Abstract:

After a long period of Russian language being used with the status of lingua franca in the Republic of Moldova, the return to the Romanian language, as the language of everyday communication, occurred with much syncopation in multilingual communities. In this article we will detail the teaching methods with which we approached the problem in the specific case of the linguistic community of the Autonomous Territorial Unit of Gagauzia, whose inhabitants speak two or three languages: Russian, Gagauz and Bulgarian or Romanian, with different levels of language proficiency, i.e. in most cases Russian is C1/C2, Gagauz A2/B1 and Romanian A1/A2, despite its status as an official language in the Republic of Moldova. Considering the fact that students are exposed most of the time to the Russian language in both academic and non-academic settings, our attention has turned to the challenge of diversifying the contexts of communication in Romanian in order to help them overcome the psychological barrier that makes them hesitate to use this language more frequently. We chose to carry out the study during physical education classes considering the fact that teacher-pupil communication in this case involves standardized, frequently repeated formulas, making it easy to create a comfortable linguistic environment for pupils. We will therefore detail the strategies adopted and the results obtained over the course of an academic year with the intention of demonstrating the effectiveness of the method and the need to implement it in the future in other subjects in the school curriculum.

Keywords:

Integrated teaching, language skills, linguistic barriers.