Editura Universitara Intercultural aspects in teaching and learning the Romanian language as a foreign language

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Publisher: Editura Universitara

ISBN: 978-606-28-1323-9

DOI: 10.5682/9786062813239

Publisher year: 2021

Edition: I

Pages: 206

Author: Cristina Mihaela Nistor, Mirela-Sanda Sălvan, Mihaela Pricope

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The book proposes an intercultural approach to teaching and learning the Romanian language as a foreign language, with all the challenges and satisfactions that this activity implies. The first part represents an incursion in the field of teaching LRLS internationally, taking into account aspects of migration policy, but also the formation of communication skills in Romanian in an intercultural context.
MIHAELA PRICOPE 
CRISTINA MIHAELA NISTOR 
MIRELA-SANDA SALVAN

 

CHAPTER 1. THE CURRENT CONTEXT OF LRLS TEACHING AT NATIONAL AND INTERNATIONAL LEVEL (Mihaela Pricope) / 11
1.1. GLOBALIZATION AND MIGRATION - SOCIAL AND CULTURAL ASPECTS / 11
1.1.1. Integration and adaptation for a better life / 11
1.1.2. Romanian language in a global context / 21
1.2. TRAINING OF LANGUAGE SKILLS AND INTEGRATION OF IMMIGRANTS / 27
1.2.1. Mandatory language requirements / 27
1.2.2. Contents useful for the integration of immigrants / 35
1.3. INTERCULTURAL PEDAGOGY / 43
1.3.1. Visions of intercultural education / 43
1.3.2. Strategies and principles of intercultural education / 48
1.3.3. The role of the teacher in the intercultural approach in education / 62
Bibliography / 72

CHAPTER 2. TEACHING / LEARNING LRLS: METHODS AND STRATEGIES IN THE ERA OF INTERCULTURALITY (Cristina Mihaela Nistor) / 81
2.1. PRELIMINARY CONSIDERATIONS: INTERCULTURALITY AND LEARNING OF FOREIGN LANGUAGES / 83
2.2. FORMATION AND DEVELOPMENT OF AUTONOMOUS LEARNING: STYLES, STRATEGIES AND METHODS 86
2.2.1. Metacognition - learning awareness / 88
2.2.2. Learning styles - individualization of learning ... / 92
2.3. LEARNING STRATEGIES - LEARNING EFFICIENCY / 99
2.4. CHARACTERISTICS OF ADULT LEARNING / 104
2.4.1. The andragogical model of education / 107
2.5. LEARNING NEEDS AND SPECIFIC PREFERENCES FOR STUDENTS FROM MULTICULTURAL GROUPS / 110
2.6. METHODS OF FORMING AUTONOMY / 114
2.6.1. Group learning / 114
2.6.2. Journal / 120
2.6.3. Individual study / 122
2.7. EUROPEAN LANGUAGE PORTFOLIO - PROGRESS SELF-ASSESSMENT TOOL / 127
2.7.1. Common European Framework of Reference for Languages ​​/ 128
2.7.2. Objectives of the European Language Portfolio / 130
2.8. METHODS OF FORMING LEARNING AUTONOMY IN FOREIGN STUDENTS / 133
Bibliography / 135

CHAPTER 3. LRLS - A PSYCHOLOGICAL PERSPECTIVE (Mirela-Sanda Salvan) / 149
3.1. CULTURE, IDENTITY, LANGUAGE / 149
3.1.1. Identity, between static and dynamic / 151
3.1.2. Intercultural dialogue / 154
3.1.3. Universal cultural values ​​/ 156
3.1.4. Enculturation, acculturation, ethnocentrism / 161
3.2. RELATIVISM - DETERMINISM - CONFORMISM / 168
3.2.1. Relativism of primary psychic processes / 168
3.2.2. Cultural determinisms / 173
3.2.3. Motivation, habitus, conformism / 178
3.3. PSYCHANALYSIS AND FOREIGN LANGUAGES / 185
3.3.1. Mother tongue, foundation in learning a foreign language / 188
3.3.2. Language, structuring factor / modeling of identity / 190
3.3.3. From affectivity to objectivity / 194
Conclusion / 199
Bibliography / 202

The study of the Romanian language as a foreign language (LRLS) is an expanding field that falls within the directions of current European educational policies, which place a special emphasis on teaching and learning foreign languages ​​and cultures. The teaching of the Romanian language as a foreign language is a complex field, in continuous development, the deepening of which implies the appeal to a multitude of interdisciplinary concepts.
The book proposes an intercultural approach to teaching and learning the Romanian language as a foreign language, with all the challenges and satisfactions that this activity implies. The first part represents an incursion in the field of teaching LRLS internationally, taking into account aspects of migration policy, but also the formation of communication skills in Romanian in an intercultural context.
Methods and strategies for teaching and learning LRLS are subsequently reviewed, with an emphasis on the development of learning autonomy. Last but not least, teaching LRLS involves a consistent psychological component. The mother tongue / foreign language represents a modeler of the socio-cultural identity of the individual, and the psychoanalytic perspective proposed in the last chapter offers an innovative grid for approaching foreign language courses.

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