Programs Bulgaria

Education – Learning – Teaching

Subjects-Bulgarian language and Literature (BLL) – Rhetoric

It is possible to relate rhetoric to the communicative-practical objectives of teaching Bulgarian language and literature in secondary schools in Bulgaria

The specific educational goals of teaching Bulgarian language are: informative-cognitive goals and communicative-practical goals.

The Informative-cognitive objectives (ICO) correspond to the concept of knowledge. They aim at the acquisition of linguistic information, about the linguistic units of all language levels, about their essence, about their formal and grammatical characteristics, about the types of linguistic discourse, about the norms of the Bulgarian literary language, about spelling, orthography and punctuation.

The results related to the informative-cognitive objectives imply the improvement of linguistic competence.

The communicative-practical objectives (CPO) refer to skills for full participation in speech communication. These are the skills to perceive texts, to read the parameters of a communicative situation, to produce speech messages which are adequate to the communicative conditions, to choose a speech strategy, to select the linguistic means ensuring unity between communicative intention and communicative expectation.

The communicative-practical goals aim at increasing students’ social and discourse competence.

The communicative-practical objectives are linked to the formation and improvement of students’ skills in the communicative use of words, taking into account the particularities of the speech situation (purpose, subject, addressee, code, channel). Opportunities are available to improve students’ linguistic sense, to choose speech strategies ensuring the adequacy of speech communication. Pupils learn to decode meaning in other people’s texts and to generate meaning in their own texts.

The content of Bulgarian language teaching includes linguistic information, methodologically transformed, which is transmitted to students, perceived and processed by them in order to preserve its most significant part and to ensure its application in speech practice.

The communicative-practical aspects of the teaching content focuses on the use of words and sentences in a particular functional type of text that is the subject of study in the grade concerned (frequency, patterns of association, linking devices, evaluative function, etc.).

There are four cores of the state educational standards (SEA): Core 1: Sociocultural Competencies; Core 2: Language Competencies; Core 3: Sociocultural and Language Competencies. Core 4: Sociocultural and linguistic competences – written communication, linking them functionally to the expected outcomes at curriculum level and individual subjects, specifying the main new concepts, cross-curricular links, etc.