This study explores the question how the concept of university identity may be suited to address the relationship between present and past. As two central notions social identity and reputation are discussed. We presume that reputation is a socially distributed representation that monitors social identity. The analysis provides that self presentation from the historical perspective serves as an efficient way of identification of the contemporary university. Addressing history is not only part of new promotional culture. This is a symbolic representation of the modern university’s social embeddedness. The major implication is that the university acts a partner of the state. Historical reference acts as an ideological construction, i. e. a symbolic representation of values, concepts and arguments for achieving the goals of the university corporation as part of the Russian nationhood. Events of the past become the standard for positive evaluation and legitimization of its present functioning. We discuss the social embeddedness of Russian university based on the university websites presuming that the websites reflect the changing nature of discursive practices and provide evidence to monitor the values and identities they communicate

Аннотация. В статье представлен обзор международных экзаменов по иностранному языку, показаны возможности интеграции их содержательного компонента в отечественную систему высшего профессионального образования в качестве оценочных и обучающих средств. Раскрыты образовательный потенциал и условия эффективности учебно-методического корпуса подобных экзаменов в плане реализации принципа профессиональной направленности языкового образования на примере системы работы с учебным пособием для подготовки к Кембриджскому экзамену Teaching Knowledge Test в ходе изучения иностранного языка будущими педагогами начальных классов. Ключевые слова и фразы: иностранный язык; коммуникативная компетенция; международные сертификационные экзамены; высшее профессиональное образование; профессиональная направленность; академическая мобильность.

The topic of the present research is of current importance due to the new requirements in the higher education system imposed by Federal State Educational Standards 3++. We believe that the use of narrative method of keeping a reflective learning diary by non-linguistic students in the course of Foreign language facilitates development of critical reflection skills and thus universal competences. The notions of reflection and critical reflection in the learning context are defined in the paper. Also the article provides arguments for the efficiency of the reflective learning diary in developing critical reflection skills. The use of methods for developing critical reflection in the learning process should be planned properly and thus recommendations for keeping the reflective learning diary and assessment criteria have been carefully elaborated. The paper shows the results of the students’ work in keeping their reflective learning diaries following the criteria under consideration. It also provides the survey results of the experiment group. The results indicate that by keeping the reflective learning diaries the students analyzed and evaluated, reconsidered and revaluated their experience of learning the foreign language, their skills and knowledge, their emotions and (false) ideas about the course of foreign language lessons. They also worked out new ideas and ways of improving in the future their process of foreign language acquirement. All the mental processes mentioned form the basis of critical reflection in the learning context. Presented in this article results of the study aimed at the critical reflection skills development through the use of narrative method of keeping a reflective learning diary were obtained during the experimental foreign language training of the students of NArFU named after M.V. Lomonosov, field of study 39.03.01 Sociology, in the 2017–2018 academic year, carried out by associate Professor of the Department of English language Evseeva Larisa Nikolaevna. In a summarized form the results of experimental training have been presented in the dissertation research (master's thesis).

The objective of the research is to outline the modern multilingualism and internationalization issues of the educational process through the practical implementation of the new ESP ideas at the Northern (Arctic) Federal University. We pay special attention to the key foreign language competencies and skills development of future professionals. The experimental part of the research included implementation of "The Arctic Quest", designed by Zhanna Elukova for ESP lessons, and developing criteria for foreign language mastering skills assessment necessary for being involved effectively into the multilingual and cross-cultural educational interaction. The methods used are a pedagogical experiment and the analysis of the experiment results. The results of the research show that implementing Arctic content into ESP lessons and after class activities allows stimulating and motivating the students for the autonomous learning, and involving the undergraduates into the multilingualism education process through ESP class activities.