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Journal articles on the topic 'Educational discourse'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Truba, H. M. "DEFINITION OF THE CONCEPT OF EDUCATIONAL NETWORK DISCOURSE: DEFINITION OF THE CONCEPTS OF “EDUCATIONAL DISCOURSE”, “SCIENTIFIC DISCOURSE” AND “EDUCATION NETWORK DISCOURSE”." Opera in linguistica ukrainiana, no. 29 (November 9, 2022): 360–68. http://dx.doi.org/10.18524/2414-0627.2022.29.262420.

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The article is devoted to distinguishing a new discourse - the educational network, which is a completely new unit that has not been studied before, from traditional scientific and pedagogical discourses and its characteristics according to the classical established scheme of structuring discourses. In the modern world of digitization and automation of various processes, science and education do not stand aside, and the teacher is at the forefront of changes - scientific and pedagogical discourses undergo not only formal, but also qualitative changes, which are caused by the search for new edu

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Holmes, Mark. "Synthesizing Educational Discourse." Curriculum Inquiry 25, no. 3 (1995): 229–32. http://dx.doi.org/10.1080/03626784.1995.11076180.

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Anderson, Gary, and Angus Shiva Mungal. "Discourse analysis and the study of educational leadership." International Journal of Educational Management 29, no. 7 (2015): 807–18. http://dx.doi.org/10.1108/ijem-05-2015-0064.

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Purpose – The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology. Design/methodology/approach – Authors reviewed research in educational leadership that uses discourse analysis as a methodology. Findings – While discourse analysis has been used in the field, little work has been done that explores “leadership” as a discourse practice. Originality/value – Increased use of discourse analysis in the field might unearth the ways principals and superintendents are

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VOROBEVA, SVETLANA N. "EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE." Cherepovets State University Bulletin 1, no. 100 (2021): 78–88. http://dx.doi.org/10.23859/1994-0637-2021-1-100-6.

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This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the

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Davoudi, Mohammad. "The Position and Role of Purification in Educational Discourses (Happiness Discourse, Health Discourse, Austerity Discourse and Quranic Discourse)." Applied Issues in Quarterly Journal of Islamic Education 2, no. 3 (2018): 41–66. http://dx.doi.org/10.29252/qaiie.2.3.41.

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Dronov, Ivan S. "Discursive space of educational environment of the university." Neophilology, no. 26 (2021): 335–44. http://dx.doi.org/10.20310/2587-6953-2021-7-26-335-344.

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The concept and phenomenon of discourse as a social phenomenon has been of interest to researchers-methodologists for a long time. The diversity of opinions and approaches to definition also contributes to the development of modern discourse theory. In the formation of social in-stitutions, discursive characteristics take on a new meaning and are modified for individual partic-ipants in the communication process. We propose the author’s definition of the term “pedagogical discourse”, which is understood as the process of communicative-speech interaction of communi-cants, carried out in order t

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Prepotenska, Maryna Petrovna. "Multipotentials in educational discourse." Filosofiya osvity. Philosophy of Education 26, no. 1 (2020): 99–112. http://dx.doi.org/10.31874/2309-1606-2020-26-1-6.

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While responding to the challenges of globalization, the system of modern education often reduces the range of humanitarian disciplines, forming utilitarian programs in universities, but at the same time preserves such a vestige of the past as the priority of the academic format over the heuristic one. At the same time, the global world, a multiplex of events and opportunities, contributes to the emergence of a special type of a student in the educational discourse – a multipotential (MPL), who is capable of succeeding in several activities at once. The philosophical and methodological key to

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Zhaksybayeva, Aruzhan. "PECULIARITIES OF EDUCATIONAL DISCOURSE." Педагогика и методы обучения 65, no. 4 (2023): 27–38. http://dx.doi.org/10.47344/sdu20bulletin.v65i4.1083.

