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Romanian as a Foreign Language in a Blended Learning Approach

Article · December 2018

DOI: 10.12753/2066-026X-18-138

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 The 14th International Scientific Conference
eLearning and Software for Education
Bucharest, April 19-20, 2018
10.12753/2066-026X-18-138

Romanian as a Foreign Language

in a Blended Learning Approach

Marina Luminița MILITARU, Viorela-Valentina DIMA

The Bucharest University of Economic Studies, Bucharest, Romania
marinamilitaru@yahoo.com, viorela.dima@ase.ro

Maria-Antoaneta LORENTZ
The Bucharest University of Economic Studies, Bucharest, Romania
lorentz.maria@rei.ase.ro

Abstract: The aim of the current paper is to present the experience of the academic staff of the
Department of Modern Languages and Business Communication from The Bucharest University of
Economic Studies (ASE) in teaching Romanian as a Foreign Language as part of the Preparatory Year
of Romanian Language for Foreign Citizens. The latter program was initiated in 2014 and is the first
such program accredited by the Romanian Agency for Quality Assurance in Higher Education
(ARACIS) in 2017. Since the launch of the program, it has been attended by more than 250 students
from all over the world, who have benefited from a blended learning instructional approach. Teaching
and learning activities have been based on a combination of classroom techniques and digital media
resources that will be described in the article. A one-of-a kind digital support is provided through the
Oportunidance platform, developed through an international project that was awarded the European
Language Label 2016 for innovation and creativity in foreign language teaching and learning. The
efficiency of the blended learning approach to teaching Romanian as a Foreign Language will be
discussed by reference to the successful integration of graduates on the educational market in Romania,
which will be briefly referred to in the article.

Keywords: Romanian as a Foreign Language; blended learning; graduate insertion in the educational
market; ARACIS accreditation.

I. INTRODUCTION

Ever since the invention of audio cassettes in the 1960, the advent of CD-ROMs in the 1990s
and their subsequent large-scale use as an instrument for facilitating the teaching and learning of
various subjects, including foreign languages, technical tools used in (language) education have
diversified and become increasingly complex. More than that, we live in an age in which technology –
at times – replaces human teachers, as more and more automated tools are being developed, promising
learners quick and easy mastery of the subjects that they approach prompted by their personal interests
and/or professional needs. Nonetheless, many (language) education providers still offer teachers a
prominent role, albeit encouraging them to resort to a variety of technological tools and media to
interact with learners and facilitate the development of the latter’s knowledge of and literacy in the
specific study subjects. This combination of direct personal contact between the teacher and the
learners, on the one hand, and indirect contact – mediated through technology – has been referred to as
blended learning, defined by the Oxford English Dictionary as “a style of education in which students
learn via electronic and online media as well as traditional face-to-face teaching” [6]. Or, as Saliba et
al. [19: 4] define it, “blended learning … refers to a strategic and systematic approach to combining

477
times and modes of learning, integrating the best aspects of face-to-face and online interactions for
each discipline, using appropriate ICTs”.
This paper offers a concise description of the way on which a foreign language – Romanian –
can be taught and learned in a blended learning approach. The educational setting is provided by The
Bucharest University of Economic Studies (ASE), Romania, which organizes a Preparatory Year of
Romanian Language for Foreign Citizens. After briefly referring to the history of the program, the
paper describes the materials and methods used in teaching Romanian to foreign students from all over
the world, with emphasis on an innovative web platform. The success of the blended learning
approach adopted by academics from ASE Bucharest will be expressed in terms of the integration of
graduates on the educational market in Romania.

