<abstract xmlns="http://www.w3.org/1999/xhtml">

Slovak language and Slovak literature is a specific subject in schools with Hungarian as the language of instruction and occupies a leading place in the hierarchy of subjects. Its specific role is determined by the fact that Slovak language has the status of a state language in the Slovak Republic, it is the language of the majority, a means of communication, i.e. a tool for communication for citizens of Hungarian nationality with citizens of other nationalities in the Slovak Republic and at the same time it is a second (specific target) language in schools with Hungarian as the language of instruction. Social requirements are taken into account when planning the curriculum and the educational process. Children and pupils of citizens belonging to national minorities and ethnic groups are guaranteed the right to learn the state language. The educational process in schools with the language of instruction of nationalities is carried out in accordance with the instrument of ratification of the European Charter for Regional or Minority Languages. The importance of being able to speak the majority language by members of minorities is supported by a number of European recommendations.
The paper deals with the concept and strategy of teaching Slovak language and Slovak literature as well as its central position: helping the overall personal development of students, acquiring habits of good behaviour, especially in the field of speech, positively influencing the development of language-analogous abilities, the development of feelings connected with the language, creativity and positive attitudes towards Slovak language.
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Basic pillars of the concept and strategy of teaching Slovak language and Slovak literature in primary schools with Hungarian as the language of instruction

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Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.
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An exploration of Chinese students’ perceived barriers to effective intercultural communication

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Due to the interrelation with culture, politics, economy and other major spheres of social life, SPORT discourse occupies quite a significant part of a modern society, therefore, the analysis of SPORT metaphors is important and necessary. The research of conceptual metaphor within the framework of translation studies is a relatively new and unexplored field in Lithuanian linguistics. Since SPORT metaphors are especially popular in political communication, the cases where sport in public discourse is considered as a visualization of policies and related areas are frequently investigated. The aim of the research was to reveal translation strategies used for the translation of SPORT metaphors from English to Lithuanian in audiovisual discourse related to SPORT. The research revealed that four translation strategies, namely: word for word translation, substitution, paraphrase, complete omission and retention were employed by the translators. The results of the research also demonstrated, that the most frequent source domain for the sport metaphors was WAR, which was the most frequently preserved using word for word translation strategy. In the case of other translation strategies, either the source domain was substituted in the translated text, or, in the majority of cases, the metaphorization was escaped. The target domain SPORT was represented similarly in both the source and the target languages, either implicitly by a larger context, or explicitly by lexical units containing a semantic element “related to SPORT”. The research revealed that while choosing the translation strategy for the translation of conceptual metaphors, three key factors should be taken into consideration, such as cultural, cognitive and sociological factors.
Conceptual metaphors are an inseparable part of SPORT and they reveal in what terms SPORT can be defined in a particular culture. In order to understand how conceptual metaphors are perceived and what ideas are conveyed it is necessary to analyse the way they are transferred from the source culture to the target one.
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Metamorphoses of the conceptualization of SPORT in audio-visual translation

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The aim of the paper is to propose a model of subtitling training in the university education of future subtitlers in the study programmes French Language and Culture and German Language and Culture. The authors briefly define the tradition of training in audiovisual translation (AVT) in Slovakia (Perez, 2017; Paulínyová &amp; Perez, 2018) compared to the international development of training in AVT (Díaz-Cintas, 2008), including the presentation of the French and German courses on audiovisual translation currently proposed at the Department of Translation Studies at Constantine the Philosopher University in Nitra, Slovakia. The proposed model is based on the constructivist concept emphasizing the principles of cooperation, interaction, and social learning (Mraček, 2015; Mračková Vavroušová, 2017; Kiraly, 2000), while using simulated translation (subtitling) assignments which seem to be an effective tool in the training of future subtitlers in accordance with the needs and requirements of the real translation market. Authors describe individual phases of teaching subtitling which they applied in the French and German courses on audiovisual translation, and subsequently evaluate the quality of student subtitles by analysing their error rate according to the FAR model (Pedersen, 2017). The presented model can serve as a didactic tool applicable in teaching other types of translation as well (dubbing, literary translation, specialized translation etc).
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A model of subtitling training in university education

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The intensification of language contacts has led to increasing problems of compliance between terms in different languages in the translation of subject-specific texts. Dictionaries are the main tool in clarifying term meanings and trying to find the most appropriate version which could be perceived by the representatives of different languages equally. More accurate dissemination and usage of the term equivalent allows the addressee (recipient) to better comprehend the contents of the language. Not only are meaning explanation and consistency of definition formulation significant aspects in compiling bilingual dictionaries but also determination of term equivalents. Although terms of economics have old traditions in various languages, it is possible to notice the cases of meaning discrepancy and different perception. The choice and usage of appropriate term remain crucial in communicating about various finance-related operations. The more accurate and clearer the term the better perception of the subtleties of other language. The purpose of this article is to determine the extent to which the concepts of a semantic group representing finance are equivalent, i. e. how similar and different their features are in English and Lithuanian. The research revealed that the majority of the analysed terms are partially equivalent in both languages. Hence, partial equivalents and surrogates in particular may cause confusion and discrepancy in term meaning perception.
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Meaning equivalence issue of English and Lithuanian terms of finance

