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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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ALMA MATER TV
St. Kliment Okhridski students TV for culture, education and youth politics, has status of national social TV in Bulgaria. Author: Faculty of journalism and mass communication. Programme: Za knigite I khorata s Raya i Aleks (Of Books and Peo

Date of Publication

20 May 2009 3.5.2021 (sample episode)

Target Group

Lecturers
Students

Domain Area

Arts & Music
Journalism & multimedia

Learning Scenario

Classroom Context

Target Language

Bulgarian

Language of Instruction

Any language

CEFR level

B1
B2
C1
C2

Type of Material

Video

Linguistic Features

Vocabulary
Grammar
Pragmatics

Skills

Listening
Speaking
Critical Thinking
Reading

Description

This resource offers un-to-date info and insights into today Bulgaria.
The programme in focus consists in five 20-40 mins episodes of news on recent books available in Bulgaria, the journalists’ choice, and interviews with journalists and writers.
Addresses particularly younger learners in a lively, fluent dialogue between two journalists. Fresh, unbiased, lively
Can be used in conversation, vocabulary-building, discourse, reading classes.
Young people discuss books they like and give reasons in informal educated language, mention of intergenerational dialogue.

Case study

Under validation

Guidelines

1.This 40-minutes episode consists of 4 sections; the book section takes the first 10 minutes; it can be split into two, according to the 2 books presented by each journalist: the documentary novel Chernobyl Prayer (Chernobilska molitva) by Svetlana Aleksievich and poems Kurazh serdtsa (The Courage of the Heart) by Lilia Yovnoova. There are two additional section, an inteview with Bulgarian translator Vida Delcheva and writer Rene Karabash.
2. Pre-activity. Techer presents topic: Speaking about Books and gives handout 1 with short authors’ bio and list of books. Students are asked to name some favourite authors and genres; screened versions of books; popular docudramas (книги, писател-писателница, филм). Teacher has another handout 2 with writers of personal choice.
3. Teacher plays first 5 min of programme: Alex presenting S. Aleksieivh’s book.
4. Activity. Language and discourse focus. 4.1. Conversation: Students are asked to give info on the writer and her other books; to comment on the content of the book presented; to compare the American documentary and the original. Students are asked to comment on Alex’s perspective (books on which successful movies are based are often deeper, have a wider scope and stronger impact). 4.2. Vocabulary: standard with elements of slang (stakhotni, cool) and new borrowings (spinoffite, spin-offs); 4.3. Grammar focus: strings of Genitive can be practised intensively (В новия ни епизод); Чернобилска молитва” на Светлана Алексиевич; на крилете на силата на човешкия дух и надежда; книгата-портрет на цяла една система; 5. Discourse: Гледайте онлайн само по телевизия “Алма Матер” и в социалните мрежи.
Activity +. Teacher asks students to discuss contents of presentation and to create (write out) a similar presentation by working in pairs on writers chosen from handout 2. Students present their piece; practice role play, role switch, dialogue.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

4

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

4

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

5

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
This resource offers lively info on new books with various content; highlights events in the university and in the country in an objective way with a personal touch.
Can used to encourage students oral skills (monologue and dialogue).
Will help improve the students’ need to contextualize their language skills and the teachers’ need to relate to the cultural background of language taught.
Similar resources might be used for all languages, as the journalism students’ exercise in creating pieces of news might be seen as somehow paralleled by the language student’s effort to master their knowledge and skills.
Lecturers could monitor students’ progress and students could assess their own progress and reflect on learning if asked to create similar pieces in class.
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