This article is dedicated to the role of the Danish Language in the Kingdom of Denmark, the Faroe Islands and Greenland, in the light of the changes in Denmark’s ethnic composition throughout the past 200 years. Initially, this issue was raised in the 19^th century, after Denmark suffered a number of tragic events: the defeat in the Napoleonic and the Second Schleswig Wars, and the dissolution of the Denmark–Norway Union. The loss of the territories led to the development of cultural, educational, and patriotic programmes in Denmark, in order to overcome the profound national crisis. The core question was: “Who can be considered a Dane?” Up to 1814, 25% of the population in the Denmark–Norway Union was German. After Norway separated, the percentage of Germans in Denmark rose to 40%. Then, Danish national self-identification was based on the formula: “Everyone who is not German is Danish,” and knowledge of the Danish language became the key factor. The Danish teacher and pastor N. F. S. Grundtvig developed the concept of Danish nationality – “Danishness” (Danskhed). According to this concept, national unity was built upon the native language, common national culture, and common national history. This concept is still widely acclaimed in modern Denmark. Various political parties constantly raise the question during fierce debates in parliament, in the media, and on social networks of “Who is a Dane in Denmark today?” The problem of knowledge of Danish language is the most important for Danish society, since the number of people who migrate to Denmark and bring with them their “alien” culture and values is constantly increasing. This article is based solely on Danish informational sources: official websites, encyclopaedias, media, discussion boards, and social networks.

The process of the formation of independent states on the territories of postSoviet republics raised the problem of the construction of their national identities. This process was propelled by the rejection of Soviet identity and the cultural legacy of the Soviet era. This rejection necessitated a reinterpretation of the historical past of the nations and a revision of the pantheon of national heroes. And the mechanism of cancel culture was used to achieve this. In general, the goal of cancel culture is to reject the values of a given culture and construct a new worldview. In this paper, we are interested in the Caspian macro-region, a geopolitically and economically attractive area not only for the five international actors that have access to the water area here (Russia, Turkmenistan, Kazakhstan, Iran, and Azerbaijan), but also for more distant states (China, Turkey, the United States, and leading European countries), all of which fight for influence in the Caspian basin. The Caspian region is a zone of heightened tension, where conflicts erupt from time to time (involving Armenia, Azerbaijan, Kazakhstan, Iran, etc.). Thus, the study of the process of national identity construction in each country individually, as well as in the region as a whole, is not only a matter of scientific interest, but  it is also a strategic task to ensure the security of the Caspian region, of which Russia is a part. The main purpose of this article is to analyse the mechanisms of constructing a new national identity in the Caspian countries through cancel culture, reconsidering their experience and historical development. This process can be seen most clearly in the example of changes in the education systems of the countries of the Caspian region. To conduct a comparative analysis, we took history and local history textbooks from secondary schools and institutions of higher education in the republics of Kazakhstan and Turkmenistan. The research was limited to the study of textbooks published in the Russian language. The selection was made by random sampling. This paper marks the first in a series of research projects on the construction of national identity in the post-Soviet space through the mechanism of cancel culture, presenting the results of the study of two countries in the Caspian Sea region – Kazakhstan and Turkmenistan.

This article considers the issue of using the digital environment in teaching professional communication at a non-linguistic university and aims to specify the role of digital educational resources in business English courses and improve the standard of higher education. The relevance of the issue under consideration is due to the intensified introduction of digital resources in higher education. In this paper, the authors apply theoretical and empirical methods of analysis, consider modern approaches to the classification of digital educational resources for learning English, categorize digital resources in accordance with the degree of their accessibility, and study ways to apply the communicative approach in teaching students a foreign language for special purposes, with the purpose of building and developing productive and receptive skills that future specialists will practice in their professional activities. The authors also analyse the results of a survey conducted among students about the experience of using a multimedia program based on the Moodle educational platform as a part of a business English course. The researchers come to the conclusion that the use of computer technology with a well-planned training programme not only makes the process of learning a foreign language more attractive and interesting to students, but also contributes to the more effective development of their receptive and productive skills.

This article aims to study the use and influence of expressive syntax within a variety of culture-related articles featured in contemporary Australian digital media. Leveraging textual analysis on online articles sourced from prominent Australian newspapers such as The Sydney Morning Herald, Alice Springs News, Katherine Times, and The New Daily, the present study provides insights into the frequency and novelty of expressive syntactic elements employed in these publications. Particularly prevalent techniques, such as parenthetical inclusions, interrogative sentences, elliptical, nominative, and parcelled constructions, are thoroughly examined for their expressive potential. The study offers a comprehensive breakdown of these syntactical elements, highlighting key types, delineating their general attributes, and describing the specifics of their implementation in the texts under consideration. It especially highlights the frequent interaction of various expressive syntactic elements within single sentences, proposing that this phenomenon increases the effectiveness of these techniques. Furthermore, the study explores the amplification of expression through the use of specific punctuation marks, including quotation marks, dashes, colons, brackets, semicolons, and ellipses, each undergoing a thorough analysis for potential effect. In summarizing the principal outcomes of the research, the study asserts the significant role of expressive syntactic techniques in crafting engaging and impactful cultural articles in modern Australian media.

The document published here is a report on the New York Deanery of the Aleutian and Alaskan Diocese in 1898 submitted by the Dean John Nedzelnitsky to Bishop Tikhon (Bellavin). It is deposited in the Library of Congress Manuscript Division as a part of Alaskan Russian Church Archives (Cont. D 452–453, New York, N.Y. Nedzelnitsky John, 1896–1899). Father Nedzelnitsky (1866–1946) is not widely known, and this paper thus serves as a short biography. The Dean John Nedzelnitsky was a dedicated Russian Orthodox missionary whose observations are a valuable source for the study of history of the Russian Church in America. The document provides a vivid picture of the Russian Church activities in the continental United States during the period of its rapid development due to the influx of many new converts from the Austro-Hungarian Empire. The report has a traditional structure and follows the instructions issued by Bishop Tikhon. It touches upon all the major aspects of managing the Diocese and talks about its activities and troubles in a frank and realistic manner. We can see from the report that the issues facing the Diocese at that time could be solved by reorganizing its management and implementing a long-term recruitment and allocation policy, with an honest and laborious person in charge of its further implementation being key. Moreover, the document gives a picture of the period as seen by two distinguished Orthodox missionaries, since it also contains interesting recommendations on church activities that were later adopted by Bishop Tikhon. Tikhon’s own commentary and notes accompanying the report are of special interest, revealing his colourful and engaging personality (in the text of the publication they are given in square brackets). The publication is unabridged and is provided with an introduction and reference information, including an estimate of the report’s significance for further research in the field.