Abstract:

When designing the teaching tools and deciding the teaching strategies for foreign students coming into Romania to study Romanian language before accessing university studies, the teacher must organize the course sequence so as to meet the educational requirements imposed by the curriculum, the needs of students to acquire L2 communication skills, but he also has to keep a special focus on the cultural component of the course. Considering that the target audience is eclectic from all points of view: political, religious, origin, etc. as our students come from different countries all over the world, experiencing different cultures and beliefs, we must pay special attention to the selection of the texts presented for the comprehension or for the listening skills, but also to the topics advanced for debate so as not to hurt the students and not to create dissensions between them during classes that could escalate dangerously and unpredictably outside of classes. From this point of view, we consider that the language teacher must be very carefully connected to the public life and to the political changes in the society so as not to expose the students to unnecessarily tense situations during the courses. Our main goal in this article is to present a series of problems and solutions we found in order to avoid educational disruption and to build a tolerant and cooperative environment during Romanian language courses as a foreign language, especially since the new Ukrainian-Russian crisis adds an extra barrier that must be tactfully avoided, that between Russian and Ukrainian students, or even in the case of those of other nationalities who feel the need to express solidarity with one of the two parties.

Keywords:

Cultural barriers, disruption, equity, multicultural, tolerance.