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The article deals with the comprehension of colour idioms in English and Azerbaijani in the linguacultural world. Above all, the paper covers the definition of idioms and various approaches by prominent English and Azerbaijani linguists; presents classification of idioms namely, semantically and structurally. Furthermore, syntactical study of constituents comprising colour idioms is being considered in the compared languages.
This article also discusses the implicit nature of colour idioms in English and Azerbaijani. As the title of the paper suggests, the term “implicit meaning” – the meaning that may not be obvious for the speakers of foreign languages - is also being considered in the article. The research work mainly analyses common colour idioms found in the English and Azerbaijani languages. The collected data are being studied on two aspects: analysis of colour idioms that coincides structurally and semantically both in English and Azerbaijani, as well as analysis of colour idioms that do not have semantic or structural equivalents in the compared languages.
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Colour idioms in linguocultural comprehension of implicit meaning in the English and Azerbaijani languages

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The paper is devoted to obtaining information on the resilience of kindergarten and primary school teachers. In the research, special attention was paid to beginning teachers, who we thought were more likely to be less resilient than teachers with longer experience. The research sample consisted of teachers of selected kindergartens and primary schools throughout the Czech Republic. The aim of the research was to find out whether there are differences in resilience between selected groups of teachers due to the current pandemic situation that each teacher had to deal with. Analysis of the data in the research revealed that beginning teachers have different rates of resilience compared to advanced teachers. No statistically significant differences were found in resilience between kindergarten and primary school teachers.
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Resilience of beginning and advanced teachers in managing various changes in their profession

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There is a sharp decline in the performance of Igbo oral songs by children in recent times. Unlike in the days gone, children of nowadays rarely gather in groups in the evenings or during moonlight nights to play and perform some dramatic and musical renditions which are informal forms of education. Parents now encourage their children to watch home-movies and some channel programmes in the comfort of their homes; they encourage them to embark more on some in-door games while advancing security reasons as the basis for not allowing them to participate in various forms of open communal recreation. Such attitude deprives children of the essential moralistic and educational values expected to be imbibed from the rendition of native songs in playful groups. This paper which is based on a fieldwork carried out in 2018 in Umuawuchi, an Igbo community in Imo State Nigeria, investigates the instructional values of Igbo oral children’s songs. Reiterating the moral-imparting attributes of Igbo children’s songs, the paper applies Performance Theory to investigate the thematic standpoints of Igbo children’s songs while gauging the extent to which they can be applied to impart and extrapolate on key moral values of the Igbo. The paper restates certain measures that can be activated to incorporate children’s songs into mainstream educational and mass-communication media to avert the complete loss of such rich literary repertoires.
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Didactic and pedagogical dimensions of Igbo oral children’s songs

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This paper aims to demonstrate how black resistance is alive in John Steinbeck’s <italic>Of Mice and Men</italic> and Morrison’s <italic>God Help the Child</italic> respectively. It equally emphasizes that Booker and Crooks, the characters through which the two Authors have typified the enormous misery of black-skinned people, attempt to resist racism through knowledge and self-pride. Foremost, racism is one of the most nefarious acts that both Crooks and Booker suffer from. Crooks dwells in the stable with all the animals of the ranch. Likewise, Booker witnesses’ racism in the indifference of cops to search his disappeared brother because he is a black kid. Plus, Booker is grown up in a warm familial ambiance surrounded by his father, mother, and siblings. The parents consider reading books as the most suitable means which can polish and refine their children’s minds. On the other side, Crooks, the sharp-witted black man who is in charge of the barn in the ranch, entertain himself by reading a lot of books. Moreover, self-pride is depicted clearly when Booker ends up with his girlfriend Bride when he figures out that she goes to help Sofia Huxley that was thrown in jail for fifteen years for a crime she perpetrates against children. Similarly, Crooks scowls and explodes in Lennie’s face to leave his room as a counter reaction to his exclusion from playing cards with whites in the bunkhouse.
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Black Resistance in John Steinbeck’s <italic>Of Mice and Men</italic> and Toni Morrison ’s <italic>God Help the Child</italic>

AHEAD OF PRINT

Volume 11 (2023): Issue 3 (December 2023)

Volume 11 (2023): Issue 2 (October 2023)

Volume 11 (2023): Issue 1 (July 2023)

Volume 10 (2022): Issue 3 (December 2022)

Volume 10 (2022): Issue 2 (July 2022)

Volume 10 (2022): Issue 1 (March 2022)

Volume 9 (2021): Issue 3 (December 2021)

Volume 9 (2021): Issue 2 (September 2021)

Volume 9 (2021): Issue 1 (March 2021)

Volume 8 (2020): Issue 3 (December 2020)

Volume 8 (2020): Issue 2 (November 2020)

Volume 8 (2020): Issue 1 (September 2020)

Volume 7 (2019): Issue 3 (December 2019)

Volume 7 (2019): Issue 2 (September 2019)

Volume 7 (2019): Issue 1 (May 2019)

Volume 6 (2018): Issue 3 (September 2018)

Volume 6 (2018): Issue 2 (May 2018)

Volume 6 (2018): Issue 1 (January 2018)

Volume 5 (2017): Issue 3 (September 2017)

Volume 5 (2017): Issue 2 (May 2017)

Volume 5 (2017): Issue 1 (January 2017)

Volume 4 (2016): Issue 3 (September 2016)

Volume 4 (2016): Issue 2 (May 2016)

Volume 4 (2016): Issue 1 (January 2016)

Volume 3 (2015): Issue 3 (September 2015)

Volume 3 (2015): Issue 2 (May 2015)

Volume 3 (2015): Issue 1 (January 2015)

Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 