Ukraine is now actively experiencing mass immigration movements due to its location. For immigrants, it is rather a "transit country" on the EU route, but often it is in our country that the transit route ends. Research shows that immigrant children face several challenges in their educational lives. Among them are communication problems and discrimination that arise due to linguistic and cultural differences. Many countries experiencing immigration movements around the world often use multicultural approaches to education to address the educational issues of foreigners. That is why there is a need for a comprehensive study of the literature, and this study, in particular, will be useful for considering the topic as a whole. The results of the study showed that three main approaches to education could solve the problem of the integration of foreign children into Ukrainian society. Research methods are comparative analysis, generalization, systematization, synthesis, analogies, classification, grouping, correlation, and cluster analysis.

The article deals with the differences in the speech behavior of Americans and Ukrainians, namely the reporting of bad news, expressions of sympathy, advice, and prohibition. Language as a social phenomenon reflects the features of social consciousness, cultural, psychological, and value orientations of a particular society. Language constructions leave a certain imprint on the reported information. The choice of construction is predetermined by the nature of the speaker’s worldview. American behavior is predicated on the presentation of a positive image of the self to the outside world. The leading characteristics of the American linguocultural space are a straightforward expression of opinions and a tendency towards a positive assessment of all life phenomena. The speech habits of Ukrainians, inherited from Soviet times, on the contrary, reflect a negative way of thinking. The hangover from the ​Soviet times is a large number of negative constructions. From generation to generation, people have faced a number of restrictions and prohibitions on a daily basis, which have gradually turned into speech clichés. In addition, the Ukrainian culture, in contrast to the American one, is characterized by less straightforwardness in communication. The examples given in the article illustrate the need to adapt the translation to the cultural norms of another language.

In this article, consideration is given to the utterances of apology in Modern English. The utterances of apology belong to the post-event-acts, i.e. they signal that a certain type of event has already taken place. Moreover, the speaker recognizes the fact that a violation of a social norm has been committed and that the speaker is at least partially involved in its cause. The act of apologizing requires an action or an utterance that is intended to “set things right” between the apologizer and the recipient of the apology. The English language provides a range of accepted formulas for apologizing. Utterances of apology can be very short and direct, or longer and more complex. The expression of apology depends on the seriousness and importance of the thing which has happened, the social and cultural standards, the type of situation (official/non-official), the form of apology (written/oral), social relations of the speaker and the hearer (the degree of familiarity), the speaker’s feelings, and the degree of the speaker’s responsibility for what has happened. There are five possible strategies for making an apology: an expression of an apology, acknowledgement of responsibility, an explanation or account, an offer of repair, and a promise of non-recurrence.

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The article considers the features of the communicative-cognitive approach to the subject area of discourse and its interpretation in linguistics. The authors give several views on the concept of discourse, its main characteristics and emphasize the interactivity of its nature. Overall, the interpretation of discourse as a multifaceted communicative-cognitive system was viewed through a complex of three aspects: the translation of beliefs and ideas that is cognitive, the interaction of communication participants in specific conditions and contexts that are communicative. The article presents the structure of discourse from the perspective of communicative-cognitive approach, analyzes all the elements of the structure. The position on the speech act is viewed as a minimal discursive unit and the possibility of its use for linguistic descriptions is separately considered. The principle of unfolding a speech act in accordance with a specific cognitive scenario with regard to the communicative characteristics of the act is highlighted.