Abstract:

This paper is part of a larger project aimed at revealing lexical and phraseological units of the Russian language representing semantics of unity and animosity (The study is supported by Russian Science Foundation (project No. 20-68-46003 “The Semantics of Unity and Animosity in Russian Lexis and Phraseology: Language System and Discourse”). It focuses on communication in online communities which function as platforms for building both individual and group identities. Although individuals often tend to explicate their individual qualities, there is a constant need to be part of a group, and this urges internet-users to unite in online communities. As has been proved in other studies, virtual groups have the same ontological characteristics as real groups have in physical settings.

We assume that values as part of collective teachers’ identity are constructed and maintained in the process of online communication and serve to unite group members. The aim of the research is to reveal the key values of pedagogical communities and their role in professional online communication. The data were retrieved from professional online communities for teachers in the Russian social network VKontakte and on Facebook. The data include 400 posts and comments added by members of the communities.

In terms of methodology, the study draws on genre studies, CDA, and identity theory. We apply the model of analysis propounded in one of the previous works. Collective values of the pedagogical community are explored on three levels: pragmatic, communicative and linguistic.

The findings of the study suggest that teachers’ online communities are aimed at collegian discussion and support as well as giving and receiving professional advice. The key pedagogical values include high standards of professionalism, love of teaching and dedication. The values are supposed to be shared by the group members, and the failure to meet certain axiological criteria gives rise to collective criticism. We claim that values are constructed through an array of pragmalinguistic resources, including genres of advice, recommendation and sympathy, lexical units and phraseology with the semantics of unity, phrasal verbs with semantics of continuity, modal verbs, etc. Generalising on a higher level, we argue that modern technologies, the Internet first and foremost, offer a wide platform for social integration, development of supportive relationships and meaningful cooperation.

Keywords:

Values, teachers’ online communities, collective identity, unity, linguistic resources.