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Документ English Language Mastery: Reading and Vocabulary Tests for Bachelor Students’ Finals(2026) Bondarenko Victor Oleksandrovych; Davydova Tetiana Vasylivna; Бондаренко Віктор Олександрович; Давидова Тетяна ВасилівнаThe manual English Language Mastery: Reading and Vocabulary Tests for Bachelor Students’ Finals is designed to prepare undergraduate students for final assessment in the English language. The publication contains a comprehensive system of test tasks aimed at evaluating reading skills and lexical competence in accordance with contemporary educational standards and curriculum requirements. The materials included in the manual cover texts of various genres, topics, and levels of difficulty, as well as a wide range of task formats, including multiple-choice questions, matching exercises, gap-fill activities, word formation tasks, and others. The proposed exercises contribute to the development of analytical thinking, the expansion of vocabulary, the enhancement of language proficiency, and the improvement of strategies for working with authentic English-language texts. The manual can be used in classroom instruction, for independent study, and as a tool for both formative and summative assessment of students’ English language competence.Документ Estuary English: Social Background and Linguistic Status(Дрогобицький державний педагоічний університет імені Івана Франка, 2024) Bondarenko Victor Oleksandrovych; Бондаренко Віктор Олександрович; Kapranov Yan Vasylovych; Капранов Ян Васильович; Humeniuk Inna Leonidivna; Гуменюк Інна ЛеонідівнаThe present article dwells upon the social as well as sociolinguistic aspects of Estuary English, which is approached by scholars differently. Some of them view it as a modern variant of pronunciation, while others believe it to be a new London-based dialect. The notion “Estuary English’ appeared in the late 80s of the XX century and it rapidly attracted attention of the leading linguistic studios of Britain, while the term itself was coined in 1984 by David Rosewarne who named it so according to the territory of its spread (it appeared as a speech of working class people living in the estuary of the Thames).Документ Ethnolinguistic Variations of English in the Greater Toronto Area(2026) Bondarenko Victor Oleksandrovych; Бондаренко Віктор Олександрович; Davydova Tetiana Vasylivna; Давидова Тетяна Василівна; Kapranov Yan Vasylovych; Капранов Ян ВасильовичThe article explores how English in Toronto, while grounded in Canadian English norms, is shaped by intense multilingual and multicultural contacts. The Greater Toronto Area functions as a linguistic contact zone where English interacts with numerous heritage languages, producing variation that reflects social, ethnic, generational and linguistic identities. Drawing on sociolinguistic theory and previous research, the study emphasizes that language in this context serves both as a communicative tool and as a marker of belonging, solidarity and social positioning. Methodologically, the research employs a combination of corpus analysis, sociolinguistic interviews, quantitative measures, ethnographic observation and comparative studies to capture patterns across vocabulary, grammar and phonology. The findings indicate that lexical, grammatical and phonological features are not random but systematic, socially stratified and closely tied to identity construction within peer networks and urban communities. The study highlights how national linguistic norms coexist with innovations driven by language contact and social practice, particularly among younger speakers. Phonological and grammatical adaptations, along with shared informal vocabulary, demonstrate that linguistic variation functions to negotiate social relationships, establish urban identity and facilitate interaction in a multicultural environment, proving the dynamics of the contacting languages. Overall, the article presents the Greater Toronto Area as a model for understanding how language evolves under sustained contact, showing that national varieties can maintain structural stability while accommodating complex patterns of innovation, hybridization and social meaning in a diverse urban settingДокумент Social and Socio-Linguistic Aspects of Adaptation of Ukrainian War Refugees in Canada(Видавничий дім «Гельветика», 2024) Bondarenko Victor Oleksandrovych; Davydova Tetiana Vasylivna; Бондаренко Віктор Олександрович; Давидова Тетяна ВасилівнаThe article outlines up-to-date social and sociolinguistic aspects of adaptation of Ukrainian war refugees in Canada. With the beginning of the military aggression and the invasion of Russian invaders into the territory of Ukraine, a large part of the local population left their homes and went to other countries. The process of adaptation and socialization of newly arrived Ukrainians is the subject of study not only of sociology, but also of psychology, sociolinguistics and other related disciplines. In our research, we make an attempt to describe the general conditions, realities and socialization trends of different age groups of Ukrainian