Standardization of the Macedonian and French Legal Terminology as a Pre-Condition for a Successful Implementation of Euro-Atlantic Integrations
One of the very important aspects and obligations that the Republic of Macedonia should fulfill on its way of Euro-Atlantic integrations is the translation of a vast corpus of texts, whose content concerns mainly the field of law. Of course, the bulk of these texts are written in English, but a considerable part is also written or should be translated into French. In order to have a successful translation it is essential to standardize the terms used in Macedonian and French legal language, and at the same time to standardize the equivalents of the source language to the target language. This paper aims to represent the characteristics of the terminology standardization in France and to compare it to the terminology standardization in the Republic of Macedonia, in order to point out the flaws and the possibilities of their overcoming. 
Key words: standardization, legal terminology, French language, Macedonian language.
La traduction des noms d'institutions
On pretend que les noms propres ne se traduisent pas. Ceci est loin d’etre le cas des noms d’institutions, qui comportent souvent un equivalent tres officiel dans plusieurs langues etrangeres, mais il ne semble pas exister une doctrine etablie concernant les principes qui doivent presider a ce genre de traduction. La presente etude vise a proposer quelques principes a la lumiere de l’observation de la pratique actuelle, telle qu’on la constate en Europe en particulier. A partir d’Internet, qui sert de megacorpus, on a examine des traductions de noms d’institutions (politiques, economiques et d’enseignement) sur les plans international et europeen, national, regional (et departemental pour la France) et local. Le plan international semble le plus systematique, le plan local le moins en ce qui concerne la presence de la traduction et de sa forme. On propose une serie de recommandations a l’intention d’institutions desireuses de traduire leur nom.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.