Nature Of Bilingualism Research Articles

Preserving Endangered Heritage: Integrating GeoNames/Pleiades, Armenian Toponyms and Regularization for Cultural Identity Preservation in Conflict Zones

In the face of escalating threats to Armenian cultural heritage in Artsakh due to armed conflicts and destruction, urgent measures are imperative to safeguard this invaluable legacy. The Digital Humanities Institute at the EPFL (École polytechnique fédérale de Lausanne, Switzerland) is leading an effort to digitize the Armenian epigraphic heritage in Artsakh, where inscriptions and toponyms serve as cultural identifiers. Documenting endangered inscriptions and using the <origin>, <origPlace> and <provenance> tags safeguard historical integrity. Integrating GeoNames and Pleiades enhances accessibility and accuracy, bridging perspectives and preserving heritage. The project's bilingual nature amplifies complexity, as English and Armenian representations are layered with intricate grammar nuances. Lemmatization and regularization ensure consistent proper names, particularly across diverse grammatical cases. In a landscape where cultural heritage preservation is needed, the marriage of external resources, Armenian toponyms, lemmatization and regularization ensures historical accuracy and accessibility. This academic set-up clarifies the methodologies and standards used, emphasizing the preservation of Armenian cultural heritage through digital epigraphy. The set-up of the corpus allows for future enrichment by incorporating additional inscriptions, more detailed historical background information and etymological clarifications about the toponyms. This flexibility ensures that the corpus can continue to grow and provide comprehensive insights into the cultural heritage of Artsakh.

Reframing developmental dyslexia and bilingualism: An overview to enhance strengths and advantages

This paper explores the evolving perceptions of bilingualism and developmental dyslexia, shifting from viewing them as deficits to acknowledging their inherent strengths. This overview contributes to the evolving narrative surrounding dyslexia and bilingualism, urging a revaluation of these conditions from deficit-centered perspectives to recognize the diverse cognitive abilities and adaptive advantages they offer. It delves into the positive aspects associated with developmental dyslexia, highlighting cognitive strengths like visuospatial skills, narrative reasoning, and dynamic reasoning.Additionally, it examines the multifaceted nature of bilingualism, outlining distinctions between types of bilingualism and emphasizing cognitive benefits such as enhanced cognitive flexibility, attentional skills, and executive functions among bilingual individuals. The complexities of language acquisition, socioeconomic factors, and societal support are discussed in understanding the interplay between language acquisition and cognitive development in bilingual contexts. Furthermore, the paper navigates the intricate connection between dyslexia and bilingualism, emphasizing factors like language exposure, linguistic characteristics, and individual cognitive processes that influence their interaction. Dyslexia significantly impacts language acquisition and proficiency in both native and second languages, requiring tailored assessments and interventions for dyslexic bilingual individuals.

Sakha Language in a Northern Industrial Monotown: Linguistic Distribution in Speech Repertoire of Sakha People

This study explores the functioning of the Yakut language in the conditions of the northern industrial monotown Mirny (Republic of Sakha (Yakutia)). The study identifies the features of linguistic distribution in the speech repertoire of ethnic Sakha based on data from a sociolinguistic survey and interviews (n=279). Descriptive statistical methods and content analysis are employed. The results reveal an asymmetric nature of Yakut-Russian bilingualism with Russian language predominance in public communication. While Sakha individuals exhibit a high level of language competence in the Yakut language, its application is limited. In familial and friendly communication, the Yakut language maintains significant positions; however, its demand is minimal in the professional-business sphere, especially in industry. Among individuals with higher education, the percentage of Russian speakers at work reaches 68.34% compared to 55.77% among those with only secondary vocational education. Russian language dominates in management, service sectors, and law enforcement (75—100%). Only in fields such as healthcare, education, and culture does the Yakut language maintain strong positions. The native language is primarily perceived by Sakha as a symbolic marker of identity, yielding to Russian in social prestige and communicative power. The vitality prospects of the Yakut language in the city are assessed ambiguously and are linked to the effectiveness of language policy in key institutional contexts (education, media, government).

The development of metaphorical competence in the process of teaching Russian to natural bilinguals.

