Actitudes lingüísticas, identidad cultural y variación dialectal en la Mancha

The aim of this paper is to specify the relationship of political culture and cultural identity, as well as to determine the presence of the dynamics of cultural identity and the nature of its changes in the self-identification of the residents of the eastern regions of Ukraine.Research methodology. The article provides an analysis of the data of modern sociological research of the leading sociological centers of Ukraine, their interpretation from the point of view of the culturological approach.Results. It has been found that the mutually intersecting sides of political culture and cultural identity are the sphere of emotions and value judgments, worldview, faith. From the point of view of cultural identity it is a part of the political culture, since for the formation of the reflection in relation to certain political institutions, it is necessary to identify oneself with the cultural tradition for which these institutions are related or, on the contrary, are alien. From the point of view of the cultural approach, the political culture is a part of cultural identity, as it acts as one of the parties or a component of self-identification with an individual with a particular cultural tradition and a multitude of its manifestations. The analysis of the sociological surveys shows that the cultural self-identification of the residents of the Ukrainian part of Luhansk region has undergone significant changes since 2014: the identification with Russian culture has been replaced by pro-Ukrainian orientation. Firstly, this characterizes the phenomenon of cultural identity as a dynamic one, and secondly, it enables to conclude that the systematic education of the population for the political culture, combined with the work on the cultural, educational and leisure activities, allows influencing the cultural self-identification of people, up to and including its cardinal change.Novelty. The paper presents an attempt to analyze the features of the correlation of political culture and cultural identity from the point of view of the cultural approach. The authors substantiate the view of the change of the cultural self-identification of the inhabitants of the East of Ukraine from the pro-Russian to the pro-Ukrainian identity by studying the newest sociological surveys.The practical significance. The results will be used to continue the study of the ethno-cultural identity of the inhabitants of Ukraine.Key words: political culture, cultural identity, dynamics of cultural identity, nation, self-identification.

<p>В статье анализируется феномен мобилографии в контексте современной молодежной культурной среды и в тесной взаимосвязи с проблемой культурной идентичности. Авторы выдвигают предположение о том, что мобильная фотография на данном этапе развития общества способна служить одним из средств культурной самоидентификации молодежи, способов ее выстраивания и форм репрезентации.</p><p>Культурная идентичность понимается авторами как интерсубъективная сторона культуры или культура, специфическим образом интериоризированная. Мобилография (мобильная фотография) — собирательное название, которым обозначают фотографии, сделанные на устройство, не предназначенное для профессионального фотографирования, — явление, достигшее огромнейших масштабов в последние годы.</p><p>Феномен мобилографии анализируется с помощью семиотического, структурного и культурологического методов. Приводятся результаты эмпирического исследования авторов (2015 г.) с целью выявления новых специфических форм репрезентации культурной идентичности посредством определенных жанров любительской фотографии и их авторская классификация. Исследование проводилось на основе фотографий, опубликованных на личных страницах россиян в возрасте от 16 до 30 лет в социальных сетях «ВКонтакте», «Одноклассники», Instagram, Flickr. Данные социальные сети были избраны ввиду наибольшей популярности среди российской молодежи и обилия фотоконтента. В итоге были изучены и интерпретированы 1000 фотографий, сделанных на мобильный телефон владельцами 100 аккаунтов и блогов.</p><p>Авторы отмечают, что реализация и презентация культурной идентичности посредством мобильной фотографии происходит прежде всего через идентификацию представителей молодого поколения с отчим домом, малой родиной и большой родиной; знаковыми историческими событиями и людьми; объектами культурного и природного наследия. К креативным формам, акцентуирующим презентацию культурной идентичности, авторы относят постановочные фотографии, флешмобы, фотоакции и другие виды экспрессивной фотографии.</p><p>Исследование показало, что феномен мобильной фотографии выступает важным способом самоопределения и самопрезентации молодых людей в культуре, трансформируя процессы приобретения идентичности, в частности культурной.</p>

