger generation on family behavior, fostering a new generation of families that adhere to the country’s ethical norms, traditional cultural values, and moral standards. The central aspect of the FAMILY concept in Chinese media is the significant governmental support and societal focus on family needs and moral education, with family being viewed within the broader context of societal relations. The observed asymmetry is attributed to cultural, economic, social, and political differences. In capital-oriented social systems, the family is seen as an independent unit capable of self-sufficiency without substantial government intervention. This study is particularly relevant for understanding the role of professional discourse in shaping public perceptions of family across different cultures, highlighting how media narratives reflect and influence broader societal values and professional communication practices. 

Online dating has become a popular stage to find a romantic partner. In such context, interlocutors must employ language carefully to reveal their intentions, attract attention and as well sustain intimacy with their potential partners. While previous studies have explored aspects such as self-disclosure and linguistic strategies in impression formation, there remains a gap in understanding the structured interactions that occur between potential partners on dating sites. This study, therefore, investigated the linguistic elements and interactional structures characterizing online dating discourse, focusing on two popular platforms, Tinder and Tagged. Adopting Halliday and Hasan’s Generic Structure Potential framework, the study examined conversations of thirty participants (potential partners) whose relationship ranges between two weeks to three months. Findings revealed seven key stages: Discourse Initiation (DI), Introduction (INTR), Question and Response (QAR), Request (RQ), Admiration (AD), Declaration of Dating Intention (DDI), and Topic Formation for Conversation (TF). Each stage is marked by specific linguistic features and serves unique functions within the communication process. DI involves friendly greetings and endearments to initiate conversation and signal interest. INTR often includes declarative statements that provide personal information, establishing familiarity and a good first impression. QAR facilitates information exchange through questions and responses. RQ, predominantly by males, involves polite modal verb constructions to move the conversation to more personal platforms or obtain further information. AD includes compliments and positive affirmations to express appreciation and create a positive interaction tone. DDI features direct and indirect questions about relationship status to clarify the intent behind the interaction and define the nature of the potential relationship. Finally, TF sustains conversation with statements and questions about daily activities and interests. This study contributes to the broader understanding of professional discourse by analyzing the structured linguistic strategies and interactional patterns employed in online dating, demonstrating how individuals strategically use language to manage impressions, negotiate intentions, and build relationships – skills also crucial in professional communication. 

Hybrid learning technologies are increasingly being integrated into modern educational practices, eliciting both public concerns about the quality of education and positive feedback regarding the potential of digital learning environments in hybrid classrooms. This learning format acts as a catalyst for enhancing the quality of education and broadening access to educational programs. However, challenges such as student motivation in online settings and teachers’ readiness to use modern learning technologies persist. This research aims to analyze the advantages and disadvantages of hybrid learning. The study employs both theoretical and empirical methods. The theoretical component includes a comprehensive literature review on the topic. The empirical component involves (1) surveying higher education teachers and students about their perceptions of hybrid learning, (2) conducting classes in a hybrid format, and (3) comparing this format with traditional in-person and fully remote learning. The findings reveal that hybrid learning offers distinct advantages, particularly in organizing panel discussions, engaging students who cannot attend in person, and facilitating online programs, minor programs, and employee training. However, these benefits are more pronounced for administrative purposes than for teaching staff, many of whom express skepticism about the long-term effectiveness of hybrid technologies. Identified drawbacks include increased resistance from faculty during the adoption of new technologies, limited access to hybrid learning methodologies and resources, and the need for continuous technical support. Additionally, the study highlights specific challenges in using hybrid classrooms for foreign language instruction, which could be mitigated by increased investment in resolving technical issues. 

Language Olympiads have been effectively used by Russian universities for enrollment purposes for years. Consequently, secondary and high school students are often coached to participate in these Olympiads to improve their chances of university admission. This research aims to trace the development and transformation of tasks used in EFL Olympiads over the past decade to identify the most common types, thereby providing school English language teachers with a clear framework to better prepare students for these competitions. Both quantitative and qualitative methods were used to analyze past Olympiad papers from 2015 to 2023. An in-depth analysis of the tasks in top language Olympiads revealed the predominance of tasks focusing on receptive skills, integrated skills, and cultural knowledge, in contrast to those assessing productive and creative skills. While tasks aimed at evaluating productive skills are largely absent in the elimination rounds, they account for more than 50% of the total score in the final rounds. Speaking tasks for secondary and high school students are minimally represented among the Olympiad tasks. Additionally, there is a noticeable trend toward assessing participants’ knowledge of the history, literature, and culture of English-speaking countries, both directly and indirectly, while testing both receptive and productive skills. Moreover, tasks assessing integrated skills, which were previously the least common, are now gaining prominence. The findings suggest that preparation should focus more on skill development rather than on individual tasks. This shift would facilitate simultaneous preparation for multiple EFL Olympiads and improve students’ performance in the short term. This study also contributes to the field of professional discourse and the teaching of English for Specific Purposes (ESP) by highlighting how the evolving nature of EFL Olympiad tasks can inform the development of targeted ESP curricula that better align with the communicative and cultural competencies required in academic and professional spheres. 

The International Max Planck Research School (IMPRS) biennial conference on psycholinguistics focused on the psychological, social, and biological foundations of human speech. The conference took an interdisciplinary approach, drawing on data from cognitive research, neuroscience, computer science, medicine, genetics, anthropology, and evolutionary theory. This article provides an overview of the keynote speeches and the most significant posters, presenting the findings of scholars from around the world.