Globalization in pedagogical discourse

Abstract

The change in format of education, professional employment and communication in a critically short time caused by the conditions of the global pandemic contributed to the internalization of the Russian language, as one of the types of language innovations, and the emergence of English borrowings used to unify concepts in the world space. The modern era is characterized by neologization, active word creation, caused by the demands of the society. The intensity of penetration of anglicisms into pedagogical discourse significantly complicates the task of linguists to trace, fix, classify and study the variety of ways in which the latter enter pedagogical discourse.

This article proposes an analysis of borrowed words and the emergence of new concepts based on the English language in pedagogical discourse related to global changes in the context of the pandemic and the transition to distance learning. The article attempts to understand positive and negative aspects of this phenomenon based on the analysis of the corpus of language units that were selected as a result of a continuous sample from various sources. In particular there are recording the written and spoken speech of teachers and students, the interface of learning platforms, Internet communication (social networks universities, instant messengers, forums, blogs, etc.). The article also substantiates the idea of the necessity and timeliness of the study of penetrating borrowings due to the difficulty in mastering educational material and understanding educational instructions.

Keywords: globalization, pandemic, corona virus, borrowing, pedagogical discourse.