MODELS OF COMMUNICATION IN THE DISCOURSE OF THE PARLIAMENTARY DEBATES OF GREAT BRITAIN AND THE USA

Abstract

The article deals with linear, interactive and transactional communication models. The stage of the witnesses questioning in the «Education» Committees was formulated in the discourse of the UK and US parliamentary debates on the basis of the three-phase model of Klaus Brinker and Sven Zagher, consisting of the introductory, nuclear and final phases. The overall purpose of communication, which takes place in three phases, is to change the mindset of the initiator of the conversation from the state of misunderstanding to the state of understanding. The three-phase model of communication also enables the definition of the content (thematic) level of the discussed issues that reflect the national specificity of the discourse of parliamentary debates in the United Kingdom and the United States. Issues that are the subject of discussion at the «Education» committee in the UK Parliament and the US Congress are being considered through the prism of the law, with the UK legislature clearer than the US Congress, and concern all components of the training process - from training to the interest of parents in the school life of children. Common topics for discussion in the UK Parliament and the US Congress are: 1) a greater trust to school principals; 2) development of creative potential and professional skills of teachers; 3) parents’ interest in highly qualified children’s education; 4) proper payment of teachers; 5) the issue of education for children with special needs; 6) the role of the state in the system «Education»; 7) bureaucracy in schools. The issue of British parliamentary discourse, which differs from the topics discussed in the US Congress, focuses on organizing the learning process, namely on issues such as: 1) retraining schools at the academy; 2) the compliance of the school management with the requirements of the status of academies; 3) inequality of teachers of schools and colleges in employment; 4) cooperation between schools and academies; 5) granting autonomy to schools. In turn, the circle of questions in the analyzed committee «Education» in the US Congress concerns more a teacher, as evidenced by the issues we are discussing: 1) standard and alternative teacher training; 2) the quality of teacher training programs; 3) perfection of the law on HQT (highly qualified teachers); 4) increasing requirements and responsibility for the work of teachers; 5) responsibility for the training of highly qualified teachers.