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ContentsMinorites in the Romanian education system Data from Hungarian language schoolsTypes of bilingualismDevelopments in teaching Romanian as a non-
native languageSignificant principles of non-native teaching
philosophyThe profile of the Hungarian-Romanian speaker –
features of verbal behaviour
Hungarian population and school population
County The percentage of the adult Hungarian
population Harghita 84.6%
Covasna 73.8%
Mures 39.9%
Satu Mare 35.2%
Bihor 25.9%
Hungarian population as a percentage of the total: 6.5 %, according to the 2011 census
Percentage of Hungarian school children in Romania (source: Murvai, L., 2011)
Level of education Percentage of Hungarian population in schools compared to the entire population (data from 2011)
On a national level
5.12%
Pre-school level 6.4%
Elementery school 5.5%
Middle school 5.15%
Secondary school 4.1%
Types of bilingualism (Horváth, I., 2005 )
Nr. Types of bilingualism Percentage
1. Monolingualism 7.6%
2. Asymmetric bilingualism 58.8%
3. Balanced bilingualism 28.8%
4. Subtractive bilingualism 1.8%
5. Semilingualism 1.4%
Educational failure, learning difficulty?“We were at the seaside,
and we had to point to the things
we wanted to buy…” (pupil, 5th grade)
“…if I travel by train, andRomanians ask me something, I
do not speak, I tell them, I don’t know, I don’t speak Romanian… I would not speak.” (pupil, 5th grade)
(focus group discussions with pupils in 2013 March-April)
School achievement
2014. Results of the mock test in Romanian language: (source: www.edu.ro)
Exam passed: Harghita county: 36.7% of the students Covasna county: 49.1% of the students
Obstacles to Romanian language learning
Neither the educational policy, nor the content of the curriculum offers the opportunity for functional–pragmatic language acquisition.
While designing the educational process, neither the linguistic, nor the cultural characteristics of students are taken into account.
The features of different language groups are not observed: compact/mass, diaspora, minority
Obstacles to Romanian language learning Lack of interdisciplinary approach
Knowledge competences gained through education in their native language are not used (cultural and meta-cultural competences, language competences)
Lack of contrastive-comparative approach
Curriculum development is based on monolingual and monocultural logic.
Changes - major stepsLevels of education
Until the 197Os Law valid since 2000 (art. 12O)
Law valid since 2011(art. 46)
Primary education
Specific curriculum-specific textbooks
Specific curriculum-specific textbooks
Specific curriculum-specific textbooks
Middle school
Specific curriculum-specific textbooks
Specific curriculum-specific textbooks
Specific curriculum-specific textbooks
Secondary school
Same curriculum -Same textbooks(L1, NNL)
Same curriculum -Same textbooks(L1, NNL)
Same curriculum -Same textbooks(L1, NNL)
Assessmentexamination
Identical assessment Identical assessment Specific assessment
Illuminating experiencesThe outlines of Romanian as
non-native language (second language, environmental language): tailored methods for language teaching
Introduction and making the concept behind the idea accepted: a specific teaching methodology
Redefining scientific terminology in both languages
Illuminating experiences
Research in the domain
Conferences and publications
Interdisciplinary networking
Drafting curriculum based on the new approach (2006, 2012)
Illuminating experiences
Organizing teacher’s training
Research in bilingual/multilingual behaviour, desciption of their specific situations
Profile of the Hungarian-Romanian speaker – features of verbal behaviour
Linguistic pseudo-creativity e.g. Through analogy: nouător for inovator (for innovator)
Adoption/ adapting words from the native tonguee.g. Give me a canal, instead of ‘spoon’ (see Hun. kanál)
Socio-affective dimension of verbal behaviour
Communicational anguishFear of talking, fear of making mistakes
Suppression of communicational intentionWithdrawal into silence
Displacement of communicational intention
Code switching