Principled Guidelines for Teaching Bulgarian as a Second Language – Cognitive, Psycholinguistic, and Neurolinguistic Perspectives

Zhivka Koleva-Zlateva

St. Cyril and St. Methodius University of Veliko Turnovo

Albert Ludwig University of Freiburg

https://doi.org/10.53656/bel2025-6-ZH

Abstract. . The article argues that teaching Bulgarian as a second language, after another language has already been learned, should be framed within the context of second language instruction. This approach necessitates leveraging contemporary scientific advancements in language acquisition, particularly those from psycholinguistics, cognitive science, and neurolinguistics. These advancements provide insights into the specifics of linguistic knowledge, its representation in the mind, and how it can be acquired in relation to the brain's neurocognitive systems.

Keywords:Bulgarian as a second language; psycholinguistics; cognitive linguistics; neurolinguistics; declarative and procedural knowledge; learnability

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