Intercultural Approaches in Teaching Romanian as a Foreign Language: From Structural Knowledge to Social Competence

Abstract

This article explores the need for an intercultural paradigm in teaching Romanian as a foreign language (RFL), highlighting the limitations of structuralist approaches that focus solely on grammar and vocabulary. The study argues that linguistic accuracy, when detached from social and cultural context, produces learners who are formally correct but communicatively fragile. By examining recent theoretical frameworks and practical strategies, the article proposes a shift toward intercultural competence as a core objective in language education. The author presents five key principles for curriculum transformation: continuous cultural infusion, the use of authentic materials, comparative cultural dialogue, metacognitive reflexivity, and holistic assessment. These principles aim to transform language learning into a socially relevant, reflective, and identity-forming process. The teacher is redefined not as a transmitter of rules, but as a cultural mediator who facilitates meaningful interaction and fosters empathy, critical thinking, and openness toward otherness.  The study concludes that integrating interculturality into RFL teaching is not an optional innovation, but a pedagogical necessity in today’s global academic landscape. This approach enables not only functional integration into Romanian society, but also contributes to reshaping Romanian cultural identity through pluralistic, dialogic practices.