The paper is devoted to a relevant problem: how literature influences the students’ cultural self-identification in the process of its study. The purpose of this scientific work is to identify the criteria a modern literature textbook must meet, and to demonstrate the educational role literature plays in the cultural identity formation, illustrated with the example of books on literary theory and the Russian literature history of the 19th – 20th centuries. The most appropriate approach to the problem is the culturological one. Based on the statement that the personal involvement in society and culture within the literature studying course is a cultural identification, the authors put forward a number of recommendations aimed at updating the content in educational books related to the disclosure of their cultural context, inter-text, creative links, typological similarities, intermediate issues, media citations. The paper provides examples of textbooks that demonstrate the successful experience of combining a cultural approach with an immanent description of the writer's work, which is of practical value for creating new educational books on literature.

Introduction: South Asian populations experience excess atherosclerotic cardiovascular disease (ASCVD) risk. Social determinants of ASCVD risk factors in second generation, young adult South Asians have not previously been investigated. Cultural identity is one factor that may reflect health behaviors. Research Question: Is cultural self-identity associated with ASCVD risk factors in second generation, young adult South Asians? Methods: Among US South Asian adults age ≥18 years who are children of participants in the MASALA (Mediators of Atherosclerosis in South Asians Living in America) Study from the Chicago area, we evaluated the association of cultural self-identity (on a scale of very or mostly South Asian, bicultural, or very or mostly Western) with ASCVD risk factors including fasting glucose and lipids, blood pressure, body composition, and sleep duration, using multivariable linear regression adjusted for age, sex, educational attainment, and place of birth (in versus outside the United States). Results: Among 116 second generation South Asian Americans (mean age 34.3 [SD 9.3] years; 49% female, 51% male), 28% self-identified cultural identity as South Asian, 48% as bicultural, and 24% as Western. Mean (standard deviation) values of ASCVD risk factors in the overall sample were: fasting glucose 91 (7) mg/dL, hemoglobin A1c 5.3% (0.3), total cholesterol 180 (32) mg/dL, non-high density lipoprotein cholesterol 127 (31) mg/dL, triglycerides 103 (53) mg/dL, body mass index 23.5 (4.3) kg/m 2 , waist circumference 89 (13) cm, systolic blood pressure 115 (12) mmHg, diastolic blood pressure 73 (9) mmHg, and sleep duration 7.1 (1.1) hours. Compared to participants with South Asian identity (Table), young South Asian adults identifying as bicultural had a 0.5-hour lower sleep duration (95% CI -1.0, -0.02) and those identifying as Western had a 0.7-hour lower sleep duration (95% CI -1.3, -0.2). Young South Asian adults identifying as Western had a 31 mg/dL lower triglyceride level (95% CI -60, -1). Conclusions: Among South Asian young adult participants in the MASALA-2G Second Generation Study, those who identified as Western had lower triglyceride levels and shorter sleep duration, and those who identified as bicultural had shorter sleep duration, compared to those who identified as South Asian. Future research should investigate how cultural identity influences health behaviors related to sleep and other ASCVD risk factors.

The article deals with the problem of adults' language teaching for intercultural communication. The novelty of the work lies in the scientific substantiation of the priority of the development of adults' cultural identity. The authors determine its levels and the possibility of its development with the introduction of an ethnically oriented approach. International relations, the language policy of the state, the high degree of Russia's involvement in international cooperation, the expansion of interethnic contacts led to the social order of society for foreign language training and retraining of the adult contingent of students. In this article, the authors describe the structural content and highlight the levels of cultural self-identity of adult learners, and analyze the possibility of introducing the author's ethnically oriented approach into additional adult language education. In order to test the effectiveness of using the elaborated methodology for the development of cultural self-identity of adults on the basis of ethnically oriented, competence-based, communicative-cognitive, personal-activity and linguistic approaches, in the 2019-2020 academic year, the first series of experimental training was conducted for students of the Communicative English Course for Adults program at Nizhny Novgorod Dobrolyubov State Linguistic University. The classroom load was 120 hours. Adult education aimed at the development of cultural identity is based on the following approaches: competence-based, communicative-cognitive, personal-activity, linguo-cultural, ethnically oriented. Cultural self-identity has the following levels: initial, associative-analytical, verbal-analytical, and verbal-creative. The obtained results of experimental training indicate that the training conducted in the experimental group, which aimed at developing cultural identity for effective intercultural and interethnic communication, was successful. Based on the results of the experimental training, it can be concluded that the ethnically oriented approach developed by the authors has a positive impact on the development of the students' cultural identityy. It is necessary to build training on a contrast-comparative basis with the use of an ethnically oriented approach, using a set of exercises, which give adults a real opportunity to compare, analyze, mentally penetrate into the linguistic and cultural phenomena of their country and countries speaking the language adults study.

