L`évolution des Programmes de langue française entre 1864-1910 dans le contexte européen
The Evolution of the Curricula Devoted to the Teaching of the French Language between 1864 and 1910 in the European Context

Summary/Abstract: Our study aims at analyzing the process of harmonization of the didactics of French as a foreign language in Romanian education with the evolutions of methodologies in the Western space. The research questions that we will answer and that will organize our documentation would be the following: a. to what extent the teaching of French as a foreign language in Romania is connected to the West, within the period considered, b. which is the didactic approach in teaching French culture and civilization in the curricula during the period considered, c. if we could speak of an incipient intercultural approach in the teaching of French in Romania. The studied curricula parametres are: the general objectives of the teaching programs (practical or cultural), the formative nature of knowledge, the transmitted linguistic and cultural contents, as well as the emerging didactics. Although in the period under analysis there is not yet a curriculum theory or a real didactic conceptualization, it appears that the experience and intuition of the curriculum developers filled these gaps. The greatest contribution to the development of the Romanian curricula concerning the teaching of foreign languages,while Spiru Haret was Minister of Education (1897-1910, with interruptions), consisted in the adoption of the direct method instead of the traditional method of the nineteenth century, namely, the method of text reading and translating. What interested us was the development of the didactic conception in the teaching of languages and of synchronization with the methodologies at the European level. The body of analysis includes the curricula existing at that time, in order of their appearance, from 1864 up to 1910. Our analysis reveals the methodological progress of the curricula and the fact that, in the period under research, there is synchrony between the methods and the contents specified in the curricula of Romanian education and the European context in that matter.

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