II. SHORT HISTORY OF THE PREPARATORY YEAR OF ROMANIAN

LANGUAGE FOR FOREIGN CITIZENS IN ASE BUCHAREST
Currently, there are 25 public and private higher education institutions in Romania which are
authorized by the National Ministry of Education to organize a Preparatory Year of Romanian
Language for Foreign Citizens [3], henceforth referred to as APLR, the abbreviation of its Romanian
denomination: Anul pregătitor de limba română pentru cetăţenii străini. Initially, APLR programs
were organized on the basis of an authorization bestowed by the Romanian Ministry of Education.
Subsequently, following the National Education Minister’s Order no. 6156/ 2016 [4], amended by
Minister’s Order No. 3873/ 2017 [5], all APLR programs in Romania have had to be evaluated by the
Romanian Agency for Quality Assurance in Higher Education (ARACIS), which is to grant
provisional authorization and/or accreditation. Thus, APLR programs are treated on a par with any
other study program offered by higher education institutions (at Bachelor’s, Master’s and Doctoral
levels). Although only 4 years old, ASE’s APLR program is the first such program accredited by the
Romanian Agency for Quality Assurance in Higher Education (ARACIS) in 2017.
The Bucharest University of Economic Studies launched its APLR program in 2014, as part of
the educational offer of its Faculty of International Business and Economics. This one-year program is
taught by a team of 12 Romanian language teachers from the Department of Modern Languages and
Business Communication and aims at familiarizing students with both general and specialized
Romanian language aspects. On the one hand, the curriculum comprises disciplines such as: practical
courses in phonetics, vocabulary, and grammar, as well as in oral and written communication, and an
introduction to Romanian culture and civilization – all meant to build learners’ linguistic and cultural
knowledge of Romanian. On the other hand, the students can choose one of the following three
specialized packages, function of their envisaged further educational paths and professional careers in
Romania: social sciences (economics), biological and biomedical sciences (medicine), or engineering
sciences.
Through this complex curriculum, ASE’s APLR program is designed so as to develop a
variety of competences. Naturally, the program closely follows the Common European Framework of
Reference for Languages – CEFR [1, 2] in developing learners’ receptive and productive language
skills, i.e. listening, reading, spoken interaction, spoken production, writing. Moreover, the program
develops intercultural and mediation skills between learners’ own cultures and the Romanian culture,
as well as across learners’ own cultures by resorting to Romanian. Last but not least, attendees develop
transversal competences such as rigorous and efficient management of professional tasks, networking
and teamwork abilities, increased awareness of continuing education methods and opportunities.
Since the launch of the program in ASE, it has been attended by more than 250 students from
all over the world, most of them from non-European countries: Albania, Algeria, Azerbaijan, Brazil,
Bulgaria, China, Congo, Egypt, France, Iran, Iraq, Israel, Italy, Jordan, Lebanon, Mexico, Morocco,
Nigeria, Palestine, Saudi Arabia, Syria, Turkey, Tunisia, Turkmenistan, United States of America,
Vietnam and Zimbabwe. They have enrolled in this program as a prerequisite for enrolling in
Romanian universities with a view to starting or continuing their academic studies (Bachelor’s,
Master’s or Doctoral degrees).
The variety of participants’ cultural backgrounds has been a challenge turned into an
opportunity both by themselves and by the teaching team. The following section focuses on the study
materials and methodology employed in ASE to foster the acquisition of Romanian as a foreign

478
language, as well as the cultural integration of such a diverse range of students enrolled in the
program.

