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.