De Gruyter Mouton 1

1. Abais poetry in Ecos semiotic light
2. Advancing CLIL Approaches in EMI Settings Through International Collaboration: An Introduction
3. Anthroponyms: The lexico-semantic approach to word formation and its social and cultural implications
4. Both necessary and irrelevant: Political economy and linguistic injustice of English in higher education in Kazakhstan
5. Cognitive foundations of the formation of communicative competencies in the theory of dialogue
6. Curators and Mediators of Language, Content, Pedagogy, and Technology: Teachers Expanding Roles in Fully-Online CLIL Contexts
7. Detection of extremist messages in web resources in the Kazakh language
8. EMI and CLIL in Kazakhstani Higher Education: Current Policies and Future Possibilities
9. English high-stakes testing and constructing the international in Kazakhstan and Mongolia
10. Ethnosemantic analysis of binary oppositions in toposystems
11. Exploring linguistic and cognitive-communicative aspects of vernacular toponyms: a comparative study of English and Kazakh languages
12. Extralinguistic factors of language personality formation
13. Forging CLIL Teacher Identities in Kazakhstan: Developmental Pathways of Two University Teachers
14. Gender stereotype: The features of development and functioning in the Kazakh language
15. Hong Kongers and their languages: bordering, scale and identity
16. How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?
17. Linguistic and cultural peculiarities of Turkish and Arabic speech etiquette in farewells and greetings
18. Mobile borders
19. Mobile borders and chronotope of homeland
20. Pragmatic characteristics of diminutive adjectives in Kazakh and English languages
21. The concepts power and death as key units in the conceptual framework of the novel The Nomads: The Charmed Sword by Yessenberlin
22. The grotesque as a literary issue
23. The issues of developing the historical subcorpus of the National Corpus of the Kazakh Language
24. When language policy is not enough
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