Linguistic representation of crisis phenomena in the English language pedagogical discourse

The article is devoted to the study of linguistic means of constructing a crisis discourseon education. The object of analysis is the media pedagogical discourse. The subject of theresearch is the contextual and discursive analysis of the crisis pedagogical media discourse. Thestudy showed the predominance of verbal semantics with semes of intensity and negativeconnotations, indicating the intransigence of the parties to the conflict. Nouns with a negativeconnotation detail the concept “Crisis”, revealing its causes. The novelty of the study lies in theidentification of the leading method of constructing a crisis pedagogical media discourse which is themethod of hyperbolization.