Raluca Mihaela Levonian
University of Bucharest/Università degli Studi della Calabria
MIG-KOMM-EU – “Mehrsprachige interkulturelle Geschäftskommunikation für
Europa” – Bukarest, 30.09.2011
The study of Romanian as a foreign language appears to be
an interesting example:
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Romanian language was traditionally assimilated in the
area of Romance languages or of Central and East
European Studies.
Its importance increased when Romania became an EUmember. A trend at this moment consists in the
establishment of independent departments for
Romanian language within foreign institutions for
education.
The study of Romanian language is connected to present
social phenomena of migration:

there are significant communities of Romanians in
foreign countries like Italy, Spain, France, UK, USA.

foreigners who come to Romania to study/ work / take
up residence in this country.
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Main difference: foreign language immersion.

Teaching a foreign language in another country appears
to be more difficult for both teachers and students. The
contact with the foreign language is often limited to the
scheduled courses.

Additional materials (such as newspaper articles, TV
programmes, movies, websites and online resources etc.)
should counterbalance this shortcoming.
Founded: 1864.
Status: public.
The Department for Romanian as a foreign language is
located at the Faculty of Letters, Department of
Romanian linguistics.
Degrees and programs offered:

One-year long program (preparatory year);
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Erasmus programs;
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Summerschool courses on Romanian language and
civilization.
Enrollment:
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Approximately 300 students (fall 2009 and fall 2010) –
for the preparatory year.

Approximately 25 students (summer 2010 and summer
2011) – for the summerschool courses.
Main public:
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International students who intend to attend a B.A./M.A.
/ Ph.D. program at a Romanian university.

Persons who are working / intend to work in Romania.
Secondary public:
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Transient students: persons who are enrolled at foreign
universities, for a degree in cultural or (Romance)
linguistic studies.

Non-traditional students: persons living in Romania at
present or whose friends or relatives are Romanians.
Courses offered:
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Romanian language (practical course) –one year long.
Romanian language (theoretical course) – one
semester.
Romanian culture and civilization – one semester.
Romanian scientific languages – one semester.
Founded: 1968 (1972).
Status: public.
1999 - The Chair for Romanian language and literature is
founded.
Head of the Chair: Prof. Gisele Vanhese, Ph.D.
Programs and degrees offered:
Undergraduate degrees:
1999-2009: one year long course on Romanian language
and literature (Lingua e lettteratura romena annuale).
2009 – New institutional structure is approved:
 Romanian language and literature (Corso di Laurea
Triennale in Lingue e Culture Straniere Moderne) –
B.A.
Graduate degrees:

Romanian language and literature (Corso di Laurea
Magistrale) – M.A.

Starting from 2012: – M.A. in Foreign Language
Teaching, including Romanian language teaching
(Didattica della lingua e letteratura romena).
Enrollment (in the academic year 2010-2011):

Approximately 70 students for Romanian language
courses.

Approximately 90 students for Romanian literature
courses.
Main public:
 Italian high school students: students who have
graduated high school and are interested in a B.A. / M.A.
degree in philology.
Secondary public:
 Italian students who attend a B.A. program for Italian or
other foreign languages and choose Romanian language
as an optional course.

Romanian immigrants in Italy.
Courses offered:
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Romanian language – practical course (one semester long)
Romanian language – theoretical course (one semester) –
morphology / syntax.
History of Romanian language – theoretical course (one semester)
– 3rd year and M.A. students.
History of Romanian literature.
Starting from the academic year 2011-2012: Introduction to
Romanian culture and civilization (one semester).

Traditional objective of FLT: acquisition of grammar.
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Modern objectives:
Development of conversational skills (learners should be
able to engage in common, daily interactions).
Development of communicative competence in a
professional environment (communication in the
workplace / business communication).
To create awareness to intercultural diversity, to
promote
intercultural
communication
and
understanding.
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Romanian language teaching has faced a lack of
materials for both learners and teachers.
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The integration of all the forementioned objectives in the
teaching process should be a priority.
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Students’ needs and interests should be taken into
account, as well as the requirements and trends in the
labour market.
Coursebooks published during the communist regime:
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Certain semantic fields are introduced, but little is said
about professional life or business communication.
(e.g. Brâncuşi et al., Limba română. Manual pentru
studenţii străini)
Actual coursebooks – include units on business
communication, on topics as:
 business meeting (Puls; Romanian at first sight)
 agenda planning (Romanian at first sight)
 business trip (Romanian at first sight)
 CV writing (Romanian at first sight; Autodidact)
 job description (Autodidact)
 job interview (Autodidact)
 organizational structure (Romanian at first sight).

It provides materials on a topic which is only in part
discussed in „standard” coursebooks in use nowadays:
business communication.
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Good selection of main topics: management, marketing,
services and intercultural aspects.
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It is up-to-date, as the topics considered are related to
common situations in present corporate life and
activities.
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Variety of available resources: bibliographical references
on Romanian language coursebooks, a trilingual
glossary, exercises to be solved individually or in groups,
online exercises and materials to be printed.

It reveals awareness of business situations and terms;
knowledge of Romanian economics terminology in use
nowadays.
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The main objective of the MIGKOMM materials is
communication, not mere grammar acquisition.

The tasks designed regard all main communicative
competences (listening, reading, speaking, writing), in a
well-balanced way.
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The materials provided are adaptable. They can be used
in various manners, in the courseroom or by individual
learners.

Units or specific exercises can be selected or modified in
order to meer the students’ needs.
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Some topics can be treated also in a practical course /
seminar on Romanian language.
The units on intercultural aspects can either be
integrated in the practical course or used for a distinct
course on Romanian culture.
Other separated units can also be discussed in a practical
course: e.g. Advertisements (Reclame) and History of
Advertisement (Istoria publicităţii) from the Marketing
section; the job description from the Management
section.
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Text types are diverse and authentic: online texts, book
excerpts, charts, job announcement, job description
a.s.o.
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Tasks regarding vocabulary development include
economics terminology and also terms belonging to the
general lexicon (exercises on the use of synonyms and
antonyms).
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Attention is paid to practising speech acts (e.g. to
apologize, to make a request, to convey information, to
express gratitude etc.).
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The introduction and practice of linguistic devices which
signal politeness (e.g. Phone calls – to make a request
politely).
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The MIGKOMM materials are useful for courses on
business communication in Romanian language, but also
for Romanian language practical courses.

They are adjustable: the units can be trated separately,
which is an advantage in comparison to traditional
coursebooks.
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Materials on cultural matters and on intercultural
communication are highly useful.

Future projects on business communication may also
include units on organizational culture.
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Autodidact. Grant CNCSIS nr.20/ 1365. Didactica limbilor străine şi
a limbii române ca limbă străină în învăţământul universitar.
Strategii de aliniere la politica lingvistică europeană.
http://granturi.ubbcluj.ro/autodidact/about.html (Last accessed 29
September 2011).
Brâncuş, Grigore, Ionescu, Adriana, Saramandu, Manuela, 2003.
Limba română. Manual pentru studenţii străini. Anul pregătitor –
semestrul I, 5th edition. Bucureşti, Editura Universităţii din
Bucureşti.
Kohn, Daniela, 2009. Puls. Manual de limba română pentru străini.
Iaşi, Polirom.
Suciu, Raluca, Fazakaş, Virginia, 2006. Romanian at First Sight. A
Textbook for Beginners. Româna la prima vedere: manual pentru
începători. Bucureşti, Compania.
Mulţumesc pentru atenţia acordată!
Vielen Dank für Ihre Aufmerksamkeit!
Thank you for your attention!