This article deals with the challenges English language teachers regularly face when working with so-called mixed-ability classes. The analysis of the main strategies presented by leading local and foreign scientists concerning the problem of teaching to different-level students in technical higher educational establishments is carried out. The article focuses on the importance of the problem mentioned as well as probable reasons of the prevalence of the problem. Taking into consideration the deficiency of system development of methods and approaches to teaching English in mixed-ability classes, the following scientific research is focused on scrutinising all sorts of possible solutions of the problem arising from the necessity to teach English in mixed-ability groups. The attempt to investigate strategies and methods that can be successfully applied in the process of English language teaching in mixed-ability groups was undertaken. The role of peer tutoring as one of the feasible solution of the problem is examined. The vital importance of facilitating favourable friendly atmosphere in the mixed-ability class is highlighted. The necessity to develop assignments of different levels of complexity presenting challenge for advanced students and not frustrating and demotivating the average ones is mentioned. Students' psychological problems arising in the process of learning a foreign language in different-level groups, particularly, in the process of improving communication skills, are considered. The article is of great help to all foreign language teachers interested in effective implementation of modern techniques and approaches that can have a positive impact on the teaching process in mixed-ability classes.

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In the article the human capital of boarding schools is regarded as a network of social connections that form a space consisting of interdependent social positions. The essence of the concept «socialization potential of society» is defined as a set of opportunities that society has for exercising socialization influence on an individual in order to form his/her social qualities. It is stated that the social resource potential of boarding schools consists in the ability of the actors involved in the interaction to ensure the accumulation of all components of these educational institutions‘ social resources in order to implement a system of measures for education, socialization, rehabilitation, social protection, promotion of normal life arrangement of foster children. The author conducted the study of social and cultural aspects of boarding schools on the basis of socio-systematic analysis of social organization, characterized the vectors of boarding schools interaction with the external social environment. The complex characteristic of the social and cultural model of educational organization of boarding schools is given. The reputational issues of residential institution in the eyes of the public were analyzed. The scientific novelty of the obtained results consists in the fact that it conceptualizes for the first time in the Ukrainian sociological science the accumulation process of society‘s socialization potential in the activity of boarding schools with the use of human capital theories. This enabled to achieve certain scientific results, in particular: boarding schools were researched in the new conceptual framework as agents of accumulation of society‘s social potential; the concept «social resource potentials of educational institutions» was substantiated; the activity, relational and value components of the model of social resource potential of boarding schools was conceptualized and empirically verified; the social model of a boarding school as a modern open system was conceptualized. The following points got their further development: the provisions of G. Becker's theory of human capital regarding the explication of the concept «human capital» as a resource that pupils of boarding schools receive in the process of education and upbringing in these special social institutions that affect relations between people and the way they later use them in their life goals; the vision of a boarding school as an open system from the standpoint of provisions for group social inclusion, inclusive education and as a social institution through the justification of its explicit and latent functions. The provisions of the article can be used in the development of conceptual bases for work of institutions in the sphere of labor and social protection of people, education and science, health care, in public organizations, mass media and educational institutions, as well as in the process of training specialists to work with people who have functional disabilities.

The article uses the theoretical and methodological standpoint of Gilbert Durand’s theory of archetypes to interpret ethnic archetypes of Ukrainians, which are manifested in the set of value dispositions of students attending educational and rehabilitation institutions. The authors substantiate the idea that the influence of archetypal determinants in children is manifested primarily in value dispositions that act as potentials for their future behaviour; they are the projection of the collective unconscious influence on the social morality of a particular society and the formation of universal prototypes that determine the living environment of each individual and the entire community, eventually affecting the construction of social reality. Based on the survey conducted among senior students of educational and rehabilitation institutions of Ukraine, it is empirically shown that the value structure of student youth is formed mostly regardless of their gender, reflecting the main national archetypes (freedom-loving Cossack society, cordocentrism, the concept of “fertile land”, peasantry character, the image of Goddess-Mother) and includes such traits of national character as democratic nature, opulence, thrift, diligence, religiosity and respect for women. The article demonstrates the analytical and interpretative value of the conceptual trichotomy “diurnal – dramatic nocturnal – mystical nocturnal” introduced by G. Durand for understanding the archetypal pre-conditions of students’ choices of priority values. The authors analyse the specific features of the value sphere of students with disabilities: when compared to children without disabilities, they show lower indicators for almost all value points. It is suggested that these differences are evidence of the lesser manifestation of archetypes and national character traits due to preferential focusing on health issues, the need to monitor and control physical condition increasingly, coordination of movements, etc. Because of this, in students with disabilities, the postural reflex, which belongs to the sphere of the diurnal influence, retains its activity after reaching physical maturity and often manifests itself in the unprecedented psychological vitality of people belonging to this category.

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