Abstract:

Each country has its own education system, the latter undergoing a series of transformations when it comes to national exams, trying to connect to the most efficient education systems in Europe as well as around the world. In Romania, the Romanian language as a mother tongue has recently meant a paradigm shift at the level of high school curricula, and, more recently, those of the high school cycle. Also, the Romanian language can be approached from the perspective of the second or third language for national minorities, both in Romania and in the Republic of Moldova, in large communities of allolinguists, where multiculturalism, interculturality is fully manifested. Consequently, the Romanian language has not only become more and more explored by foreigners due to the free movement between countries to visit, study, profess, but it is also tender to see how it manifests itself in Romania, in the communities of Romanians, in minority communities, or in the neighboring country.

The present paper aims to analyze comparatively the Romanian language taught in the two similar education systems from the perspective of the geographical location of the two countries, but also of the common history, respectively of the genesis of the mentioned idiom. Equally, the study aims to reflect the specificity of Romanian teaching-learning-assessment strategies as a mother tongue or as a non-mother tongue, respectively as a foreign language.

Keywords:

Allolinguists, communities, interculturality, paradigm, perspective.