This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO

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.

Back to Teaching Sources

Student Alma Mater TV

Date of Publication

20 May 2009 3.5.2021 (sample episode)

Target Group


Domain Area

Arts & Music
Journalism & multimedia

Learning Scenario

Classroom Context

Target Language


Language of Instruction

Any language

CEFR level


Type of Material


Linguistic Features



Critical Thinking


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

Multifunctional resourse was used for various levels in class to give info on various areas, illustrate standard language use with colloquial elements, to entice debate and encourage production of similar oral and written texts.
2. A portal extremely rich in content devoted to contemporary culture of the younger generations, suitable for teaching / learning Bulgarian as a foreign language, especially for levels B and C. The website could be an addition to the educational process and offers many activities, such as listening, reading comprehension, writing, depending on the interests of the study group or the individual preferences of a particular student and the imagination and stimuli given by the teacher. By virtue of its technical qualities, content and organization it is suitable not only for work in class, for home group and individual assignments, but also for independent work and training. The diverse content of the website determines its potential for a wide range of didactic opportunities. It offers extensive material, numerous reviews and comments on the current cultural and social events in Bulgaria and abroad, which makes it suitable for students of different nationalities. Prof.Assia Assenova, Kliment Okhriddski University of Sofia + Ca Foscari University, Venice.


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.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


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


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


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


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


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


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


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


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.
Website of the Teaching Source: