Compared to the past, now, through the use of modern technologies, teaching has changed a lot; yet we consider that the job of a teacher involves the same physical, emotional, moral and material sacrifices, and the role of the teacher has remained unchanged, even if the teacher had to constantly adapt to the new requirements, by approaching new teaching strategies and methods. Therefore, for the smooth running of the teaching-learning-evaluation activities and the achievement of the proposed objectives, in our case the acquisition of the Romanian language as a foreign language (RLFL), the teacher will always be the one responsible. He/ she is the only one in a position to be responsible for the activities he/she undertakes in the class in order to lead the students to success; in other words the teacher is responsible for the management of the class and must be aware, at all times, that the success of the students depends on his/her work and involvement in the latter’s academic journey. In this article we will try to highlight (1) the role and responsibility of the teacher, in general, and of the teacher of Romanian as a foreign language, in particular; (2) what, how, to whom and how much a RLFL teacher has to teach, so that in the end, his/ her students can express themselves in Romanian, fluently and without too many mistakes, at the minimum B1 level of linguistic competence; (3) how and if the teacher succeeds in facilitating the integration into the Romanian socio-cultural environment of the foreign student who came to Romania to study for a bachelor’s degree, master’s degree, doctorate or residency; (4) how relevant is for the RLFL teacher the way in which the psychopedagogical implications of each of the analyzed axioms are illustrated; (5) how the positive and negative aspects of the chosen teaching methods are noticed in one situation or another; (6) what behavior the RLFL teacher must have in the class and how he/she manages to defuse the possible conflicts that may arise at the group level, considering the ethnic, cultural and age heterogeneity of the student class; (7) what types of support he/she needs to provide to his students so that the targeted goals are achieved.

Keywords:

management, leader, class, teacher, foreingn student, Romanian as a foreign language (RLFL), teaching, preparatory year

Pages:

139-148

Full text

in PDF

Type:

Research Paper

Field:

Language teaching

Topic:

Languages and literatures teaching and learning

UDC:

811.111(072.8)

DOI:

https://doi.org/10.62413/lc.2024(1).10

Research Paper

Citations

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