Cultural Mediation, Educational Inclusion, and Language Policy in Romanian as a Non-Native Language Instruction in Roma Multilingual School Contexts

Abstract

This article examines the role of cultural mediation in Romanian as a non-native language instruction within lower secondary education in multilingual Roma school contexts. The study develops a theoretical and policy-oriented framework that integrates perspectives from intercultural pedagogy, sociolinguistics, inclusive education, and language policy. The paper argues that Romanian language instruction for Roma students cannot be reduced to linguistic acquisition, as it involves complex processes of cultural negotiation, identity construction, and educational integration. The article conceptualizes cultural mediation as a central pedagogical and institutional mechanism that supports equitable access to education for Roma learners whose first language is Romani. The discussion emphasizes the intersection between classroom practices and broader educational policies aimed at inclusion, equity, and linguistic diversity. The paper highlights the need for culturally responsive curricula, specialized teacher training, and inclusive language policies that recognize bilingualism as a cognitive and sociocultural resource rather than a deficit. The article contributes to current debates on minority education by proposing a comprehensive model that integrates cultural mediation into Romanian language pedagogy and educational inclusion strategies.