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This article delves into the intricate world of educationaldiscourse, highlighting its multifaceted nature and pivotal role in contemporaryeducation. Educational discourse encompasses a broad range of conversations,debates, and discussions surrounding education, spanning topics such aspedagogy, educational policies, sociocultural issues, and more. Drawing fromvarious disciplines like psychology, sociology, philosophy, linguistics, andbeyond, it offers a comprehensive understanding of the intricacies of moderneducation. The article explores the practical applications of educationaldiscourse, pr

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Purpel, David E. "Educational Discourse and Spirituality." Journal of Curriculum and Pedagogy 2, no. 2 (2005): 115–18. http://dx.doi.org/10.1080/15505170.2005.10411561.

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Choi, Sang Hoon. "The Discursive Origins and Development of Innovative Schools: Focusing on the Korean Teachers and Education Workers Union’s Educational Democratization." Korean Educational Research Association 63, no. 1 (2025): 1–24. https://doi.org/10.30916/kera.63.1.1.

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This study examined how the Korean Teachers and Education Workers Union’s (KTU) “educational democratization” discourse shaped innovative school discourse. KTU’s discourse evolved from a labor movement focus on “democratic control of education” to an educational movement emphasizing “education for democracy” through “true education” discourse. By integrating with “school collapse” and “alternative school” discourses, it gained public support, contributing to the election of progressive superintendents in 2010.

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Smeyers, Paul, and Marc Depaepe. "Introduction: Educational Research: Discourses of Change and Changes of Discourse." Journal of Philosophy of Education 50, no. 1 (2016): 6–7. http://dx.doi.org/10.1111/1467-9752.12168.

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Gearity, Brian T. "Effective Coaching: the Winning Discourse or Educational Foundations?" Journal of Coaching Education 3, no. 1 (2010): 69–89. http://dx.doi.org/10.1123/jce.3.1.69.

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A multitude of discourses inside and outside of sport suggest the value of winning. The result of these discourses has contributed to the belief that winning is evidence of effective coaching and that winning is the aim of sport. This paper begins by describing several of the winning discourses constructed by the media, academic community, sport stakeholders, and coaches. Furthermore, I argue that the winning discourse has tacitly contributed to coaches identifying the outcome of a sport contest (e.g., win or loss) as an appropriate measure of good, effective coaching. After identifying the pe

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Gabets, A. A. "Interference in English managerial discourse exemplified by business cases." Vestnik of Samara University. History, pedagogics, philology 30, no. 4 (2025): 181–88. https://doi.org/10.18287/2542-0445-2024-30-4-181-188.

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The article studies the aspects of discourse interaction in the field of managerial discourse from the perspective of linguosynergetics. The author examines 75 case studies published in Harvard Business Review from 2006 to 2024. The aims of the research are to reveal the types of discourses that are included in managerial discourse of case studies most often, to describe their qualities, lexical markers and the reasons for inclusion, to analyze their influence on the development of discourse in general. Discourse interference is analyzed through the prism of the linguosynergetic approach, whic

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Levitan, K. M. "On the modern educational discourse." Yazyk i kul'tura, no. 39 (September 1, 2017): 221–25. http://dx.doi.org/10.17223/19996195/39/15.

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15

STANDISH, PAUL. "Educational Discourse: meaning and mythology." Journal of Philosophy of Education 25, no. 2 (1991): 171–82. http://dx.doi.org/10.1111/j.1467-9752.1991.tb00638.x.

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Nespor, Jan. "Unsettling categories in educational discourse." Pedagogy, Culture & Society 19, no. 2 (2011): 319–26. http://dx.doi.org/10.1080/14681366.2011.582268.

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Vladimirovich, Budaev Eduard, Chudinov Anatoly Prokopievich, and Trubina Galina Filippovna. "Conceptual Metaphor in Educational Discourse." Biosciences Biotechnology Research Asia 12, no. 1 (2015): 561–67. http://dx.doi.org/10.13005/bbra/1698.

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Verminenko, Yulia V., and Sergey E. Zverev. "Discussion as a basis for the implementation of universal educational actions (Based on a foreign view of debating in educational activities)." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2024): 25–30. http://dx.doi.org/10.20339/am.01-24.025.