Metaphor, being one of the main means of verbal imagery, is based on the conceptual system of language and is a way of reality structuring for members of a certain ethnic culture. In this connection the process of decoding Russian metaphors by the bilinguals living outside of the Russian Federation, for whom Russian is not the dominant language, presents certain difficulties, connected with insufficient knowledge of the Russian conceptual system and inability to recognize associative components, expressed in the form of figurative metaphorical connotations. Our work is aimed at substantiating the necessity of forming metaphorical competence, understood as the ability to realize the potential of metaphor in the process of communication, comprehension of reality and extraction of background cultural knowledge. The aim of this study is to develop an algorithm for the consistent development of metaphorical competence in bilinguals in the process of teaching Russian. The realization of the research took place in two main stages. At the theoretical stage, the cases of linguistic and author’s metaphors of K. Bulychev’s fantasy story «Fairy Tale Preserve» were analyzed. At the second, experimental stage, the work with the materials was carried out with the participation of 34 Russian-Greek bilinguals aged 11–12 years old. The results of the study showed that most metaphors in Russian-language artistic discourse cannot be correctly interpreted by bilinguals without the background knowledge of the national culture. Besides, bilinguals’ ability to create metaphors in a written text directly depends on systematic work in Russian language classes aimed at forming metaphorical competence in bilingual pupils

PHONETIC FEATURES OF ENGLISH DIALECTS

The article examines the term dialect is often used in the sense of regional, local or geographic varieties of a language mainly used in oral speech. A language belongs to a nation or nations, as English does, therefore it is a social phenomenon, understandable by all its members. A language is not a complex combination of individual speech forms. The phonetic and phonological features of a language dialect relationship, natural bilingualism and also some types of speech communities classified by their social characteristics are studiedin a new branch of phonetics, namely social phonetics. Idiolects and dialect speakers are identifiable by their sounds, tone or melody, words and also by expressions and constructions by their phonetics, grammatical, lexical and stylistic features. The distinction between language and dialect is based on the criterion of functional approach.

A comparative study of the state and foreign language teaching system in China and Kyrgyzstan

Relevance. Language teaching systems, both national and foreign languages, are constantly evolving, reflecting changes in society, scientific knowledge, and technological progress, playing a key role in a globalised society.Purpose. The study aims to analyse the key differences and similarities in the state and foreign language teaching systems in China and Kyrgyzstan.Methodology. To achieve the research objectives, the following methods were used: generalisation, survey, and comparative.Results. The research results determined that the state and foreign language teaching systems in China and Kyrgyzstan were formed under the influence of historical, cultural, and political factors. While China emphasises language unification at the national level considering local peculiarities, Kyrgyzstan balances between its national language and Russian, preserving the bilingual nature of the country. A comparative analysis of the language policies of two countries as different as China and Kyrgyzstan requires a thorough understanding of the historical, cultural, and political contexts of each country.Conclusions. Through the student survey conducted, it was found that more than half of the respondents believe that the state language teaching system in both China and Kyrgyzstan is rated as good compared to the foreign language system, where almost 50% of the total number of students are not sufficiently satisfied with its implementation. It was found that this tendency is related to the lack of practical tasks in the implementation of language cognition. The practical significance lies in the use of the results of the work by researchers who study aspects of the functioning and development of the learning system in Kyrgyzstan and China, as well as by specialists in the fields of philology and linguistics.

A semantic analysis of bilingual compound verbs in two contact Spanish communities

Although previous work has contributed to our knowledge of bilingual compound verbs (BCVs) in different code-switching varieties, there is scant research on the semantic nature of these innovative constructions. To fill this gap, the present study examines semantic aspects of BCVs in Northern Belize and the Yucatan Peninsula in Mexico, two sociohistorically connected communities where Spanish hacer ‘do’ BCVs have been attested. Drawing on two datasets, we analyzed the semantic domains that are most open to other-language lexical verbs as well as the potential use of these structures as identity markers. The analysis of 1,140 BCVs (903 in Northern Belize and 237 in Yucatan) revealed that whereas ‘education’ particularly favored English lexical verbs in Northern Belize, ‘nourishment’ was the semantic sub-category most open to Yucatec Maya lexical verbs in the Yucatan Peninsula. Notably, only hacer BCVs from Yucatan evince the incorporation of cultural elements and linguistic practices such as albur ‘word play’ to index a Yucatec Maya ethnolinguistic identity. Our findings highlight the importance that the nature of bilingualism and community linguistic norms have on the semantic use of BCVs.

