Olga Nenonen

This systematic review examines how information and communication technologies (ICT) shape emotional, social, and cultural dynamics within transnational families (TNFs). Drawing on 113 articles identified through a Zotero bibliographic library developed by Working Group 1 of the COST Action Transnational Family Dynamics in Europe [TraFaDy], the study synthesizes research on ICT‐mediated family practices within TNFs. Through descriptive coding and thematic analysis, we examined participant profiles, research designs, communication practices, origin and host countries, the drivers of ICT use, and emotional, social, and cultural consequences. Findings show that ICT enhances communication, facilitates co‐presence across distance, and supports emotional bonds, while also generating complex ambivalences shaped by socioeconomic conditions, digital literacy, migration status, and intra‐family power dynamics. Although digital tools strengthen family roles, caregiving arrangements, and transnational belonging, they may simultaneously reinforce inequalities, intensify surveillance, or create emotional strain. Cultural processes such as enculturation, acculturation, and cultural integration were shown to be deeply intertwined with ICT use, revealing how digital communication sustains cultural continuity while enabling hybrid cultural formations. The review concludes with recommendations for strengthening research and policy initiatives related to digital inclusion, family support, and integration, with the aim of enhancing the well‐being of TNFs.

The article describes the experience of teaching Russian language and culture at the University of Finland. In particular, methodological techniques from the field of linguistics related to the study and comparison of languages and cultures are described. The author recognizes the importance of solving the problem of language teaching through the prism of culture and the need for a broader coverage of the cultural component in the teaching of language disciplines. The relevance of the article lies in the fact that the paper discusses the issues of building intercultural communication in heterogeneous courses, discusses ways to develop cultural and linguistic competence of foreign and bilingual students studying Russian outside of Russia. Thus, this study is relevant not only in one country, it helps to contribute to the development of new methods of teaching Russian abroad. The purpose of the study is to describe the types of pedagogical work with students, while applying a linguoculturological approach, to consider ways of organizing language teaching taking into account its cultural component. The theoretical research methods used in the work are based on the principles of comparative linguoculturology; despite this, they allow us to consider the Russian picture of the world from the standpoint of a representative of Finnish culture, a native speaker of the Finnish language. Empirical methods of analysis of the author's pedagogical work, critical consideration of the applied techniques are also used to solve the tasks. The results of the study confirm the expediency of including linguistic and cultural units, culturemes in training. The author gives concrete examples of the use of nonverbal and verbal forms of culturemes in the classroom. The choice of culturemes is determined by the content of the course and the cultural and linguistic competence of students. In the article, the author argues that the described forms of work should be used in a heterogeneous audience with students with different cultural and linguistic competence. В статье рассказывается об опыте преподавания русского языка и культуры в финляндском университете. В частности, описываются методические приемы из области лингвострановедения, связанные с изучением и сопоставлением языков и культур. Автор признает важность решения проблемы обучения языку через призму культуры и необходимость более широкого охвата культурного компонента в ходе преподавания языковых дисциплин. Актуальность статьи заключается в том, что в работе обсуждаются вопросы построения интеркультурной коммуникации на гетерогенных курсах, рассматриваются способы развития культурно-языковой компетенции иностранных и двуязычных студентов, изучающих русский язык за пределами России. Таким образом, данное исследование актуально не только в одной стране, оно помогает внести вклад в разработку новых методов преподавания русского языка за рубежом. Цель исследования состоит в том, чтобы описать виды педагогической ра боты со студентами, применяя при этом лингвокультурологический подход, рассмотреть способы организации обучения языку с учетом его культурной составляющей. Использованные в работе теоретические методы исследования основаны на принципах сопоставительной лингвокультурологии; несмотря на это, они позволяют рассматривать русскую картину мира с позиций представителя финской культуры, носителя финского языка. Для решения поставленных задач также используются эмпирические методы анализа педагогической работы автора, критическое рассмотрение применяемых методик. Результаты исследования подтверждают целесообразность включения в обучение лингвокультурологических единиц, культурем. Автор дает конкретные примеры использования на занятиях невербальных и вербальных форм культурем. Выбор культурем определяется содержанием курса и культурно-языковой компетенцией студентов. В статье автор утверждает, что описанные формы работы целесообразно применять в гетерогенной аудитории со студентами, имеющими разную культурно-языковую компетенцию.

We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur–Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters’ social or language status, but not with the raters’ age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.