war refugees who found refuge in Canada. Our special attention is being paid to the processes of interaction between the English and Ukrainian languages from the point of view of their coexistence and mutual influence in various spheres of socio-cultural communication. As a result of the conducted research, we conclude that the processes of mutual influence of the two languages in various spheres of communication are inevitable, since the socialization of the newly arrived Ukrainians takes place in an immediate contact with speakers of English both on the everyday level and during cooperation in professional spheres. In addition, there is a mutual influence of the two languages on each other: the Ukrainians are forced to master at least basic spoken English, since a full-fledged life in an English-speaking environment is impossible without it, while the Canadians, mostly representatives of the previous waves of Ukrainian immigration, and not only, being in close contact with Ukrainian-speaking participants in the communication process, feel the significant influence of the Ukrainian language, especially in the field of professional cooperation. From the point of view of social aspects of the newly arrived Ukrainians’ adaptation, the following should be noted: psychological support of the war victims, creation of the necessary conditions for their involvement in new communities for full communication and life as well as provision of all necessary social guarantees, which is a basic condition for their well-being and full socialization in the new society.Документ The Linguistic Framework of Multicultural London English(Видавничий дім «Гельветика», 2025) Bondarenko Victor Oleksandrovych; Sokolova Iryna Valentynivna; Kapranov Yan Vasylovych; Бондаренко Віктор Олександрович; Соколова Ірина Валентинівна; Капранов Ян ВасильовичThe article focuses on the linguistic framework of Multicultural London English (MLE) – an evolving variety of English that has emerged in the multicultural context of London and other British urban communities, particularly among young people from diverse ethnic backgrounds. Its appearance, spread, and development reflect the complex social and cultural mosaic of London and some other cities, determined by the processes of immigration and globalization. MLE is viewed as a blending of linguistic features loaned from some British dialects (London’s Cockney and Estuary) and different ethnic communities, including Caribbean, African, South Asian, and European influences. There is an attempt to identify the true origin of MLE and connect it with the general tendencies of the English language transformations in the modern world. We managed to trace the roots of MLE to the post-World War II period when massive waves of immigration from former British colonies brought together speakers from a variety of linguistic backgrounds. The immigrants interacted with each other and with the local English-speaking population, inducing the creation of a new form of speech. Our special attention in the research is paid to the fact that MLE is not simply a hybrid language but a dynamic dialect, or even a sociolect, that continues to evolve. Its influence is spreading across the city and some urban communities, with some features becoming generally accepted in Standard British English, while it is most commonly spoken by young Londoners in working-class areas. MLE is not only the manifestation of the linguistic diversity of its speakers, but it also expresses their identity in a multicultural speaking environment. The rise of MLE has aroused numerous debates about linguistic and social integration in the context of its coexistence with Standard British English. However, its continued evolution demonstrates the dynamic nature of language in urban communities illustrating how they assimilate and adapt linguistic practices to reflect their diverse social realities.Документ The Use of Online Platforms in the Implementation of Subject-Language Integrated Teaching of English and Mathematics(СумДПУ імені А. С. Макаренка, 2025) Odintsova Oksana Oleksandrivna; Bondarenko Victor Oleksandrovych; Одінцова Оксана Олександрівна; Бондаренко Віктор ОлександрFor the modern Ukrainian education system, the issue of integrating teaching of English and other subjects is important, which is reflected in typical educational programs for secondary schools and programs of school disciplines. Among modern approaches to learning foreign languages in terms of integrating subject content, the most appropriate for secondary school, in our opinion, is the content and language integrated learning (CLIL method), in which English serves as a means of learning subject, mathematical in particular, content and provides an opportunity to form foreign language linguistic and communicative competences. Despite the fact that the vast majority of researchers consider this method of integrated learning to be applicable only to higher education (higher education level), in our opinion, it can be applied starting from primary school using the partial integration model, since during this period of study students have quite different