The debate on ‚what world literature is today‘ has been going on in the space of Western culture for a quarter of a century. For Bulgarian literary studies, however, it hasn’t really happened. There are many questions open for discussion: what is the difference between world literature and a national canon; what made two Bulgarian novels ‚world literature‘ in the last three years; and can poetry too (which poetry?) achieve world status in our century? The text brings these questions to the forefront and tries to answer them by analyzing well-known facts from literary life over the past 25 years. David Damrosch’s 2003 book ‚What is World Literature?‘ is used as the theoretical and methodological basis. The author defines her agreements and disagreements with Damrosch’s theory in the context of Bulgarian literature.

This article is part of a larger study related to the poorly researched topic of the linguistic peculiarities of some unexplored Bulgarian Revival figures associated with the struggle for an independent Bulgarian Church in the 1850s and 1860s. The main aspects of the study are to analyze some of the letters in the correspondence between Hadji Nikoli, a prominent merchant from Tarnovo, and other prominent representatives who participated in the struggle for church independence. The problem is interesting because during the Revival there was no established literary norm, which led to heterogeneous writing practices among different writers. A model for normalization of texts is also proposed in order to make the meaning of the ideas expressed by the writers more accessible. This article presents an original letter by Hadji Nikoli, a variant of normalization with the preservation of some of its linguistic features, and another variant with completely normalized characteristics of the text.

In the Bulgarian nonverbal system, from the perspective of the relationship between the components subject and action, two types of gestures are distinguished: subjective gestures, in which the subject is the source and performer of the action, and non-subjective gestures, in which the subject is absent and the gesture has an external source acting upon the human body or its parts, thereby turning them into performers of the gesture. At the linguistic level, subjective and non-subjective units are represented by structures that differ in their grammatical composition: the former consist of a subject-person and personal forms of the predicate-verb, while in the latter the subject is non-person, and the predicate-verb appears in a third-person form. The presence of non-subjective units, besides being a specific feature of the Bulgarian nonverbal system, also characterizes it as an open system that interacts with the external environment.

The phenomenon of associative interference in teaching and learning conference interpreting from/into Slavic languages has been studied significantly less frequently than other types of interference. The aim of the study is to contribute to the definition of this phenomenon in the field of interpreting, to illustrate it with examples and to present a hypothesis for possible reasons that cause it. The article focuses on two explicit examples of associative interference, which are excerpted from student interpretations during classes in conference interpreting from/into Slavic languages of fifth-year undergraduates of the Slavic Philology major at Sofia University “St. Kliment Ohridski”. Examples related to current topics such as the full-scale invasion of Russia into Ukraine and the introduction of the euro as the official currency in Bulgaria are discussed.

The article summarizes the differential features of the concept of paradigm. Several types of scientific paradigms are distinguished, which reflect the essential and functional features of the pedagogical discourse of Bulgarian language teaching. These are general educational macro- and microparadigms (knowledge, skills and attitudes; teaching, learning and assessment, etc.), and specific methodological macro- and microparadigms (linguistic, communicative, textual; goals of education, means of achieving goals, expected results, etc.). The idea is that understanding the theoretical and practical aspects of the aforementioned paradigms provides those involved in teaching Bulgarian as a first language in secondary schools with knowledge that intensifies their professional activities and contributes to enhancing the language culture of students.

The article highlights the role of artificial intelligence in Bulgarian language and Literature teaching at the primary stage of basic education. The results from a survey of primary teachers from various regions of the country regarding their opinions about the applications of artificial intelligence in 1\(^{st}\) – 4\(^{th}\) grade Bulgarian Language and Literature teaching are presented.

The article presents the results of a pedagogical study focused on the use of an infographic model in working with fairy-tale texts in preschool education. The aim of the study is to examine the influence of visualizing the narrative structure on the development of narrative speech in children aged 5 – 6. A pedagogical experiment was conducted with an experimental and a control group using four literary texts: Blue Fairy Tale, The Magic Tree, The Strong Lion and the Little Mouse, and The Baba Marta Fairy Tale. In the experimental group, an infographic model visualizing the main elements of the story structure was applied. The analysis of the results demonstrates a positive dynamic in the sequence, completeness, and independence of children’s retelling. The findings indicate that the use of infographic models can effectively support the development of narrative speech and communicative skills in preschool children.

The topic is relevant in that it draws the attention of educators, scientists and researchers to the presentation of the other - different side in the structuring of tests in the subject Bulgarian Language and Literature in the initial stage of the basic educational level. In general, the tests that students work with in literature are mainly aimed at marking the correct answers to closed questions and answering or completing the questions that are open. At the discretion of the teacher, a test is conducted on studied works of art from a given section or on a specific literary work. The difference in the prepared author‘s forms, proposed for students to work on, is that they are of a closed and open type - 15 in number and are intended to test their knowledge of certain literary works, randomly selected from the readings. However, they also include creative tasks, where students are required to write their own continuation of the story they are working on. It is in this written activity that their mastered knowledge of spelling and punctuation, as well as the level of development of creative thinking, is tested. The continuation of the story allows the teacher to check with one test what they have learned in grammar, spelling, punctuation, the level of their logically connected speech and their creative thinking, supported by various creative ideas.