In this article, we present professional life stories collected from French as a foreign language teachers of different ages aiming to reconstruct the evolutions of the teaching and dissemination of French language in the region of Constanţa. We highlight diachronically the perspectives of teachers from each period examined (1970-2010) on their own French learning process, starting from the premise that this learning influences their subsequent professional career. Through the teachers' memory approach, we also show how we can identify in the testimonies elements of content relating to the status of foreign languages in the Constanţa county between 1970-2010, the resources, contents and methods used in the transmission of knowledge, as well as the processes of evoking the model teacher.
The feeling of being sidelined experienced by the people of the former ‘Southern Cameroon’ following their integration into French Cameroon has served as fodder for stories by writers from the English-speaking part of the country. Due to a lack of translation, their creative writings didn’t have an audience in the French-speaking side. Yet behind their disappointment lies a clear desire for social inclusion. In addition to highlighting the linguistic and cultural pitfalls responsible for the protagonists' malaise, how does the French translation of the selected novel make it possible to read a discourse in search of social osmosis? Based on socio-stylistics and the Polysystem Theory, this paper examines the translatability of the aesthetics of victimisation in John Nkemngong Nkengasong’s Across the Mongolo. It argues that the translatability of this novel, inspired by decentring and incrementalisation, can expose both the gaping wounds of victims and the appreciation of a dialogue in favour of relational irenicism.
The study on "The Representations of Teachers in the 3rd Grade Language Class of PostPrimary Education within the Framework of Integration Pedagogy in Burundi" aimed to "detect the teachers' appreciation of the pedagogical and didactic context of resource installation within the framework of integration pedagogy." In light of the hypothesis that "the implementation of integration pedagogy requires improvements in pedagogical and didactic aspects," the information provided by the respondents revealed that although teachers have considerable experience in educational action in general and in teaching according to the principles of integration pedagogy in particular, the objectives of this pedagogical approach are not well known. Furthermore, its effectiveness in the teaching/learning process is doubted, with 68.2% of respondents answering "no" to the related question. This assessment led to proposals for pedagogical and didactic improvements at the program level, teaching methods, learner knowledge, assessment practices, and raising awareness among stakeholders in the education system to improve the quality of training with the goal of effectively achieving academic and educational success.
The present article explores the conceptual mappings of human experiences and their love stories thorough the lens of a metaphoric paradigm in the latest novel written by Elif Shafak, “There are Rivers in The Sky”. Following the theoretical cognitive-semantic studies of George Lakoff, Mark Johnson, and others, the article depicts the conceptual metaphors of unfulfilled love along the narrative involving two ohf the three main characters – Arthur and Zaleekhah. Unfulfilled love is a timeless theme in literature, often linked to the archetype of the hero. When unfulfilled love drives the hero’s journey, it can profoundly shape their motivations, inner conflicts, and sense of purpose. This motif highlights both the nobility and the tragedy inherent in striving for something unattainable, especially when that something is love. LOVE IS A JOURNEY is explored throughout the article in tis various conceptual instances: UNFULFILLED LOVE IS A JOURNEY, LOVE IS WORSHIP, LOVE IS PAIN, LOVE IS RESEARCH and many others. Unfulfilled love is often linked to tragic heroes, whose inability to attain love mirrors their larger struggles with destiny or personal flaws, and in this case, Arthur and Zaleekhah become tragic heroes who undergo the emotional tension of either Zaleekhah’s relationship failure, or Arthur’s loveless relationship and internal conflicts through their sacrifices in the name of pure love. Keywords: conceptual metaphor; love; journey and sacrifice mappings.
