<abstract xmlns="http://www.w3.org/1999/xhtml"> The study tries to bridge the gap between research on how the Lithuanian language and its varieties are spoken and maintained by migrants and on how the standard language ideology affects the speakers of regional varieties in Lithuania. The paper investigates Lithuanian Samogitian migrants’ attitudes towards their regional variety, the main factors that might influence their beliefs and whether the standard language ideology is one of these factors. The in-depth analysis of 10 audio-recorded and coded interview responses has shown that in migration, similarly as in Lithuania, people’s attitudes towards Samogitian and the usage of it are governed by the three main factors, namely education, Soviet language policy and the linguistic pressure from society. Even though migrants do not feel intense pressure to speak the “right” language and feel much freer to use the variety of their choice when talking to other migrants, they still believe that it is common sense to use the standard in official gatherings, for public speeches or for official events.</abstract>

Standard Language Ideology and Its Influence on Lithuanian Migrants. Samogitians' Attitudes Towards Their Language Variety

<abstract xmlns="http://www.w3.org/1999/xhtml"> The article is devoted to the consideration of the factors which influence intercultural communication of Belarusians with people who live in the countries bordering Belarus (Russia, Ukraine, Poland, Lithuania and Latvia) and some countries where English is used as the first official language (the UK, the USA, Canada, Australia and Ireland). The objectives of the research were: to compare cultures of people living in Belarus, in the bordering countries and in the English-speaking countries; to describe the characteristics of Belarusian mentality which presumably create cultural barriers; and to determine the factors that facilitate intercultural communication of Belarusians with people under consideration. The research was based on the dimensions of power distance, individualism, masculinity, uncertainty avoidance, long term orientation and indulgence (G. Hofstede). Using these criteria, the characteristics of Belarusian mentality were systematically presented; they include tolerance, collectivism, cautiousness, modesty, restraint, respect for traditions and pragmatism. The reflection of the distinctive features of the Belarusians’ outlook in proverbs and behaviour illustrates the differences which can presumably cause cross-cultural misunderstanding. Also, the factors which promote intercultural communication are highlighted. The results of the research may be used in intercultural training of postgraduate students and in-service specialists in education and business.</abstract>

Belarusian Mentality in the Context of Intercultural Communication: Grounds or Pessimism and Optimism

<abstract xmlns="http://www.w3.org/1999/xhtml"> John Dewey has had significant influence on the education system of the Republic of Turkey, especially during the early periods of the Republic. He provided his recommendations, among others, on the training of teachers in Turkey in his Report and Recommendation upon Turkish Education and contributed to the development of teacher education system in Turkey. Although Turkey has a relatively long history of teacher education, the system has suffered from some fundamental issues for decades. In this regard, by focusing on the concepts of quality and diversity, this work examines the relevance of Dewey’s ideas as provided in his report and presented in his seminal book Democracy and Education to some historical problems of the system. It ultimately aims at providing a wider perspective on some contemporary problems of the teacher training system by framing an understanding of a competent teacher while focusing on the concepts of pluralistic democracy, multiculturalism, and multilingualism.</abstract>

Quality and Diversity: Reconsidering John Dewey and Some Fundamental Problems of Teacher Training System in Turkey

<abstract xmlns="http://www.w3.org/1999/xhtml"> Bilingualism is a complex process involving a variety of characteristics, among which we can distinguish a particular system of a language, as well as the ability to use it in communication. Apart from the mere fact of acquiring the knowledge of a second language, bilingualism also implies the development of specific linguistic structuring and brain functioning different from those of a monolingual individual. This fact is crucial at the time of comprehension and, consequently, learning of a third language and this is why it has been studied by analysing the understanding ability of bilingual informants to refer to a third language without the prior learning of this language and the comparison of the results with those obtained for monolingual individuals presenting each language. Thus, the hypothesis involved considers individuals presenting bilingualism between two different language families (on the example of Russian-Romanian bilingualism) manifesting better understanding of a language from one of the language families they speak natively (on the example of the Spanish language) in comparison with monolingual people presenting one of the languages considered in bilingual individuals (i.e. Russian and Romanian monolinguals). This difference between bilingual and monolingual people in the access to a third language mainly involves the difference in the way of thinking and analysing the acquired linguistic data, resulting in a more effective capacity for understanding. The specification of brain organization and the analysis of linguistic data are due to the creation of specific psycholinguistic strategies by the bilingual individual.</abstract>

Bilingualism and Access to the Spanish Language by Russian-Romanian Bilinguals

<abstract xmlns="http://www.w3.org/1999/xhtml"> Les enseignants des langues étrangères utilisaient très longtemps des méthodes traditionnelles comme celle de grammaire-traduction. Le travail des professeurs et des andragogues est plus complexe aujourd’hui qu’auparavant. Les trois dernières décennies ont vu de nombreux changements : évolution technologique, pluridisciplinarité des sciences, globalisation. L’enseignement actuel des langues étrangères s’appuie sur des sciences aussi diverses que la linguistique, la psychologie, l’informatique, les sciences de communication en se basant sur le Cadre européen commun de référence pour les langues3 dont le but est l’identification et la définition des facettes théoriques de l’apprentissage d’une langue. Cet article analyse l’enseignement du français aux douaniers lituaniens en mettant l’accent sur des approches et des techniques actives, en particulier sur l’approche hybride. Il analyse les programmes proposés par le Centre de la formation des douaniers de Vilnius en se concentrant sur une étude plus détaillée du programme de l’apprentissage hybride en français pour lequel le français de spécialité est une priorité. Cette approche appliquée à l’enseignement des langues étrangères, se révèle séduisante pour les adultes car elle facilite l’intégration à la vie professionnelle. Elle participe également à la réalisation de la politique de multilinguisme grâce à la coopération entre les enseignants des langues étrangères et les apprenants. Plus que d’autres, elle favorise également les synergies interdisciplinaires grâce à l’utilisation des nouvelles technologies et des documents authentiques dans des domaines très variés : de la vérification douanière des véhicules aux questions d’éthique des douanes. Cet article présente enfin 5 composantes de l’acquisition lexicale qui accompagnent la formation professionnelle des douaniers en français : linguistique, discursive, référentielle, socioculturelle et stratégique.</abstract>