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The Federal Educational Program of General Secondary Education mentions the use of discussion in the educational process occasionally. Communication is considered as a means of ensuring the formation of universal educational actions (UES). Communicative activity differs from communicative actions on the basis of a motive, which is based on the need for communication, which is more developed in modern youth than the cognitive need. The article substantiates the necessity of transferring the communicative activity of students to the classroom (classroom) and filling its content with educational

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Yoon, Ee-Seul, Sue Winton, and Amira El Masri. "Educational Politics and Policy Change in Neoliberal Times: An Argumentative Discourse Analysis." Canadian Journal of Educational Administration and Policy, no. 204 (May 23, 2024): 3–16. http://dx.doi.org/10.7202/1111522ar.

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<p>With the rise of neoliberal reforms and efforts to privatize education, there is a growing need to examine how actors and groups from the public and private sectors influence educational policy change together. In this article, we advance a critical approach to understanding the changing discursive space of educational politics by following discourses through an expansive policy network that goes beyond its traditional boundaries. Specifically, we draw on argumentative discourse analysis (ADA), which allows for the analysis of how and why various actors and groups come together to ass

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Bertrand, Melanie, Wendy Y. Perez, and John Rogers. "The covert mechanisms of education policy discourse: Unmasking policy insiders’ discourses and discursive strategies in upholding or challenging racism and classism in education." education policy analysis archives 23 (September 25, 2015): 93. http://dx.doi.org/10.14507/epaa.v23.2068.

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Policy insiders across party lines increasingly acknowledge educational “gaps,” yet they talk about this inequity in very different ways. Though some critique disparities through a structural lens, others use deficit discourse, blaming families of color and working-class families for educational outcomes. This study examines how state policy insiders explain educational inequity, shedding light on the complex relationship between language and the maintenance of systemic racism and classism in education. Drawing upon a unique data set of interviews with 50 policy insiders in one state in the Un

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Kelly, Darron. "Habermasian Discourse Theory for Educational Policymaking: Attending to Perspective Taking and Communicative Agency." Research Articles 30, no. 1 (2023): 56–67. http://dx.doi.org/10.7202/1099902ar.

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This paper identifies and considers issues of perspective taking and communicative agency in applying Jürgen Habermas’s discourse theory to policymaking in educational settings. The central question is whether Habermas provides an epistemic framework that supports reciprocal and sincere expressions of the views and interests of individuals in a heterogeneous society. Examining this question leads to a discussion of “practical discourse” in light of a willingness of participants to reach mutual understanding and agreement, and the centrality of perspective taking and communicative agency in suc

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22

Grundy, Shirley. "Beyond Guaranteed Outcomes: Creating a Discourse for Educational Praxis." Australian Journal of Education 36, no. 2 (1992): 157–69. http://dx.doi.org/10.1177/000494419203600204.

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Connell talks about ‘praxis traps’ as being ‘where people do things for good reasons and skilfully, in situations that turn out to make their original purpose impossible to achieve’. This idea of praxis traps reminds us of the elusive nature of human action. However, according to the ideology of managerialism, educational practice is a technical process the outcome of which can be foreknown and guaranteed. In this paper, it is argued that current discourses, such as the New South Wales Scott report, which represent educational practice as technical behaviour, the outcomes of which can be guara

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23

Shukman, Victoria E. "Basic Concepts in German Language Textbooks for Foreigners in the Educational Discourse of Germany." Current Issues in Philology and Pedagogical Linguistics, no. 1(2021) (March 25, 2021): 280–94. http://dx.doi.org/10.29025/1994-7720-2021-1-280-294.

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This article is devoted to the identification and research of the basic concepts and their representatives, reproduced in the educational discourse of the Federal Republic of Germany in the practice of learning German as a foreign language. The educational discourse is a system of value-semantic communication of the subjects of the educational process (I.S. Artyukhova). This system is mobile, exists in educational environments of different levels, includes participants of the discourse, educational aims, values and content. The analysis presented in the article is based on the material of the

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Gomez Sanchez, Lucia, Almudena Navas Saurin, and Joan Carles Bernad Garcia. "Flexible Subjects: Educational Policy Neoliberal Rationalities." education policy analysis archives 13 (October 29, 2005): 44. http://dx.doi.org/10.14507/epaa.v13n44.2005.

