Challenging the established practice and canons has never been an easy task, i. e. ”a walk in the park”. This paper attempts to provide reasons for believing that the complexity of the CLIL method requires a new type of teacher focused on scientific research, recording and monitoring of their practice. Teachers-researchers, in the spirit of the new era of knowledge, especially when it comes to university teaching or transformative teaching, promote the improvement of contextual language education based on a true understanding of all kinds of academic specificities. Appropriate theory of practice, in order to be useful and applicable, must be pragmatic and tailored to the specific needs of a particular classroom. The theory of practice, intended for CLIL lecturers working in certain unexplored circumstances, is additionally demanding because it expects teachers to improve their practice and often create their own teaching materials, which are missing and which do not seem to appear on the market soon. The teacher-researcher, in that sense, should first examine, describe, evaluate and improve his practice, going into the depth of understanding the linguistic contextual situation and the complex concept of teaching such as CLIL. If teachers, as the backbone of the teaching process, do not engage in the right measure and in the right way in creating their own teaching identity, there is a possibility that they will not succeed when it comes to creating the identity of their students either. This means elucidating all the elements of small and large culture, as well as elucidating and creating new forms of communication and discursive forms that the new language practice spontaneously imposes. Introducing myth into teaching practice is an attempt to create wider possibilities of the teaching process through myth, so that myth, as a rich pedagogical resource, will be used to develop critical spirit, improve learning in the field of major studies and form patterns of tolerant and quality communicative competence. The assumption that this is an ambitious task and that it implies additional time efforts was not left out. However, the dominant intention was that the new teaching materials contribute to the creation of the student’s expertise and personality, and that each segment of the work leads to a higher level of knowledge, communicative skills and cultural understanding. The research confirmed the interest, activation and positive attitudes of students who see myths as more modern and flexible forms of teaching. Students showed a willingness to cooperate, talk, debate in an area they know very little about and in a way, they have never learned a language. Taking into account all the results we have obtained, we unequivocally conclude that the initial research needs additional, subsequent consideration, in order to obtain an even higher level of quality in teaching and language application.

Since its origins, police education and training in Serbia have gone through many reforms. This paper offers an overview of police education in Serbia in general, specifically the learning of foreign languages and more recently English for Police Purposes at the only institution of higher police education in the country. Foreign language learning within police education has never been the focus of any reform. On the contrary, it has been cast aside, resulting in a reduced number of classes and English-only policy. This situation reflects other state universities in Serbia, the paradox being that all this has been happening since the adoption of the Bologna Declaration. The challenges teachers face in teaching English for Police Purposes include work in large multi-level classes, difficulties related to obtaining authentic materials and a reduced number of classes.

What is translation--a craft, an art, a profession or a job? Although one of the oldest human activities, translation has not still been fully defined, and it is still young in terms of an academic discipline. The paper defines the difference between translation and interpreting and then attempts to find the answer to the question what characteristics, knowledge and skills a translator must have, particularly the one involved in court translation, and where his/her place in the communication process (both written and oral communication) is. When translating medical documentation, a translator is set within a medical language environment as an intermediary between two doctors (in other words, two professionals) in the process of communication which would be impossible without him, since it is conducted in two different languages. The paper also gives an insight into types of medical documentation and who they are intended for. It gives practical examples of the problems faced in the course of translation of certain types of medical documentation (hospital discharge papers, diagnoses, case reports,...). Is it possible to make this kind of communication between professionals (doctors) standardized, which would subsequently make their translation easier? Although great efforts are made in Serbia regarding medical language and medical terminology, the conclusion is that specific problems encountered by translators can hardly be overcome using only dictionaries and translation manuals.

The paper deals with the research and promotion of inter-faculty cooperation in the field of foreign language teaching. By focusing on educational comic strips as an underutilised language strategy at university level, we have tried to reduce or completely eliminate the tensions and uncertainties that accompany the learning or teaching of a new academic field. The study explores how a particular narrative from geoforensic practice is transformed into adapted educational comic strips. The focus then turns to the application of educational comic strips in language classes, and how six lecturers at two different faculties and their students in the first year of study perceive that application and respond to the challenges of teaching/learning in this way. Two surveys were conducted in order to obtain more precise data on the quality of the comic strips as a teaching/learning activity: the former, a qualitative survey of lecturers, and the latter, a quantitative survey of students. The results of the research indicate that even when the area of exploration such as geoforensics and comic strips is somewhat unknown for both teachers and students, the authenticity of material, the quality of preparation, the conscious and explicit participation of all sides, all potentially lead to new forms of good practice and positive linguistic outcomes.