One of the fundamental problems of the development of modern society is the formation of a genuine cultural identity of man. The formed cultural identity of a person is a condition of its entry into a multicultural environment, as positive attitude towards another culture is not possible without awareness of its culture. The article reveals the thesis that musical culture, as a kind of artistic culture and part of spiritual culture, has enormous potential in the formation of cultural identity of the individual. The authors of the article prove that the identification function of musical culture is realized in connection with a number of its other functions. Cumulative function of musical culture is realized in accumulation, storage, generalization in their individual images of value-cognitive outlook of culture. The communicative function of musical culture is manifested in the fact that it is a universal system of communication of people at all levels, from the interindividual to the level of generations. As a result, there is a process of comparing the individual with the “other” (hero of the musical work), identification or vice versa, isolation from him. The communicative function comes close to the consolidating function. In the process of perception of musical work or its performance in the consciousness of the individual, a sense of belonging to the culture of his ethnic group, affinity with his culture is formed. The function of reflecting reality shows itself in reflecting in artistic images ideas, emotions and the subject world. Identifying with them, a person has individually colored associations, and emotional resonance is carried out. This emotional empathy, manifested in identifying the emotional mood of the recipient with the meaningful deployment of the musical work, is a way of ethical influence on the person and causes his cultural selfidentification. Here, the reality reflection function is connected to the emotional function of the music culture. The function of reflection of validity is also related to the cognitive function of musical culture. In modern historical conditions, when the “connection of times and generations” has been interrupted for a long period, musical culture is one of the sources of modern man‘s knowledge of the moral traditions of mankind. Without the knowledge of culture, the formation and formation of cultural identity is impossible. The ethical function shows itself in that it contains cultural specimens of ethnos. Musical culture provides individuals with basic cultural landmarks, distinctive images of cultural identity. Art provides individuals with a set of symbols with which it can associate itself (a set of potential positive and negative identities). The authors also define psychological mechanisms for the formation of cultural identity in the process of musical activity - identification and isolation.

How to be Better Leaders Through Effective Conflict Resolution

8. Intergenerational differences in FGC-related attitudes and behaviors: A mixed methods exploration in a population of vast acculturative variation

This article is an analysis of the theory of cultural identity by Zheng Xiaoyun, a distinguished Chinese philosopher. His theory of cultural identity presented here gives a new perspective to the study of cultural identity. Zheng Xiaoyun's work The Theory of Cultural Identity has won recognition with Chinese academia and has been widely cited there, yet it is little known abroad, Russian academic thought included. Zheng Xiaoyun investigates the relations between cultural and national identities, stating that culture revolves around cultural identity. He comes to the conclusion that cultural and national identities are determined by the cultural development of individuals and society in general (horizontal determination) as well as by the global identity coming into being (vertical determination). His novel ideas and insights add to the academic discussion of the problems of identity. The comparison of Zheng Xiaoyun’s ideas and the theories of Russian and foreign researchers shows notable distinctions: western authors tend to look into psychological aspects of identity, Russian research focuses on its cultural dimension, whereas in China maintaining one’s cultural identity in a changing world is the key problem of identity research. In his works Zheng Xiaoyun studies the functionilg of cultural identity in an alias language environment and explores how strong national identity and values determine the life of a group. Key topics in Chinese identity research today, such as regional identity and Asian identity, call for an in-depth analysis of national and cultural identity and tap from the works of Zheng Xiaoyun. The comparative analysis has proved that his ideas on determining the foundations, mechanisms and types of cultural identity corresponds with other academic traditions. However, Zheng Xiaoyun’s study outlined in this article brings about novel structural approaches to the analysis of the dynamics of identity creation. Following on from the principles of historicity and objectivity, the philosopher develops the basic prerequisites for combining structural and cognitive approaches in studies of modern national and global identities.