Apprentissage du Français de la Douane dans le Cadre d’un Dispositif Hybride

<abstract xmlns="http://www.w3.org/1999/xhtml"> A great variety of original audiovisual (AV) texts such as films, television series, teletext, videogames, live performances may include more than one language as an outcome of the director’s initial intension. The producers of the AV texts tend to portray specific cultural aspects with different linguistic variations, which are also related to particular stylistic, pragmatic or discursive functions. In certain cases, translators of such AV texts face serious challenges. One of the thorny problems arises with the adaptation of the multilingual AV texts to the deaf and hard of hearing audience. Different strategies and methods of employing the multilingual AV texts for the needs of the deaf and hard of hearing audience have been adopted in various countries; however, nowadays Lithuania has only taken its first steps in developing a unified system of working out translating and subtitling strategies of the AV texts in general. This article aims at discovering professional translation and subtitling practices along with the norms, criteria and strategies of this specific translation activity in Lithuania and abroad. Firstly, the existing overseas reality of the translation and subtitling of multilingual AV texts is described and afterwards the tendencies within the Lithuanian adaptations of AV texts are discussed.</abstract>

Multilingualism in Audiovisual Texts for the Deaf and Hard of Hearing Audience

<abstract xmlns="http://www.w3.org/1999/xhtml"> The present study examines humour in the tenth season of the TV sitcom Friends and its translation from English into Lithuanian. With humour often believed to be culture-specific, humour translation presents a notorious issue in translation practice, as jocular content in the target language is often criticised for being poor and vague. Grounded in Raskin’s (1985) theory of verbal humour and adopting Schjoldager’s (2008) inventory of translation microstrategies, the article examines the components and mechanisms of humour in the source language and analyses the strategies applied to humour translation, focusing on whether the intended humorous effect is preserved in the target language. The article also seeks to establish to what extent humour as used in Friends is culturedependent. The study was conducted at two levels. First, we briefly presented the essence of Raskin’s model of humour, which centres around the notions of script and incongruity, and later applied it to the selected series to identify and analyse the data in the source language. We then supplemented the findings with the identification of jokes in the target language and assessment of translation microstrategies employed in rendering humorous instances in Lithuanian. The findings of the study are believed to further the theoretical and practical domains of translation from English into Lithuanian in particular and, more broadly, contribute to the discussion on the culture-specific worldview.</abstract>

Analysis of Humour in Tv Series Friends and Its Translation Into Lithuanian

<abstract xmlns="http://www.w3.org/1999/xhtml"> Translation of terminology is an essential factor and often a challenging task in the translation of legal acts. Various databases are available to facilitate the translation process and ensure its quality. The main inter-institutional terminology database of the European Union is IATE (“Inter Active Terminology for Europe”). The aim of the paper is to conduct a contrastive analysis of a group of English, French and Lithuanian economic terms based on the information provided in IATE. The object chosen for the research is the English, Lithuanian and French multi-word terms including the word market. In total, 266 terms were collected from IATE: 90 English terms and their equivalents in French and Lithuanian. The paper presents a classification of the terms into semantic categories according to various aspects of markets (object of the market, place of the market, duration of the market availability, degree and nature of competition among the market participants, production stage of the items offered in the market, etc.), compares the formal structure of the English terms and their French and Lithuanian equivalents and reveals the tendencies of term formation in the investigated languages. Finally, the paper discusses the problem of synonymy of the terms and the data provided in the term entries of IATE.</abstract>

The EU English Terms Including the Word Market and Their French and Lithuanian Equivalents

<abstract xmlns="http://www.w3.org/1999/xhtml"> The paper presents the findings of the research carried out among the participants of the project ”Development of Content and Language Integrated Learning (CLIL) in Education” (2011-2013) that aimed to upgrade the competences of subject teachers enabling them to implement content and foreign language integrated learning approach in general education and vocational training. The data obtained through a survey indicates that the project participants developed a positive attitude towards the CLIL approach and positively assess the competences acquired during the programme. European Framework for CLIL Teacher Education proves to be a useful tool when designing training courses for specific target groups of qualified content teachers and a fifty hours' programme seems to be adequate to get acquainted with the fundamentals of CLIL. The project participants were most positive about their CLIL methodology competence development during the project and ability to identify appropriate subject content for teaching by using the CLIL approach. The weakest point identified by the participants involves languagerelated issues, such as ability to support language learning in content, balancing the target language used between the learners' and teacher's linguistic ability, and overall insufficiency of linguistic competences. One more issue indicated by the respondents is the absence of standards, guidance and administrative support, as well as quality assurance (content delivery, materials and assessment) in CLIL.</abstract>

CLIL Teacher Competences and Attitudes

<abstract xmlns="http://www.w3.org/1999/xhtml"> Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, &amp; Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.</abstract>

Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook

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