The study examines the grammatical realization of the semantic opposition animacy ~ inanimacy with a focus on the word classes, mainly in the Russian and Bulgarian languages. This opposition does not have a universal and unambiguous grammatical manifestation, but is realized differently in individual languages and language systems. Animacy cannot be treated as a full-fledged morphological category, since its formal explication is inconsistent, but is considered as a lexical-grammatical class. The analysis covers the interaction of the opposition with the categories of gender and case, with the classes of adjectives and numerals, showing that it is most clearly manifested in the case system, especially in the accusative case in Russian. Special attention is paid to the Bulgarian numeral forms, which represent a unique morphological realization of the semantic feature animacy. In conclusion, we confirm the understanding of animacy as a universal semantic constant with a broad but heterogeneous grammatical expression.

Disordered articulation of /r/ (rhotacism), a type of specific articulation disorder concerning the articulation of the alveolar trill /r/, may negatively affect listener perceptions. This paper investigates the effect of modelled rhotacism and text complexity on Bulgarian listeners’ perceptions of speech skills, personality traits, and general attitudes. The study has a 2x2 factorial, between-subjects design. The results provide partial support for the negative effects faced by individuals with articulation disorders. The speaker was rated lower on perceived fluency, intelligibility, speaker and listener comfort in the atypical articulation condition. Participants were more likely to befriend the speaker and considered her more extraverted in the complex text condition. An interaction effect was demonstrated between articulation and text complexity on ratings of perceived conscientiousness. The study has implications for speech-language pathology by informing clinicians of the reactions their clients face in society.

This article examines how mathematical concepts find their way into figurative language in English and Bulgarian. The aim is to identify and classify idiomatic expressions that use ideas such as numbers, operations, measurement, geometry, proportion, and abstract notions like probability or infinity. The data were gathered from dictionaries, corpora, and other reference sources, and grouped into thematic categories. The analysis shows that idioms with numbers are the most widespread, often with close parallels across the two languages, while others highlight cultural differences and unique linguistic creativity. Beyond numbers, idioms related to calculation, measurement, and shape illustrate how mathematical reasoning subtly shapes everyday speech and thought. The study provides both a structured overview of these expressions and a basis for further exploration of the links between mathematics, language, and culture.

The article examines “Hide-and-Seek” by Nikolay Raynov as an example of a literary fairy tale in which the principle of play functions as both a structural and semantic framework of the narrative. It analyzes character roles, the organization of time and space, and plot development, with particular emphasis on the princess as the initiator and driving force of the action. The study demonstrates how the game of hide-and-seek operates simultaneously as a structural framework of the plot and as a metaphor for interpersonal relationships. It also highlights the pedagogical and psychological dimensions of play, including its capacity to foster communicative skills, socialization, and the ability to understand the minds of others.

This article examines the role of readers (chitanki) in the teaching of Bulgarian language and literature at the primary education level in the Republic of Serbia (grades I – IV), situating them within the context of language instruction for the Bulgarian national minority. The analysis emphasizes the significance of these educational publications as instruments for preserving and developing linguistic competence, cultural identity, and traditional heritage, as well as for promoting the principles of equality and intercultural dialogue. The positive impact of mother-tongue education on students’ cognitive development, reading literacy, and overall academic achievement is highlighted. The study presents a content-based and functional analysis of the readers, considering their structure, thematic scope, and methodological potential for developing skills in reading comprehension, interpretation, and text production. It also addresses the role of supplementary reading collections, which include works by Bulgarian, Serbian, and international authors, as well as texts by authors from the Bulgarian community in Serbia, contributing to the cultivation of reading motivation and the development of students’ emotional and aesthetic literacy.

The article explores the potential of blackout poetry as a pedagogical method in literature education aimed at stimulating analytical reading and creative interpretation of literary texts. The theoretical framework of the study draws on Roland Barthes’ concept of the “death of the author” and the idea of the reader as an active producer of meaning. The paper presents an empirical study conducted with 10th and 12th grade students from the Vocational High School for Computer Programming and Innovationsin Burgas, Bulgaria. During the classroomexperiment, students worked on poems by Hristo Smirnenski, Peyo Yavorov, and Boris Hristov, creating their own interpretative versions of the texts by selectively erasing parts of the original literary works. The analysis of both the questionnaire results and the students’ creative outputs indicates that the method encourages deeper engagement with the text, facilitates the discovery of new layers of meaning, and promotes students’ active participation in the interpretative process. The findings suggest that blackout poetry can serve as an effective pedagogical tool for working with literary texts in contemporary educational contexts.

Biblical-mythological topos articulate life truths hidden behind images, symbols, and narratives. Geo Milev lives on forever in the poem “September” as a corrective to the problematic search for justice. Life and work become narratives of a suffered human fate on the way to its own Golgotha. Key topos stand out: “The voice of the people is the voice of God”; the biblical warrior Priest Andrey; Chaos and Wrath; the Resurrection and the “New Adam”; sacrifice and the Apocalypse; iconoclasm and the “godless”; the tragic hero and the conflict between personal honor and collective destiny. Through a survey conducted among tenth-grade students, existing opinions and attitudes are identified regarding the resonance that Geo Milev’s narrative leaves in the context of the rebellion against injustice, the motif of a meaningfully lived life, and human will as the engine of change for a better tomorrow. The aim of the article is to establish students‘ attitudes, opinions, and expectations regarding the interpreted meaning of the poem in terms of universal human values. The method used is a group online survey. The subject of the study is the biblical-mythological topos in “September”.

The present article presents an interactive binary lesson conducted within a single class period (45 minutes) with ninth-grade students from the “Acad. Lyudmil Stoyanov” Language High School in Blagoevgrad and demonstrates the integration of informational technology and Bulgarian language and literature. The lesson is designed to review and to systematize, and explores the concept of the human being across Antiquity, the MiddleAges, the Renaissance, the Enlightenment, Romanticism, Realism, and Naturalism. At the same time, it presents the view of the human being as a biological individual and as a person from the perspective of ethics. The dialogue between artificial intelligence and humans was realized through a “debate” between an avatar and a host concerning human essence and whether artificial intelligence can be considered similar to humans. The concluding insight is essential: artificial intelligence is a valuable assistant, but it cannot replace the human being.