This study explores the dynamic process of cultural inheritance, identity reconstruction and social integration experienced by Chinese families in Malaysia during the process of transgenerational migration. Through in-depth interviews with 15 Chinese families in Malaysia spanning three generations, this paper analyzes the inheritance and changes of Chinese culture in these families in a multicultural context, as well as the differences between different generations in cultural identity, language use and identity construction. The study found that over time, the cultural identity of Chinese in Malaysia gradually shifted from a strong Chinese cultural identity to a more diversified identity, showing the complexity of cultural integration and identity reconstruction. This study not only enriches our understanding of the Chinese community in Malaysia, but also provides a new perspective for the broader study of transgenerational migration.

In the current context of global digitalization of education, the formation of national and regional educational identities that integrate technological, cultural, and value-based dimensions has become a critical issue. The relevance of this study is determined by the growing need to align digital educational transformation with cultural heritage preservation and social cohesion within educational communities. This challenge is particularly significant for the European educational space as well as for Ukraine, which is pursuing a strategic course toward digital integration while maintaining its cultural identity. The purpose of the study is to identify key trends and mechanisms involved in the formation of educational identity under conditions of digital transformation, with the object of analysis being national and regional education systems that implement culturally oriented development strategies. The methodological framework is based on logical-analytical, comparative-institutional, and descriptive statistical approaches applied to international educational and statistical datasets. The results demonstrate a substantial expansion of digital integration in education alongside the strengthening of the cultural dimension of identity. The proportion of educational institutions implementing intercultural digital modules increased from 34 to 63 percent, while the educational autonomy index rose from 0.57 to 0.74. In countries with high levels of digital readiness, more than ninety percent of students participate in programs aimed at cultural self-realization, whereas in Ukraine digital initiatives primarily emphasize the development of national and cultural self-identification. Based on comparative trend analysis of aggregated international data, parallel developments were observed between the expansion of digital education initiatives and the reinforcement of cultural integration indicators, reflecting a descriptive alignment between technological development and socio-cultural cohesion without implying inferential statistical relationships. The practical significance of the study lies in the application of its findings to educational policy design, program modernization, and the integration of digital competencies with civic and cultural awareness.

Adolescence is a time of grappling with one’s identity. Asian American college students in particular must navigate their dual cultural identities, as they develop in a dominant Western individualistic culture that prioritizes autonomy, but they also generally adhere to the cultural norms of their collectivistic family traditions. By identifying these cultural factors, the specific developmental challenges of this group can be better understood. Yet, few studies have synthesized the specific cultural factors associated with depressive symptoms and protective factors that might mitigate risk for Asian American college students. A systematic review of peer-reviewed literature was conducted to identify factors relevant to depression in Asian American college students. After applying strict inclusion and exclusion criteria, 10 individual articles were included. The cultural risk factors for depression include high levels of perceived racial discrimination, acculturative stress, conflict in values, interdependence, and intergenerational differences. The cultural protective factors included possessing a strong ethnic identity, cultural individualism, and acculturation to the United States. This comprehensive review highlights the importance of cultural identity development in Asian American college students. Limitations include the relative dearth of high-quality research; future studies are needed to better understand the cultural developmental challenges of the Asian American college student community.

Narrative language skills are critical for effective social interactions and academic success. Consequently, narratives are regularly an aspect of assessment and intervention for children with communication impairments, supporting the need for information about typical development from children across cultures. Development of coherent personal narratives is associated with growth of both one's individual identity and cultural identity which are linked to psychological well-being. The topics and contents of children's personal stories can provide insight into cultural influences on what children consider important, how they interpret experiences, and their values and beliefs, which in turn contribute to their developing individual and cultural self-identity. The purpose of this study was to investigate the topics and content of personal narratives told by typically developing 10-year-old children from East Asian and Western English-speaking cultures. There were 20 children in each of three East Asian language groups - Mandarin, Cantonese, and Korean; and 62 children in the English-speaking groups (22 in the USA and 20 each in the Australian and New Zealand groups). In each group, half were boys and half were girls. Children responded to prompts from the Global TALES protocol to elicit personal narratives. All language samples were transcribed, translated, and coded for topic choices using qualitative content analysis in collaborative discussions by the four authors, who included an English-speaking author from the USA (C.E.W.), and three authors, who are native speakers of the three East Asian languages, Mandarin (K.-M.C.), Cantonese (A.M.-Y.W.), and Korean (J.P.L.). Results on topics in stories from East Asian and Western English-speaking cultures are described in relation to literature on anthropology. English-speaking children and East Asian children in this study talked about similar topics in their personal narratives, but the frequency of these topics within their stories varied. Possible explanations for differences in story topics are discussed within a framework on cultural dimensions. Evaluation of the topics of children's personal narratives provides insight into what is important to the children and the way they view their worlds. This information may inform clinical approaches to assessment and intervention with children with communication impairments, encouraging clinicians to go beyond analysis of language structure to consider multiple factors that influence communicative competence.

This research investigates the relationship between cultural self-identity and the possibility of effective intercultural communication among Russian-speaking students at the Faculty of Arts of “I. Creangă UPSC". The study argues that a solid understanding of one's own cultural identity, including respect for oneself and others, is fundamental for tolerance and successful intercultural dialogue.A survey based on anonymous questionnaires was administered to students, targeting attachment to the Republic of Moldova, self-identification, and perceptions of the protection of national minorities. Preliminary results indicate a strong link between a sense of civic and ethnic belonging to Moldova and openness to Moldovan culture, which, in turn, seems to cultivate respect for other identities.Students from mixed families were more likely to feel a sense of belonging to Moldovan culture.However, perceptions of the protection of the rights of national minorities in the Republic of Moldova are contradictory, with some students believing that the European Union offers superior protection. This suggests a need for more; however, perceptions of the safety of the rights of national minorities in the Republic of Moldova are contradictory, with some students believing that the European Union offers superior protection. This suggests a need for more effective promotion of European values of cultural diversity and minority rights.

The article deals with the problem of cultural identity in mastering a foreign language by adult students during the lifelong learning process. It reveals the meaning of the terms “self-identity”, “self-identification”, “cultural identification”. The problems of forming students’ intercultural competence, a deep view of their native culture, and awareness of their own ethno-cultural identity are discussed. The article reveals the potential of the discipline “Foreign Language” for the development of cultural identity, defines the role of linguistic education in enriching the individual picture of the world of students in the comparative context of different cultures. Recommendations on the organization of the pedagogical process in line with the current trends of the Federal Project “Education” are offered. The article highlights the stages of teaching foreign languages within the framework of the intercultural paradigm. According to the authors, cognitive-intellectual, emotional and behavioral components should be included in the educational process aimed at developing cultural self-identity. The authors consider the development of cultural self-identity of adults as a basic principle of continuous self-education. For the purpose of its practical implementation, cross-cultural trainings are used, namely, the creation of communicative situations, role-playing game, webinar, coworking and project. The development of distance education makes it possible to successfully implement webinars in the educational process, which make it possible to reach a wide audience and attract native speakers more easily. The co-working technology helps to create a creative atmosphere, quickly helps participants establish contact and establish friendships. The project activity allows one to thoroughly work out and analyze a specific task, search for conditions and methods aimed at achieving a practical result. The authors conducted experimental training in two blocks at Nizhny Novgorod Dobrolyubov State Linguistic University and OJSC “GAZ” in order to test the possibility of using various cross-cultural trainings for the formation and development of self-identity of adults when they master a foreign language. The results were evaluated by tests on the skills and abilities of cross-cultural communication, as well as a questionnaire of the audience’s evaluation of their ability to enter into intercultural interaction and develop self-identity. Thus, the authors come to the conclusion that mastering a foreign language from the point of view of the development of cultural identity of adults should be built on a contrast-comparative basis using various cross-cultural trainings that include materials of a comparative nature.