Cultural context of Crimean pedagogical discourse

The purpose of this article is to identify the linguacultural component of training specialists, which serves to represent professional and personal relationships in education, implemented within the pedagogical discourse. The key theoretical propositions related to the peculiarities of institutional discourse are systematized, analyzed and interpreted. The key research methods were descriptive, interpretative, and content analysis. The relevance of the proposed research is primarily due to the attention to the linguacultural component of the language training of students, the linguistic and cognitive rethinking of the concept itself, focused on carefully selected texts presented as a discursive subgenre of modern linguistics. Based on the fixed scheme of the pedagogical discourse, the empirical material is selected and grouped into thematic blocks. The presented cultural contexts are differentiated taking into account the professional training of communication participants. The formation of empirical material is primarily associated with the desire to fix various knowledge units about the Crimean peninsula and present them in the system of pedagogical discourse. The complexity of the cultural context description proved in the study indicates that pedagogical discourse is a kind of communicative and pragmatic speech behavior and interaction of communication participants. It promotes familiarization of society members with behavior norms, traditions, values, the mental component of the individual and society as a whole, as well as forms respect, empathy for the country with a centuries-old history and culture.