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Flexible Subjects: Neo-liberal Rationalities and Education Policy. This article aims to examine training and employment programmes for the young (more specifically, the Spanish Social Guarantee Schemes—Programas de Garantía Social) in relation to neoliberal political rationalities. We believe the introduction of neoliberal policies to have been greater and faster precisely in the periphery of the educational system. To that end, we intend to make teachers' participation in the operation of the policies conceptually visible. The professionals’ discourse about the socio-labour integration of the

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Syladiy, Ivan. "PEDAGOGICAL DISCOURSE RESOURCES AND INCENTIVES IN THE MODERN UKRAINIAN SOCIETY." Educational Discourse: collection of scientific papers, no. 4(3-4) (May 6, 2018): 54–62. http://dx.doi.org/10.33930/ed.2018.5007.4(3-4)-5.

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Educational and scientific discourses unfold and function within the framework of pedagogical discourse as an integrated form in which it is impossible to delineate them clearly. At the same time, different subjects co-operate in the pedagogical discourse, although the definitive pair of such interactions is a student and a teacher. Modern pedagogical discourse operates with different contexts, appealing to the new information situation and transformation of knowledge into direct productive force. Attention is drawn to the subject who, being involved in pedagogical discourse, involuntarily exp

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Cui, Qi, Joshua P. Le, Albert Chai, et al. "discourseGT: An R package to analyze discourse networks in educational contexts." Journal of Open Source Software 8, no. 88 (2023): 5143. http://dx.doi.org/10.21105/joss.05143.

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27

Walker, Keith, and David Corson. "Discourse and Power in Educational Organizations." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 1 (1997): 105. http://dx.doi.org/10.2307/1585819.

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28

Iakovleva, V. V. "DISCOURSE IN EDUCATIONAL ACTIVITIES (TERMINOLOGICAL ASPECT)." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 11 (2021): 191–203. http://dx.doi.org/10.52070/2542-2197_2021_11_853_191.

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Bukhari, Nasir H. S. "Critical Discourse Analysis and Educational Research." IOSR Journal of Research & Method in Education (IOSRJRME) 3, no. 1 (2013): 09–17. http://dx.doi.org/10.9790/7388-0310917.

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Kirgintseva, N. S., M. V. Kirgintsev, and S. A. Nechaev. "«LINGUISTIC PERSONA» IN EDUCATIONAL SCIENTIFIC DISCOURSE." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 6 2020 (2020): 23. http://dx.doi.org/10.17513/spno.30257.

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Spasojević, Jelena. "Educational discourse: Dual and vocational education." Komunikacije, mediji, kultura 10, no. 10 (2018): 161–84. http://dx.doi.org/10.5937/gfkm1810161s.

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32

Long, Fiachra. "Protocols of silence in educational discourse." Irish Educational Studies 27, no. 2 (2008): 121–32. http://dx.doi.org/10.1080/03323310802021813.

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Bascia, Nina, and David Corson. "Discourse and Power in Educational Organizations." Canadian Public Policy / Analyse de Politiques 22, no. 4 (1996): 420. http://dx.doi.org/10.2307/3551477.

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34

Munthe, Elaine. "Book Review: Metaphor in Educational Discourse." Discourse & Society 16, no. 4 (2005): 583–84. http://dx.doi.org/10.1177/095792650501600408.

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35

Nekhaienko, Oksana, and Daria Yashkina. "Educational Reform in Ukraine's Election Discourse." Sociological studios, no. 2(15) (2019): 82–89. http://dx.doi.org/10.29038/2306-3971-2019-02-82-89.

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36

Arnold, Noelle W., and Brenda McMahon. "Educational leadership: counter-discourse and resistance." International Journal of Leadership in Education 22, no. 1 (2019): 1–5. https://doi.org/10.1080/13603124.2018.1503830.

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37

Schmeichel, Mardi, Ajay Sharma, and Elizabeth Pittard. "Contours of Neoliberalism in US empirical educational research." Curriculum Inquiry 47, no. 2 (2017): 195–216. https://doi.org/10.1080/03626784.2017.1283592.