Language planning in the process of linguistic landscape transformation of the Republic of Kazakhstan

The objective of this research is to reflect on the relationship between language policy and planning and the transformational nature of the linguistic landscape of Kazakhstan. The study focusing on primary data resources (globalization, Latinization, localization, hybridization, westernization), resulted in the rise in visibility, prestige, and everyday use of the Kazakh language and the growing influence of English in the city’s linguistic landscape. It argues that the so-called language fashion promotes a positive view of language in everyday communication. Considering language choices in the linguistic landscape emanating from the «top-down» (centralized policies) and «bottom-up» (grass-roots and local initiatives), the article presents examples found in Astana’s linguistic landscape that give visibility to the multilingual and bilingual nature of the signs. The research not only employs a qualitative approach for data collection and analysis but also incorporates visual research methods, highlighting the multidimensional nature of the study and its comprehensive exploration of the subject matter.

Several Sociolinguistic Particularities of French-English Bi-Lingualism in Canada

Introduction. The relevance of the study is explained by the necessity to preserve Frenchspeaking culture and language on the territory of Canada in the conditions of globalization, the spread of American mass culture and the significant impact of English as a global language. The purpose of the work is to describe and analyze the sociolinguistic particularities of the existence of the French language in the English-speaking competitive environment in Canada.Methodology and sources. During the study, the following sociolinguistic methods were used: descriptive method, comparison method, continuous sampling method, sociolinguistic analysis method, quantitative data processing method, questionnaire survey. The research is based on the material of Сanadian media, legislative acts regulating the state's language policy, data obtained through surveys of Canadian citizens, and 5,234 inscriptions in five Canadian cities which were selected to examine the country's linguistic landscape.Results and discussion. Under Canadian laws, French and English have equal status in parliamentary readings, in public services and in everyday life, as well as in education, radio and television. However, English is the dominant language and has great prestige throughout Canada. All of the evidence collected shows the decisive superiority of English as the primary means of communication in media, advertising and politics. Existing legislation to protect and promote the use of both official languages is not fully enforced, as evidenced by numerous complaints from Canadians to the Commissioner of Official Languages.Conclusion. In Canada, a multi-component exoglossic linguistic situation has developed with two official languages – English and French, which is characterized by the existence of natural bilingualism. Linguistic minorities, such as Anglophones in Quebec and Francophones outside Quebec, may experience linguistic discrimination, creating tensions between residents of the same country. French is significantly influenced by the majority English and immigrant languages that dominate the linguistic landscape of Canadian cities.

The Disappearance of Languages and Natural Bilingualism

The disappearance of small languages occurs through an obligatory phase of collective natural bilingualism (i.e., bilingualism resulting from language contacts) and ends with the transition of the language community to a more widespread and promising language. The disappearance of languages is the most large-scale manifestation and realization of the desire of the language system for monolingualism; with individual natural bilingualism, this desire manifests itself as linguistic attrition. Mathematical modeling of the phenomenon confirmed the hypothesis about the instability of natural bilingualism: both the individual one, and the collective natural bilingualism providing «double» communication, are at the same time a phase of transition to monolingualism. Language keepers are monolinguals, therefore the main condition for the preservation of an ethnic language is the existence of a monolingual repository (e.g., a country where the majority of the population has one mother tongue). At the same time, monolinguals can have as many foreign languages mastered in a logical way. Optimal for the preservation of any ethnic language (not just a small one) is the monolingualism of preschoolers (indigenous language) and the introduction of the second, third, etc. languages at the school age in a logical way. Keywords: disappearance of languages, collective natural bilingualism, artificial bilingualism, language attritions, non-linear dynamics, mathematical modeling, unstable state, monolingual repository.

Attitudes of Chadians Studying in Cameroon Towards English

The elimination of barriers between many states in the world today has led to significant movements of people from one place to another, especially for educational motives or in search of greener pastures. Such movements often lead to the encounter with new languages and cultures, as it is the case with Chadians who move to Cameroon for further studies. Given the bilingual nature of Cameroon, which is their host nation, most of these students not only get to meet English, which is one of the official languages, but are also bound to study it so as to guarantee success in their studies. This study investigates the attitudes of some Chadians studying in the University of Yaoundé I towards English. The informants for the study are made up of 100 students drawn from four different departments of the Faculty of Arts, Letters and Social Sciences. The results from the analysis of the data reveal that 60% of the students show negative attitudes towards English, given that it is somewhat new to them and 40% of the students had a positive attitude towards English, especially because they consider the importance of English in the world today and also because they use it for examination purposes.