III. INSTRUCTIONAL APPROACH – OVERVIEW OF STUDY MATERIALS AND

METHODOLOGY
Fully persuaded that both language instructions and instructors are extremely influential in
effective language learning, the architecture of ASE’s APLR program is based on three pillars that
help us better meet the needs of our students: (1) resorting to established and newly developed
teaching materials, (2) applying effective teaching methods, (3) incorporating technology in our
courses. Regarding learner motivation, we specify that luckily it is at a prominent level and our main
task is to maintain it as such by our actions.
As this program is held during an academic year, including a total of 700 hours of study,
distributed in two semesters of 14 weeks each, and 25 hours per week, we can provide a very
consistent linguistic integration pack (LIP), aiming at acquiring a progressive command in all
components (morphology, conjugation, spelling, syntax, etc.), starting from the basic language skills
required to communicate daily in Romanian language and as well as the tools required for
communication in a university environment. In addition, the pack contains activities meant to raise
students’ awareness of the intercultural dimension in student circles and in daily life. Familiarization
with Romanian culture and civilization is also part of our aims. Some glimpses about Romanian
geography, history, politics, culture, music, art, habits, and civilization are also provided. In the second
semester, this LIP is associated a second pack, a specialized terminology pack (STP) following our
students’ needs for their future studies (medical, economic, or technical) in a Romanian university,
namely terminology for medical sciences (anatomy, biology, chemistry), economic sciences
(marketing, management, finance) and engineering (transport, construction, energy management, IT).
As mentioned above, the content of our courses complies with the CEFR [1, 2] and is based
on principles such as needs analysis, learner-centeredness and interviewing of various aspects of
language study, with the view to equip our students with a minimum B1 level of proficiency. The class
activities aim at developing and improving four learning skills (writing, reading, listening, speaking).
Thus, all activities provide opportunities to improve vocabulary, grammar, phonetics, conversation
skill, syntax, etc. requiring the use of various and complementary teaching materials. Therefore,
course teaching materials include textbooks, lectures notes, specialized works (grammar, vocabularies,
spelling, phonetics, civilization, etc.), authentic documents - video documents (television news, culture
and civilization programs, documentaries, interviews), audio materials (news, interviews, radio
programs), press articles selected in accordance with the participants’ field of study interest (medicine,
economics, engineering) and Internet resources.
The syllabus architecture has been adjusted according to the needs and requests of the
participants from the following components: continuous improvement of language skills, written
methodology (writing an invitation, a letter, a CV, a summary, a report); oral methodology (note-
taking techniques, speaking in public and making presentations, discussions, simulations, role playing,
oral comprehension); civilization: familiarization with the Romanian educational system and student
life, knowledge concerning daily civilization and specialized topics from medicine, economic or
engineering fields.
Thus, the learning resources used by the students and teachers who teach in the APLR
program are complex, numerous and wide-ranging, having two book funds: the Department's book
fund (see the Appendix list) and the book collections available in ASE’s Library [for quick online
access, see 20]. These book funds combine the following categories of publications: textbooks and
courses in Romanian and Romanian for foreigners; general and specialized monolingual, bilingual and
multi-lingual dictionaries, as well as correspondence courses in Romanian. Moreover, ASE’s Library
has 10 reading rooms and documentation centres with over 1,750 publications in the field of
Romanian language learning and over 140 subscriptions to Romanian and foreign periodicals.
To cater for students’ needs, the teaching team resorts both to already established and reedited
materials (such as Brâncuși et al., Pop, L., see the Appendix list), and to a series of new textbooks
published after 2005 (such as Kohn, D., Platon et al., Șerban, R. N.) which focus on real and varied
communication contexts and briefly touch upon explicit and implicit formulations of grammar notions.

479
The language structures are discussed in functional and practical contexts (i.e. small narratives or
descriptions, dialogues, argumentations, the proposed texts are dynamic, humorous and practical),
being offered to the students in a “package of communicative situations” (with audio mp3s) that are
especially adapted to today’s everyday situations. Most textbooks are printed in colour with good
quality graphics, and are accompanied by CDs and / or workbooks, which make them more attractive
for the target audience.
Courses are taught by a team of experienced scholars and use a variety of teaching methods,
including lectures, seminars, workshops, and one-to-one tutorials. Our methodology is based on
Communicative Language Teaching (CLT) [8, 13, 15] and Task-based Activities (TBAs) [9, 12, 16,
18] as well as Mobile-Assisted Language Learning (MALL) [10, 11]. CLT provides students with
meaningful contexts in which they can practice newly acquired skills and makes every student in the
class a participant. TBAs offer students opportunities to truly communicate. Considering the diverse
backgrounds of our students’ native languages, attention is also focused on combining activities on
meaning with those dedicated to linguistic structure, as grammar should be a supplement of the
communication. Communication is a crucial part of language and so is grammar; they need each other.
Grammar is the foundation for building language skills as it enables students to speak and write more
accurately, confidently, and fluently. We believe that effective lessons strike this balance between the
two so that students can learn, enjoy and make progress in their target language.
As regards the way in which technology is incorporated in the teaching and learning process,
the latter benefits from a variety of resources: audio and video materials available on CD-ROMs and
on various internet pages, to video-projected lectures or the use of ASE’s online platform. Special
reference will be made below to the multilingual Oportunidance platform and the way it is used
by ASE’s APLR.
Assessment consists of a combination of methods, ranging from assessed coursework,
including essays, assignments, creative writing, and other tasks; progress tests; oral examinations,
including viva voce, individual and group presentations, and seminars; individual research
assignments.
Apart from curricular activities, ASE’s APLR students have been encouraged to take part in a
variety of extracurricular activities: field trips, museum visits, concerts, etc. Special attention has been
paid to encourage learners to develop their research and presentation skills by participating in the
Annual Students’ Conference with papers related to the cultural aspects or the professional careers
envisaged. All these activities have successfully contributed to the development of students’
knowledge of general and specialized Romanian, as well as their research skills.
To sum up, our main focus is on design and target-language instruction delivery so that they
be appropriate to our learners’ needs. We regularly reflect on and justify our instructional choices and
actions. Methodology is based on interactive methods: communicative language teaching. For some
sequences, we also use structural and functional methods (grammar-translation method [7], situational
language teaching [14, 18]).