levels of knowledge of a foreign language and most subjects are studied according to programs approved by the Ministry of Education and Science of Ukraine, namely this model does not violate the integrity of these programs and does not require significant changes in their requirements. For successful implementation of integrated lessons using the CLIL method, according to D. Coyle, D. Marsh and other ideologists of this method, it is necessary to introduce the following 4 elements (the “4Cs” system): Content, Communication, Cognition and Culture. Taking into account the elements of the “4Cs” system emphasizes the need for teachers to focus not only on the content of subjects and language, but also on the dynamic aspects of integrated learning, without which neither language nor subject competencies can be effectively formed. The analysis of available sources shows that today the Ukrainian education system lacks global methodological developments of examples of integrated lessons of English and other subjects using subject-language integrated learning, therefore, for successful implementation of the CLIL method in teaching mathematics at school, a detailed study of available English- language electronic resources is required, the Desmos online platform in particular. The latter is an interesting and powerful system of various mathematical tools and a large collection of didactic mathematical materials for all levels of school mathematical education, called Amplify Classroom. It should be noted that some of the activities have been translated into different languages, but the full-text collection is available only in English, which makes this collection interesting for implementing the CLIL method in teaching mathematics. The article discusses in details the activity called Marbleslides: Exponentials, its features and possibilities of using gamified tasks, an assistant for the teacher regarding the specified activity, particularly in the context of the topic of transforming graphs of functions. The available number of slides in the activity Marble slides: Exponentials – 24, and their level of complexity allows us to differentiate the approach to selecting tasks for an integrated lesson for classes with different levels of learning mathematics: for the standard level of learning – you can limit yourself to slides from the Fix It groups (6 pcs.) and Predict & Verify (8 pcs.), but for the profile level – use all 24 slides. At the same time, the developers suggest that the teacher use the response mode on the toolbar to check the progress of students, if necessary, provide them with individual support or hold a short discussion with the whole class if a sufficient number of students have difficulties. And since the considered activity from the Amplify Classroom collection is typical and fully meets the requirements for the “4Cs” elements, with the help of which the CLIL method is implemented, all this makes Amplify Classroom indispensable in the implementation of the specified method in the absence of an appropriate system of printed/electronic methodological materials in Ukraine.Документ Мовні засоби вираження емотивності в англійськомовних пейзажних описах(Гельветика, 2024) Гуменюк Інна Леонідівна; Humeniuk Inna Leonidivna; Бондаренко Віктор Олександрович; Bondarenko Victor Oleksandrovych; Кумеда Олена Павлівна; Kumeda Olena PavlivnaСтаття присвячена вивченню мовних засобів вираження емотивності в англомовних пейзажних описах. Поставлено за мету виокремити мовні засоби вираження емотивності пейзажних описів в англійськомовній художній прозі завдяки проведеному контекстуальному аналізу. У праці проаналізовано реалізацію емоцій засобами фонетичного, морфологічного, лексичного й синтаксичного мовних рівнів на матеріалі описів природи, дібраних з англійськомовних прозових художніх творів. У результаті опрацювання наявних джерел визначено теоретичну базу, окреслено основні напрями наукового пошуку об’єктивації емотивності в описових фрагментах. Визначено, що емоційно марковані мовні одиниці здатні виконувати емотивну функцію, завдяки чому створюється емоційна картина оточуючого середовища в уяві гіпотетичного читача. Установлено, що на фонетичному рівні приголосні фонеми та їхні сполучення передають рух живих істот, зміни освітлення, різні звуки природи. Голосні надають мінорного або мажорного ладу краєвидам. Зазначено, що серед одиниць морфологічного рівня пейзажним замальовкам притаманне вживання суфіксів з позитивною та негативною конотацією, а також зміна морфологічного складу лексеми. З’ясовано, що лексика є найпродуктивнішим із засобів актуалізації емотивності англомовних прозових описів. Серед різних лексико-семантичних груп широко вживається оцінна лексика і сенсоризми, до яких відносять лексико-семантичні поля «погода-клімат», «світло-темрява», звукономінальні й звукосимволічні слова, одоризми, колоризми, слова на позначення стихії, температурних коливань, тактильні лексеми, а також лексика зі зниженим стилістичним тоном. Виявлено, що характерними для пейзажних фрагментів синтаксичними вербалізаторами є інверсія, емфатичне використання дієслова do, окличні й питальні речення.