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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.

The current paper features "American Girls in Red Russia: Chasing the Soviet Dream" (2017) by Julia L. Mickenberg, PhD in American Studies from the University of Texas. The author gives a thorough account of reasons that led American women in 1920–1930 to Soviet Russia. One of the chapters is dedicated to American author and journalist Ruth Epperson Kennell (1889–1977), who worked for the Autonomous Industrial Colony Kuzbass in 1922–1924, which makes her part of a unique industrial experiment in international partnership. She fulfilled duties of a secretary and librarian and continued to work at the library of Comintern in Moscow after her contract with Kuzbass expired. In 1928 she accompanied Theodore Dreiser in his Russian tour; he chose her as a prototypefor one of the novellas in his "Gallery of women". Relying on Kennell’s archive and written accounts of other Colony members, J. L. Mickenberg suggests that American women were attracted by the communal lifestyle ofsuch organizations as AIC "Kuzbass", as long as it offered them a relief from what was considered a woman’s traditional duties and a professional and artistic fulfi which led to a paradox: American women left for Soviet Russia in pursuit of the so-called American dream. Professor Mickenberg explains some of the radical feminism in her research subjects from the point of view of psychoanalysis and shows how environment and social changes influenced private life of the "Russian Americans". The monograph proves that the constant interest for the history and heritage of the Autonomous Industrial Colony "Kuzbass" is not only local but international.

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.

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