E-Newsletter, Issue 30 (July – August 2017)

In the current issue

  • Vorwort (Marijka Dimtrova, Plamen Tsvetkov) (p.5)
  • Conferences as Bridging Paths through the Continuing Professional Development (CPD) of Language Educators (Zarina Markova, Sylvia Velikova) (p.10)
  • Effecting Change in the Classroom… (Denis Cunningham) (p.18)
  • Kulturrealien – didaktischer Fokus des Fremdsprachenunterrichts in Europa (Nikolina Burneva) (p.39)
  • 2 in 1: Life Skills and Career Development through English (Svetlana Dimitrova-Gyuzeleva) (p. 54)
  • Teaching Language and Culture through Language Specific Similes (Aglika Dobreva) (p.71)
  • Collocational Competence in Dental Medicine (Ilina Doykova) (p. 85)
  • Mobile Applications in Foreign Language Teaching (Milka Hadjikoteva, Mariya Neykova) (p. 102)
  • End-of-the-year Celebrations with Very Young Learners (Zhivka Ilieva, Desislava Terzieva) (p. 112)
  • Languages and Writing Systems: Between the Cultural Heritage and Politics (A Sociolinguistic Perspective) (Cenka Ivanova) (p. 126)
  • The Effect of School-based Internship for Trainees Before and After the Teacher Training Course (Irina Ivanova)  (p. 147)
  • Das CLIL-STEM-Konzept zur Förderung von Schlüsselkompetenzen (Ivanka Kamburova-Milanova)  (p. 182)
  • The Challenges of ESP Syllabus Design (Violeta Karastateva) (p.190)
  • Studentenpraktikum und Grammatikvermittlung im DaF-Unterricht (Janka Koeva) (p.212)
  • BYU-BNC and Ways of Expressing Inducement in Classroom Language (Temenuzhka Seizova-Nankova, Petranka Ruseva) (p.239)
  • Increasing Communicative Competence in ESP through Small Interactive Projects (Albena Stefanova) (p. 261)
  • Modifiziertes Blended Learning und Fachsprachenunterricht (Dobrinka Toteva) (p. 269)
  • Syntaktische Transformationen in der Übersetzung (Rada Vasileva) (p. 291)
  • Актуални проблеми в обучението по български език (Ганка Янкова)  (p. 305)
  • Brücken schlagen durch Erzählen über-, mit- und füreinander. Playback Theater und dessen Einsatz im Fremdsprachenunterricht (Mihaela Mihova) (p.318)
  • Eine Untersuchung über die Funktionen vom Ghetto-Slang bei Jugendlichen mit oder ohne Migrationshintergrund (Miryam Diko) (p. 327)
  • Using English Fiction in Teaching English as a Second Foreign Language to Future Translators and Interpreters (Maria Demyanenko) (p. 345)
  • Особенности функционирования крылатого выражения-лозунга Je suis Charlie во франкоязычном и англоязычном медийном дискурсе (Александра Макарова)  (p. 350)
  • Innovativer Deutschunterricht mit Comics und Bewegung (Olesya Serebrova) (p. 362)
  • Die interaktive Tafel im Deutschunterricht in Serbien (Aleksandra Breu)  (p. 370)
  • Mindfulness und Performance im DaF-Unterricht
  • (Josefa Contreras Fernández) (p. 382)
  • Writing for the BETA E-Newsletter (p. 398)
  • Notes for Contributors (p. 399)

Click on the image to download this open access issue
Sylvia Velikova (University of Veliko Tarnovo)
Zarina Markova (South-West University)
Marijka Dimitrova (University of Veliko Tarnovo)
Plamen Tsvetkov (University of Sofia)
ISSN 1314-6874


Denis Cunningham has been involved in (languages) education in a wide variety of contexts over the last forty years. This has included teaching in Victoria and France, consultancy, and management within the Victorian School of Languages, where he was the Assistant Principal until 2006. He has published 300 and presented 200 papers in thirty countries, collaborated with UNESCO and Linguapaxon projects and policies, was President and Secretary General of the world federation of language teachers, FIPLV. He is currently an FIPLV Honorary Counsellor.


Effecting Change in the Classroom…

After a brief historical overview, a consideration of some theories precedes a study of current thinking in and outside Australia. This includes the IBO (International Baccalaureate Organization) and the PEEL (Project for Enhancing Effective Learning) principles for teaching and quality learning, good learning behaviours and the role of ICT (Information Communication Technologies). Current research is used as a premise upon which to reflect on personal classroom practices, which appear to work.


Dr Christine O’Leary est professeur de français àl’université Hallam de Sheffield et chef du Département de Langues et Cultures.  Durant une longue carrière dans l’enseignement, débutée dans le secondaire, Christine O’Leary a enseigné le français aux niveaux A1 à C2 du CECR. Elle a développé de nombreux cursus de langues tout en se spécialisantdans la didactiqueet la formation de professeur. Elle est l’auteur de nombreuses publications sur le développement de l’apprenant autonome, l’évaluation formative et la didactique des langues et autres disciplines, particulièremet dans le cadre d’une pédagogie pour l’autonomie.