On the question of the establishment and development of languages education in Canada (XVII - the beginning of XXI century)

The article is devoted to the study of the theoretical and organizational foundations of language teaching in the Canadian education system in the context of globalization processes and multilingual society. The work presents a retrospective analysis of the formation and development of language teaching in the Canadian education system from the beginning of organized education to the beginning of the 21st century, highlights certain issues of state regulation in the field of language education in Canada. The socio-political context of the development of multilingualism in Canada is analyzed and the stages of formation and development of a multilingual society are determined.The work reveals the peculiarities of the organization of L1, L2 and FL learning at various levels of the Canadian education system. The conceptual ideas of language learning in Canadian pedagogical research are defined; the specifics of language training of citizens in the Canadian education system, taking into account the bilingual nature of society, are identified; the newest methods and trends in development of language education in Canada are reviewed.On the basis of a comparison of the language training practice in Ukraine and Canada, certain elements of the positive Canadian experience have been identified, which are expedient to use in the national education system in the conditions of the creation of the European context of language education.

To what extent does the general public endorse language myths?

AbstractThis paper reports on an investigation of adults' level of endorsement of 18 language myths, including myths about non‐mainstream dialects of English, children's language development, bilingualism, linguistic diversity across the world, the use of English in the language arts, and the job of a linguist. Participants (N = 187) read short vignettes of situations related to each misconception and were asked to justify their assessment of the situation. Responses were coded according to whether they endorsed the myth within the situation. Results showed that endorsement of language myths was highly dependent on the specific myth. Some myths were strongly endorsed (e.g. myths related to linguistic prejudice and children's language development), others were strongly rejected (e.g. myths related to the harmful nature of bilingualism), and others received a mixed pattern of endorsement and rejection. We discuss how this snapshot of public understanding can help linguists target their efforts at public education.

Aspects of media communication in social networks

The peer-reviewed two-volume monograph Social Networks: A Comprehensive Linguistic Analysis (2021) is devoted to the study of the existence of language in modern social networks. The first volume covers the general issues of the linguistic study of Internet communication, its linguocognitive and discursive aspects, as well as its characteristic speech genres. The second volume provides a description of linguo-personological, conflictological and linguo-didactic aspects of communication in social networks. Each volume has a predetermined structural sequence: an introduction by the scientific editor, three chapters, and an off-text bibliographiс list. Social networks in today’s world implement mainly the integrative function of language, aimed at overcoming spatio-temporal restrictions. An auxiliary machine translation option provided for major international Internet platforms also aims to remove the language barrier. The disintegrative potential of social networks, as an antinomic pandan of the integrative function, is manifested in the physical isolation and anonymization of users. The leading trends in the intralinguistic nature of media interaction should be recognized as the determination of industry terminologies as well as the hybridization of texts (turning them into hypertexts by supplying hyperlinks, supplying them metacommunicative symbols, etc.). The extralinguistic features include the massive nature of Internet bilingualism. In general, social networks continue the transhumanistic mission of language in the virtual space: to serve as a means of overcoming the negative aspects of being through the mediatization of man and society, which is expressed by such properties of Internet communication as achronism, acentricity (rhizomorphism), hybridity and alinearity.

Second Life of Narts and Daredzans: An Essay on Russian Verse Translations from Ossetian Folk Epos

The process of recording and publication of the texts of Ossetian folk epic literature has its own history, directly related to the evolution of Ossetian Enlightenment. Its most important landmarks have been registered and described in detail; first of all, the material has been divided into periods and classified in the ethnographic, cultural-historical and sociopolitical aspects. This article is devoted to elaboration on its purely philological characteristics and poetic features. Even an introductory survey lets us single out the main parameters of this vast literary stratum. First, the Ossetian folk epos has been recorded both in Ossetian and in Russian, which fact did reflect the bilingual nature of Ossetian literature. Secondly, the Ossetian folk epos has been represented by two epic cycles: the Nart and the Daredzan sagas. Thirdly, the Ossetian folk epos exists in written form in two literary genres: prosaic and poetic. It is evident that the recording of Ossetian folk epic literature means the fixation of the interior, immanent archetypes of ethnic artistic mentality, and of the peculiar rhythms of folk poetic breathing. In this respect, of special interest are the Russian verse translations and interpretations as texts that: declare this lore at the outside contour of the Ossetian culture and serve as a means of spiritual communications among Russia’s ethnic communities; intrinsically match the internal with the external, and the immanent with the borrowed; and represent a product with a vividly expressed author’s individual inception. These texts, viz. the translations and adaptations of Ossetian folk epos performed at various times by A.Z. Kubalov, S.M. Gorodetsky, G.G. Maliev, D.A. Gatuev, V.A. Dynnik, Rurik Ivnev, as well as the unpublished experiments of Ada Vladimirova and Mussa Khakim, became the subject of this study. In this article, we have put forward the challenge to: perform a general recording of the previously known texts in the chronological order, with the designation of their main peculiarities and most typical circumstances; put into general practice data on the newly found texts of the shown type; and generalize the material according to dynamic and properly poetic criteria.