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Neoliberalism has an enormous influence on P-12 education in most industrial societies. In this integrative, theoretical literature review, we surveyed the journal articles on neoliberalism in US-based educational research to better understand how neoliberalism has been conceptualized in this body of work and to offer implications for future research on neoliberalism and education. We drew on Foucauldian discourse theories to conduct an analysis of peer-reviewed studies of American P-12 contexts to consider how researchers’ depictions of neoliberalism have shaped the discourse of neolibe

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Duff, Patricia A. "Intertextuality and Hybrid Discourses: The Infusion of Pop Culture in Educational Discourse." Linguistics and Education 14, no. 3-4 (2003): 231–76. http://dx.doi.org/10.1016/j.linged.2004.02.005.

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Han, Anna, and Heesook Hwang. "An Academic Discourse Analysis of Early Childhood Creativity Education: Focusing on the Period Following the Sixth Kindergarten Curriculum." Society for Cognitive Enhancement and Intervention 15, no. 4 (2024): 49–71. https://doi.org/10.21197/jcei.15.4.3.

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Objective: This study examines discourses on early childhood creativity education, analyzing academic characteristics and social contexts to discuss its current meaning and future direction. Methods: Using topic analysis, key themes were identified in academic papers published in KCI-listed or candidate journals from 2001 to 2022. The discourse was reinterpreted from an educational policy perspective, considering its social context. Results: The discourse can be grouped into five main categories: “focused on specific domains or programs,” “centered on individual cognitive traits,” “centered on

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Powell, Alana, Rachel Langford, Patrizia Albanese, Susan Prentice, and Kate Bezanson. "Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election." Contemporary Issues in Early Childhood 21, no. 2 (2020): 153–64. http://dx.doi.org/10.1177/1463949120928433.

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In the Canadian province of Ontario, the early childhood education and care workforce continues to be undervalued, underpaid and burdened with challenging working conditions. Drawing on Fairclough and Lazar, this study employed a feminist critical discourse analysis to explore the discourses of care work present in the 2018 childcare platforms of three major parties: the Liberal Party, the New Democratic Party and the Progressive Conservative Party. This critical discourse analysis provided an opportunity to consider the absence and presence of early childhood education and care discourses in

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Mao, Yijing. "Educational discourse in film: The history of chinese educational documentaries." Frontiers of Education in China 6, no. 4 (2011): 620–38. http://dx.doi.org/10.1007/s11516-011-0148-9.

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Bobojonova, Shakhnoza. "A Comparative Analysis of Educational Discourse in Uzbek and English Languages." Software Engineering and Applied Sciences 1, no. 2 (2025): 37–42. https://doi.org/10.5281/zenodo.14769576.

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This article defines the rapid evolution of educational discourse in the context of in Uzbek and English Languages<strong>. </strong>Traditional face-to-face teaching methods are scrutinized, revealing their limitations in addressing the diverse needs of today's multilingual and multicultural student populations. The study emphasizes the importance of understanding the linguistic and cultural features of oral educational discourse to overcome communication barriers. Through a comparative analysis of Uzbek and English educational discourses, the article identifies four main communication styles

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Iordachescu, Grigore-Dan, Teodora Popescu, and Crina Herteg. "The power of metaphors in the educational discourse." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (2017): 150–55. http://dx.doi.org/10.18844/gjhss.v2i9.1095.

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Marxl, Anika, and Ricardo Römhild. "Kritische Diskursfähigkeit im Fremdsprachenunterricht Ein Beitrag zur Ausdifferenzierung eines Leitkonzepts schulischer Bildung." Fremdsprachen Lehren und Lernen 52, no. 1 (2023): 102–18. http://dx.doi.org/10.24053/flul-2023-0008.

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With their definition of the ability to participate in discourses, the German educational standards open venues for a primarily functional understanding of this superordinate goal of language education. However, such a notion of discourse literacies may be seen as anachronistic since discourses are always related to questions of power and values. Consequently, learners need to develop critical discourse literacy in addition to functional communicative skills. This article seeks to identify the critical components of the ability to participate in discourses and suggests a two-fold concept of cr

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Shahnaz Jumani, Sakina Jumani, and Uzma Safdar. "Gendered Discourse in Pakistani Classrooms: A Critical Discourse Analysis." Critical Review of Social Sciences Studies 3, no. 1 (2025): 412–21. https://doi.org/10.59075/fbw6as77.

