Linguocultural dynamics and educational process

What is the extent of linguistic factor impact on ethnocultural processes? How does education influence linguocultural dynamics? In what cases does such influence have valuable character and in what cases this influence is mainly tool? Are there situations when linguocul-tural processes proceed independently in relation to cultural policy, ideology and educational strategy? Authors of the article try to give the answer on these questions. In article the category of "concepto-sphere" is specified. There are also described its basic elements such as language consciousness and linguocultural identity. Authors show that the linguistic identity is a cultural identity organic part connected with the historical past of people (Russian, English, Spanish, etc.) with which history the language is inseparably connected. The language consciousness category has a bit different context and belongs not only and not just to certain people but to all people speaking this or that language. Thus, it is possible to speak about language consciousness of Russian-speaking, English-speaking, Spanish-speaking. In a quantitative sense, as a rule, language consciousness covers much bigger people (for example, Spanish is spoken not only by Spaniards, but by the most part of Latin America) than lin-guocultural identity. The situation when the ethnocultural identity and language consciousness practically do not find a common ground characterizes many African and Latin American countries and represents complexity for scientific and pedagogical community. Language consciousness and linguocultural identity, despite the discrepancy and neounambiguity, are the valuable center of a ethnocultural dynamics linguistic factor. The language consciousness and linguocultural identity are concretized and finds the reflection in course of school and high school education. It is shown that when language becomes the tool of political struggle and in this quality it is used in education, the valuable potentials of language, as a rule, are insignificant for the political forces participating in opposition to each other. In similar circumstances the tool manifestations of ethnocultural processes linguistic factor are prevailing. The modern educational paradigm is focused on scientific knowledge and skills, derivative of it. Mastering this knowledge and abilities, alas, quite often turns into comprehension of solitary cases which are often acquired superficially, passing consciousness and the identity of student. Instead of such solitary cases the complete system of representations takes root into the educational system some communities. However this complete system is based on illusory, but not real facts, for example, about people history, origin of its language, about ethnoses related to it. In these circumstances differentiation of valuable and tool factors of ethnocultural and educational dynamics is complicated. And such phenomenon demands further judgment in pedagogical theory. Meanwhile at any tendencies of spiritual, social, political processes in society language always remains one the significant factors of ethnocultural dynamics and the most important component of educational process.

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