The coal-mining industry ensures its sustainable development by forming the complex regional environment, embracing urban, social, cultural, linguistic, and academic components. The environment eventually exerts itself in a number of outcomes. It makes up a multiform regional cogniosphere (i.e. noosphere, ideosphere, logosphere, semiosphere, conceptosphere) responsible for increasing the regional population’s awareness of the coal mining specifics, as well as forms positive attitudes to the mining sector of economy and mining professions, and finally forges the regional identity. The environment is responsible for increasing the popularity of professional coal-mining education which enables the stability and survivability of the mining professions and efficient personnel change in due time. The environment affects adjacent economic spheres (tourism, service, recreation, production, etc.) so as they can make use of the regional specific features and diversify their products and services. Thus, the coal-mining industry and the above mentioned environment form a closed-cycle system whose constituents affect each other mutually and ensure efficient coexistence and development. The cultural, linguistic, and urban environment of the region can be viewed as additional means of supporting and promoting sustainable development of the regional economy and culture through its manipulative potential.

No abstract

The current paper features the problem of teaching foreignlanguage mining vocabulary to would-be translators / interpreters and mining students. The one-industry city environment poses a challenge in front of those higher education institutions that offer a master degree in translation: as long as the best jobs in the region are offered by coal-mining enterprises, developing language and translation skills is not enough. A professional translator in a coal-mining region has to be familiar with mining vocabulary, which, like in any other high-tech production sphere, seems either too abstract or too specific for an outsider. Bachelors in coal mining, on the other hand, demonstrate a lack of communication skills if they wish to get a master degree in translation. The article states Content and Language Integrated Learning method (CLIL) as a possible solution for the problem. The method allows the instructor to employ various authentic media sources within the mining works to build up topic cases for communication skills development at the initial stage as well as to extract terminology to compile thematic glossaries at a later stage of translation skills acquisition. The paper includes some examples of CLIL application in teaching translation for coal-mining industry purposes.

No abstract

No abstract