Romanian Language From the Perspective of a Homo Ludens. A Personalized Didactics of Teaching Romanian as a Foreign Language: Premises, Concepts, Methods, Didactic Scenarios
Romanian Language From the Perspective of a Homo Ludens. A Personalized Didactics of Teaching Romanian as a Foreign Language: Premises, Concepts, Methods, Didactic Scenarios

Author(s): Silviu Mihăilă
Subject(s): Philosophy, Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Special Branches of Philosophy, School education, Philosophy of Education, Pedagogy
Published by: Editura Eikon
Keywords: The Preparatory Year of Romanian Language for Foreign Citizens; Romanian as a Foreign Language; Teaching Romanian Verbal Tenses; Personal Didactical Philosophy;
Summary/Abstract: The present research is grounded in the premise that, on more than one occasion throughout my 11-year academic career – culminating in the autumn of 2025 at the Bucharest University of Economic Studies – I have found myself asking: Why do I teach, and to what end? Teaching the Romanian language as a foreign language at ASE, specifically to international students enrolled in the Romanian Language Preparatory Year, has represented an intellectually enriching and deeply rewarding challenge, one characterized by a diverse and at times unexpected range of satisfactions. This paper is, in fact, part of a broader ongoing research project (a practical grammar of the Romanian language for foreign students), which I began upon my appointment as a Romanian as a Foreign Language (LRLS) instructor at ASE, starting with the 2014-2015 academic year. In other words, I am convinced that the educator "awakens," "inspires," "constructs," and "unites" within the context of the classroom and seminar. As such, the educator operates on a delicate, fragile, yet complex pedagogical terrain that must be navigated with intelligence and efficacy to maintain a true balance in the educational process – an equilibrium that lies at the intersection of "savoir" ("to know"), "savoir-être" ("to know how to be"), and "savoir-devenir" ("to know how to become"). This synthesis of the verb "to know" with "to know how to be" and "to know how to become" is encapsulated in four fundamental teaching, learning, and assessment principles that I adhere to firmly and will briefly outline in the next section. Subsequently, these principles will be exemplified by three applied, customizable contexts derived from my own experiences in the classroom and seminar, alongside foreign students enrolled in the Romanian Language Preparatory Year for Foreign Citizens at ASE. These contexts will serve to substantiate our hypothesis: that a text or discourse must be memorable, animated, and capable of reaching both the intellect and the soul of the student as the recipient.

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