Inter-discursivity: educational, financial and economic discourse

Inter-discursivity in educational discourse is reflected in the theme of "Finan- cial Competence" in the context of the general secondary education. Educa- tional discourse here interacts with the species of discourses in financial and economic spheres, as well as at the stage of transition to post-school variety of discourse, for example, with university discourse. The lexical-semantic specificity of inter-discursive is implemented, and, in particular, the educa- tional discourse, its expectations, value orientation and profiles of partici- pants in the communication. Inter-discursivity appears in the lexical-semantic features of actualization of values in the context of American high schools and border financial and economic discourse. Signs of discourse include the common names of participants, including characterizing the demographic groups; the organization, teaching staff of economic universities, and busi- ness representatives are the participants of the discourse. The author uses lexical-semantic means characterizing teachers and universities, which are specialized in the financial and economic issues. The article discusses stand- ards and curricula in the field of financial competence (in relation to the re- quirements existing in different states), the goal of studying finance at the school, describes the skills and practical skills, aspects of evaluation and test- ing, characterizes economic and financial concepts. The epithets with positive connotations to describe the training programs in the field of finance are used. The group of discursive features includes description of the positive aspects of financial education in school (given on the background of adverse events), for example, in relation to the school graduates. The author describes the need for training and retraining of teachers in the financial and economic sphere. The conclusion is that the discourse participants use specific lexical- semantic means, for example, professional terminology, to create texts on financial and economic issues within the educational discourse. Differentia- tion of discourse can be carried out based on the analysis of general and spe- cific parameters of its features, the characteristics of participants in the dis- course and its thematic correlation.