ON THE LINGUISTIC PERSONALITY OF THE TEACHER IN THE RUSSIAN LITERARY DISCOURSE

This article examines the linguistic personality of the teacher in his professional status through the prism of fiction. Status characteristics of personality, in particular linguistic personality, continue to attract the attention of linguists, both in our country and abroad. Fundamental is the understanding of the linguistic personality, on the one hand, as a specific native speaker capable of understanding, reproducing and creating texts, and on the other hand – it is a person characterized on the basis of the analysis of the texts created by him in terms of representation in these texts of various means of language to express the surrounding reality in various aspects of its manifestation. Therefore, it is not surprising that the consideration of the linguistic personality is multidimensional. The status of the individual in his language of incarnation may be considered in different aspects: cultural linguistic, sociolinguistic, psycholinguistic, semiological, etc. In the framework of the cognitive-communicative and cultural-anthropological analysis the essential features of the professional identity of the teacher are revealed. The article considers the status of the teacher from the point of view of his personological modality, in other words, through the positioning of professional linguistic personality in the national linguistic culture. First of all, we are talking about the collective views of native speakers of the national language, in particular the literary one, about the teaching vocation and the personality of the teacher. We distinguish the qualitative and quantitative parameters of the social and discourse status of the teacher in the minds of native speakers of the Russian language. And determine a number of dominant features of the teacher in the Russian linguistic culture.