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The objective of this study is to analyse how gendered discourses are constructed in context of Pakistan classrooms via critical discourse analysis. Based on realistic classroom narratives from various educational contexts, the study examines how gendered scripts and roles emerge, are reinforced or resisted in pedagogical arenas. This study is qualitative in nature to capture gendered discourse patterns in a learning environment. CDA is chosen as the main theoretical framework for enquiring how gender ideologies and relations regulate and are realised in the text of an IELTS institute in Karac

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Shamrai, Victoria. "Public intellectual as an educational project." Filosofiya osvity. Philosophy of Education 25, no. 2 (2020): 224–39. http://dx.doi.org/10.31874/2309-1606-2019-25-2-12.

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The article reveals the role of education in ensuring the existence of a contemporary democratic system. Democratic governance is viewed through the prism of the crisis of representative democracy that arises in global world. The focus of the crisis forms a crisis of citizen participation in democratic governance. Among the various scenarios for overcoming this crisis, the emphasis is on a model of deliberative (“discussing”) democracy. Accordingly, a key role in the productive functioning of contemporary democracy belongs to public discourse. Public discourse has an internal contradiction. It

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Al-Abbad, Muna Abd Ali, and Mahmoud Ali Al-Qudah. "The Uses of the Discourse Marker Zen in Iraqi Arabic Oral Discourse: A Discourse- Pragmatic Analysis." Jordanian Educational Journal 9, no. 2 (2024): 88–110. http://dx.doi.org/10.46515/jaes.v9i2.687.

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This study examined the discourse-pragmatic functions the DM Zen performs at the interpersonal and textual levels of Iraqi Arabic oral discourse. It also explored whether there is a relationship between the speaker's gender or educational level and the use of the DM Zen from a functional viewpoint. Brinton’s (1996) dual model of functions was employed as a framework of analysis. The results revealed that beside Brinton's (1996) proposed macro- level functions, the DM Zen was found to fulfil extra micro-level functions at both levels of discourse. The results also showed that the speaker's gend

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Sergeeva, Olga V. "Metaphors and symbols in educational media discourse." Current Issues in Philology and Pedagogical Linguistics, no. 4 (December 25, 2024): 198–209. https://doi.org/10.29025/2079-6021-2024-4-198-209.

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The article is devoted to topical issues of metaphorology and the theory of symbolism in media communication. The aim of the work is to identify metaphors and symbols and determine their role in the educational media course. The research aim is achieved by applying a set of the following methods: content analysis, discourse analysis, lexical and semantic analysis, as well as comparative, interpretive and quantitative analysis. Continuous sampling allowed selecting media texts from electronic educational media resources, which formed a corpus of media texts containing metaphors and symbols in t

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Koirala, Kamal Prasad, and Gem Prasad Gurung. "Michel Foucault's Theory and its Educational Implication for Science Learning in the Nepalese Context." Orchid Academia Siraha 1, no. 1 (2022): 81–90. http://dx.doi.org/10.3126/oas.v1i1.52148.

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This paper focuses on the concept of discourse, power, reflective practise and construction of knowledge and its importance for non-positivist research in the postcolonial era to empower learners. At the same time, different concepts of discourse, power, reflective practise and construction of knowledge are used to recognise their choice clearly. This paper, therefore, aims to clarify the conceptual basis of working with discourses, power, reflective practises and knowledge construction based on the philosophical roots of social theory in the research in the present context of science teaching

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Lutsenko, Iryna. "Psychological Features of Verbal Communication of Employees of Preschool Education With Children From The Families of Participants of Anti-Terroristic Operations And Internally Transferred Persons." PSYCHOLINGUISTICS 24, no. 1 (2018): 207–26. http://dx.doi.org/10.31470/2309-1797-2018-24-1-207-226.

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The article is devoted to the problem of verbal communication of educators with children of preschool age from the families of participants of anti-terroristic operations (ATO) and internally displaced people. The results of theoretical analysis of the problem of studying discourse as a psycholinguistic category are presented which, in the context of vocational-speaking activity, is considered as its verbalized, foreign-language phase. The interest of psycholinguistics in the study of the peculiarities of the discourse of the educational branch – pedagogical discourse is grounded since the lat

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