Formation of the Linguistic Picture of the World of Bilinguals

The authors of the article analyze the specifics of the formation of the linguistic picture of bilinguals, in whose minds two cultural codes are combined. The authors suggest that the linguistic picture of the world of bilinguals differs from the picture of a native speaker. When forming a bilingual linguistic personality, two cultures merge in his mind; many historical, social facts, influenced by individual and personal views, judgments, assessments, get a brighter color, are described differently, which makes it possible to understand the worldview of another person. Natural bilinguals, unlike artificial ones, have a combination of two pictures of the world, two cultural codes. However, both pictures in the mind of a bilingual, who is not divorced from one of the language environments, combine, change and eventually form another one with its own specific features. Bilingual writers, in whose minds two different languages are combined, using, for example, the Russian language when creating their work, nevertheless find themselves in the system of images of their native language, native culture. As a result, expressions, stylistic techniques and other means of artistic expression that are atypical for native speakers appear. This is how a new cultural code appears, which requires special linguistic means. A bilingual writer evaluates any phenomenon from the point of view of the native cultural The article provides examples: some characteristic features of the work of the Swedish bilingual writer of Greek origin Theodor Kallifatides, Russian-American writer V.V. Russian Russian and Kyrgyz literature by Chingiz Aitmatov, Russian French writer Andrei Makin. A bilingual author, in whose mind two different worlds are connected, nevertheless is closer to the system of images of his native language, native culture.

Hungarian Language as a Factor of Identity Preservation in Transylvania Nowadays in Comparison with Russian Identity in Moldova

The language is one of the main factors of nation-building and culture preservation. Among other factors, language is perhaps the most important one in creating national identity − it shapes the personality, the mentality, the worldview, the behavior, the lifestyle, the value system and the national character. The relationship between language and identity played an important role in national revival in the XIX century in Europe and is extremely topical in our days. This fact can be explained by intensified migration, political processes and second language acquisition. Especially it is valid for countries that went through consequential territorial changes and where natural bilingualism is present. In such countries, national or linguistic minorities are faced with the growing necessity to learn and use two or even more languages and, at the same time, to preserve their language and, thus, the national identity. Examples of such territories can be Transcarpathia, Vojvodina and Transylvania. The latter with a major percent of Hungarian population, was a part of Romania in the interwar period and since 1947 as a result of Trianon and Paris peace treaties. Another example is the multinational Republic of Moldova, which gained independence from the Soviet Union in 1991. Nowadays more and more people in Transylvania and in the Republic of Moldova claim to be bilingual. This leads to identifying themselves with more than one ethnicity. What would this mean and how would it influence the cultural diversity in these regions? In this study we will present a short theory on the topic as well historical background and the results of sociolinguistic questionnaires conducted in Transylvania and in the Republic of Moldova in February-September 2021. The aim of this research is to examine how mother tongue usage can be a key-factor of national identity and what are the possibilities of its preservation in a multilingual environment in Transylvania and in the Republic of Moldova. To accomplish the goals, we will compare the results of the questionnaires to sociolinguistic theories on language and identity. In the future, the study will developed, interviews on language attitudes will be conducted in the above-mention regions. The results will be included into a bigger sociolinguistic study “Russian Language in Moldova vs. Hungarian Language in Transylvania”, where a more detailed description of the linguistic situation in Transylvania and Moldova will be provided.

