Aspecte privind predarea limbii române ca limbă străină studenților care provin din zone de conflict

Abstract

This article deals with the analysis and interpretation of some aspects on teaching Romanian to students coming from conflict zones. The applications will be based on the author’s experience at the so-called Preparatory Year organized by the Faculty of Letters at the University of Bucharest. The main objective of this article is, on the one hand, to provide instructors of Romanian as a foreign language with a new approach, and, on the other hand, with reinterpreted methods already existing in the didactics and pedagogy of foreign language teaching, so that the teaching process be as efficient as possible, and the linguistic and cultural integration of these students coming from conflict zones be as natural as possible. At the same time, we admit and reaffirm that the learning-teaching process involves permanent adjusting and readjusting to certain realities that go beyond the classroom, and latest pedagogies from a certain point in time can become inapplicable and noncompliant with the reality at a really fast pace.