The focus of this paper is the research activity carried out within a project of the Faculty of Philology at Paisii Hilendarski University of Plovdiv, dedicated to technology transfer and the dynamics of the linguodidactic instrumentarium. The paper presents the project team, objectives, tasks, current state, and expected outcomes. From the perspective of pedagogical innovation, contemporary language resources from nine languages are analyzed. Three main fields of scholarly interest are outlined: linguodidactology, translation studies, and linguoculturology. The specific fundamental task of the project-based research is the development and theoretical substantiation of modern technologies and innovative forms of methodological training for foreign language teachers and instructors, including the use of artificial intelligence.

This study examines the growing presence of Russian-speaking tourists in Europe and identifies key cultural, linguistic, and behavioral factors relevant for hospitality staff. Using recent statistical data and established theories of sociology and intercultural communication (G. Hofstede, E. Hall, V. Krasnykh), it outlines characteristic features of Russian mentality, expectations, and service preferences, and demonstrates how transformed precedent phenomena can be used to attract this audience. The findings offer practical guidance for improving multilingual, culturally informed service and for designing effective, culturally resonant marketing strategies.

Der Beitrag präsentiert deutsche Kleidungsaufschriften als mediale Formen der Erinnerungskultur und verortet das Thema im Schnittfeld von Sprache, Kultur und Mode, wobei DDR-bezogene T-Shirt-Aufdrucke untersucht werden. Im Fokus der Untersuchung stehen sprachliche, symbolische und humoristische Dimensionen. Die empirische Analyse ausgewählter Beispiele folgt einem Ansatz, der sprachwissenschaftliche und intertextuelle Methoden miteinander verbindet. Anhand verschiedener Kleidungsaufschriften wird gezeigt, wie das kulturelle Emblem DDR sprachlich und visuell inszeniert wird, um Identität und Erinnerung zum Ausdruck zu bringen. Für den Landeskundeunterricht eröffnet das Thema vielfältige didaktische Potenziale.

In questo articolo ci poniamo l’obiettivo di illustrare le possibilità del testo scelto per la traduzione come strumento didattico utile sia all’acquisizione della lingua, sia a una corretta percezione dell’immagine del mondo come esso appare agli italiani. L’idea generale è quella di presentare diverse tipologie di testi da tradurre, motivandone la scelta in base ai diversi livelli di competenza linguistica. Questo studio è il risultato di un’esperienza riassuntiva degli ultimi anni e si basa sulla ricerca moderna sull’insegnamento dell’italiano agli stranieri.

Abstract: This article investigates the contrastive use of Bulgarian relative pronouns (който, която, което, които) and Turkish relative constructions (-DIK, -(y)An, and ki) in the process of learning Turkish as a foreign language. By analyzing student corpora, the study identifies the main difficulties faced by Bulgarian learners, arising from morphological, syntactic, and semantic differences between the two languages. The analytic structure of Bulgarian, with explicit marking for gender and number, contrasts with the agglutinative structure of Turkish, where relative relations are expressed through nominalized verb forms and possessive affixes. The study shows that learners often employ compensatory strategies, such as ki constructions, which facilitate communication but lead to stylistic and morphological inaccuracies. Finally, didactic recommendations are provided for targeted practice of relative constructions, visualization of morphemic structure, and contrastive comparison with Bulgarian, aiming to optimize the learning process and reduce language interference.

The article examines interactive learning and educational games as an appealing educational product and as an tool in Chinese language and culture classes. It proposes an original model of an offline-based educational game incorporating online elements, designed to be used as a linguodidactic tool during an interactive lesson aimed at reviewing and consolidating vocabulary and grammer for beginners.

The present study focuses on the use of singing technique in teaching Russian as a foreign language to students majoring in Russian studies. Particular emphasis is placed on the phenomenon of language game, as illustrated through a corpus of song lyrics by the contemporary Russian performer Zivert. The paper highlights the multidimensional linguistic nature of the language game across various levels of the language structure, including phonetic, word-formation, morphological, lexical, and syntactic. It is argued that the combination of the singing technique and language game constitutes an effective methodological framework for achieving a range of instructional objectives in the development of linguistic competence, such as: acquisition or repetition of grammatical structures and orthographic norms, vocabulary expansion, and stimulation of creative writing skills.

The article presents the application of a collaborative theatrical approach in teaching Spanish as a foreign language to third- and fourth-year students enrolled in the bachelor’s degree programmes “Applied Linguistics (Spanish and a Second Foreign Language)”, “History and a Foreign Language (Spanish)”, and “Civil Education, Philosophy and a Foreign Language (Spanish)”. It is focused on the practical implementation of the theatrical creative process as a means of developing the students’ linguistic and communicative skills. The methodological framework is based on the principles of experiential and collaborative learning, where students work in groups and jointly construct linguistic and performative content. The study focuses on observation, descriptive analysis and interpretation of the teaching–learning process. The instructor acts as both an active participant and a constant observer, systematically analysing the students’ output throughout the course of the activities.

The article focuses on the application of theatrical pedagogy in the process of teaching Bulgarian as a foreign language. The main issue addressed by the author is the intersection between literary works and theatre and the resulting beneficial effects on learners’acquisition of Bulgarian speech. The research explores the problem of the foreign and the native in the classical poem The Spring of the White-Legged Maiden by P. R. Slaveykov. The use of educational theatrical activities is not merely a tool for developing linguistic and communicative competence, but also a means of engaging with Bulgarian literature and, in the case of works with strong folkloric motifs, a way of sustaining memory of the language. Applied as a creative technology for indirect learning within or outside the classroom, based on authentic texts and real communicative practices, theatrical pedagogy offers an effective methodological solution for an integrated approach to developing linguistic and intercultural competence as well as value awareness.