Nyelv (kétnyelvűség) és (kettős) identitás az alföldi szlovákok körében Magyarországon

The paper reflects on the findings and conclusions of our interdisciplinary research; it is partly theoretical, partly analytical and synthetic. Drawing on the theoretical and methodological principles and connections, as well as on the results of previous sociolinguistic research on bilingual communication, we provide a partial characterization of Slovak-Hungarian bilingualism and identity in the ethnically mixed areas of Hungary (the Great Plain). In the theoretical part, we give a brief overview of the research and the academic publications on Slovak-Hungarian bilingualism in Hungary, provide a concise interpretation of the concept of bilingualism, and outline some of the issues of ethnic and cultural identity. The sociolinguistic research is conducted from2018. The research sample is composed of respondents from Csongrád-Csanád and Békés counties from different age groups, education, and social backgrounds. The research material consists and questionnaires. In the analytical part of our study, we use both descriptive and comparative methods to examine the given topic in an interdisciplinary context, taking into account the interrelationship between language and identity (such as the issues of language choice and competence, questions such as which language speakers use more often; which language they prefer and with whom; in which language they express themselves more easily; which language they consider to be their mother tongue, i.e. what they understand by the concept of mother tongue; how they perceive the link between language and identity; when, why, and with whom they switch from one language to another in communication, etc.). Based on the analysis of the research material, we can conclude that the bilingualism of the Slovaks of the Hungarian Great Plain is characterized by collective bilingualism. This is also true when we talk about successive or bilingualism learned at school rather than natural bilingualism. Despite the predominance of passive, receptive bilingualism, it can also be stated that Slovak–Hungarian bilingualism still exists as a living phenomenon. A more dominant feature –than bilingualism –is Slovak–Hungarian dual identity and biculturalism.

Philosophy of School Multilingualism in the Era of Political Multiculturalism. French Experience. Case of France

Introduction. The policy of European multiculturalism includes the obligatory study of two foreign languages from elementary school. In France, the hours devoted primarily to mathematics are constantly decreasing for this. But fewer and fewer children are able to cope with such a “lightweight” and “interesting” program, and for many years there has been a decline in the level of general education. The aim of the study is to find out the connection of this level with multilingualis m, both objective and imposed on the school by political decisions. Methodology and sources. The study uses the methodology of philosophical anthropology and philosophy of culture, through which a philosophical reflection of the formation of personality is carried out. A philosophical understanding of the data of sociology, cultural anthropology, social psychology (on the example of France) on the problem of school education as one of the mechanisms for the transmission of culture in the context of multilin gualism is proposed. Results and discussion. Based on the data on the dynamics of the results of school education and academic studies of bilingualism and multilingualism, a hypothesis was formulated about the correlation of children's performance in school with their multilingualism and pedagogical support. It is shown that in France over the past hundred years as natural bilingualism (French and regional languages) was overcome, the level of general education increased. Its decline began and continues as a result of the reverse process – the spread of multilingualism since the 1990s as a result of the acceleration of immigration, but also European integration, within the framework of which a politica l decision was made on the compulsory study of two foreign languages in all schools. In the absence of the necessary pedagogical support, a growing number of children, especially from low-income families, cannot withstand this psychological, intellectual a nd cognitive pressure. Conclusion. Political activity in education in France is carried out in weak cooperation with science. Despite the fact that even among specialists in multilingualism there are opposite opinions on various aspects of personality deve lopment in childhood and adolescence. Further research is needed, as well as the study of potential and latent risks of the current educational policy.

Коммуникативно-прагматический аспект передачи неполноэквивалентной лексики в переводе

In the process of communication, we do not exchange words, but meanings. On the one hand, meaning, as a communicative category, is not limited to a single language and can be conveyed in translation by various linguistic means. On the other hand, when it comes to translation meaning losses are still unavoidable because most words of any natural language are bound to the culture behind them. The aim of this article is to analyze the ways to compensate in translation the communicative and pragmatic effect of culture-bound elements of literary text, termed within the scope of Russian translation studies as ‘associative realities’. The research is based on the novel Homo Zapiens (Penguin Books Ph, 2002) / Babylon (Faber Ph, 2001) by V. Pelevin and its translation into English, performed by A. Bromfield. The focus of the study is to analyze the functioning of English-language loanwords in the novel, which lose their nominative value and obtain a certain symbolic meaning. Serving as specific signal words emphasizing the changes in the society when the Russian people in the 1990’s found themselves disoriented and trapped between a discredited Soviet past and a banal, Westernized future, they acquire the features of culture bound elements typical for the Russian culture rather than for their source culture. The research identifies several strategies to compensate the communicative and pragmatic effects of multilingual puns in translation. The study allows us to expand our understanding of the functions of foreign loanwords in the text of a work of fiction, as well as to identify the main principles and ways of transmitting the bilingual nature of the text in translation.