COMMUNICATION COMPETENCE IN ROMANIAN AND A MODERN FOREIGN LANGUAGE IN THE ROMANIAN PRIMARY EDUCATION CURRICULUM: SIMILARITIES AND DIFFERENCES
The communication competence is essential to any human activity or interaction and, consequently, it represents a priority for any educational activity. The Romanian National Curriculum is focused on developing key competences for lifelong learning (LLL), and, thus, the communication competence, w...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Nicolae Titulescu University Publishing House
2018-05-01
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| Series: | Challenges of the Knowledge Society |
| Subjects: | |
| Online Access: | http://cks.univnt.ro/uploads/cks_2018_articles/index.php?dir=6_administrative_and_political_sciences%2F&download=CKS_2018_administrative_and_political_sciences_006.pdf |
| Summary: | The communication competence is essential to any human activity or interaction and, consequently, it represents a
priority for any educational activity. The Romanian National Curriculum is focused on developing key competences for lifelong
learning (LLL), and, thus, the communication competence, which is circumscribed to the curricular area Language and
Communication, is given paramount importance as it covers both Romanian (as mother tongue for most of the students) and
one (two) modern foreign language(s). Our paper aims at analyzing the official curricular documents which regulate the
development of the communication competence in primary school, both in Romanian and one modern foreign language
(English in our case, as it statistically covers most of the Romanian student population), as, during this stage, the foundations
for LLL key competences are being laid. By means of our analysis, we expect to point out to how similarities and/or differences
in syllabi for Romanian and forthe modern foreign language,respectively, interact positively, and thus contribute to developing
effective communication competence, or negatively, by following parallel paths, disregarding the supposedly common goal.
The results of our documentary analysis are accompanied by qualitative research (interviews with practitioners at this level),
so as to identify continuity/ lack of continuity between the objectives listed in the official documents and the teaching practice.
Our conclusions point to the fact that, if methodological suggestions in the syllabi were followed and if both primary school
teachers and foreign language teachers were aware of the similarities and differences between learning the mother language
and a modern foreign language and explicitly or implicitly acted so that they raise their pupils’ awereness, then both
communication competences could be successfully acquired. |
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| ISSN: | 2068-7796 2068-7796 |