IV. A NOTE ON THE DIGITAL SUPPORT PROVIDED THROUGH THE

OPORTUNIDANCE PLATFORM
As language learning is cumulative, we strongly believe it must be consolidated outside the
classroom by all means. This can be done as homework, by setting regular tests that require revision
outside of class time or by strongly encouraging learning across multiple contexts, through social and
content interactions, using personal electronic devices as well as. Indeed, along with effective teaching
methods and motivating learners, it is essential to be aware of the latest methods and technologies in
order to be effective as a teacher. Face-to-face interaction is strongly reinforced by online learning
which enhances both students and teacher virtual mobility.
Mobile assisted language learning (MALL) [10, 11] provides students with the opportunity to
access the language through an app at any time, allowing for more flexibility and access to the
language which should be learned. All our students own and use smartphones on a regular basis. They
are also familiar with applications such as Duolingo. To this reality we have decided to incorporate the
benefits of a new digital support provided through the Oportunidance Platform.

480
 The Oportunidance Platform - http://www.oportunidance.ase.ro/ – is part of the life-long
learning non-formal European education project OPORTUNIDANCE “Dance your way to other
cultures”, No: 2015-1-RO01-KA204-015155 - http://oportunidance.eu/. The project lasted from 31
December 2015 to 30 December 2017 and was awarded the European Language Label in 2016 for
innovation and creativity in foreign language teaching and learning.
The Oportunidance Platform is developed mainly on a methodology including Content and
Language Integrated Learning (CLIL), languages on specific purposes (LSP), the use of Open
Education Resource (OER) and Information and communications technology (ICT) and has a Moodle
format access. Its authors have applied the Action-Orientated Approach in Learning [17], which aims
at promoting learning processes through activity. That is why it helps to develop learner autonomy,
self-assessment, reinforcing learning strategies and consolidating a wide range of skills, easily
transferable to other cultures. It facilitates learning 6 languages, namely Catalan, English, French,
Portuguese, Romanian and Spanish.
The Romanian module, similarly to the other above mentioned five foreign languages, is
meant to consolidate linguistic competences for three language levels – A1, A2, B1 (CEFR) – within
four modules: language for general purposes; language for specific purposes: social dance; language
for specific purposes: professional and business; intercultural communication, culture and civilization,
and 40 hours of study for each level, mainly focusing on interaction. There are 20 lessons/ level,
containing explanations, examples, exercises, tests, online interactive tasks, downloadable learning
material, video and audio authentic materials. Students can access exercises and activities, according
to their needs and interests by type of level: A1, A2, B1; by type of module: general, professionnal,
dance, intercultural; by type of activity (recordings, reading comprehension, spelling...); culture and
civilization (songs, cinema, history, danse, intercultural...); vocabulary, grammar, verb tenses, etc.
Work on this platform has been and still is a great opportunity for our foreign students to
make rapid progress in the areas of the Romanian language which seem relatively sensitive for them:
grammar, corrective phonetics, spelling, comprehension, written expression. It also offers an
opportunity to address specific requirements that could not be addressed in face-to-face courses and
seems to be particularly suited for students who could not come from the beginning of the academic
year and had to bring themselves up to date. Students enjoy the platform due to its mobile
accessibility, gamification aspects and the variety of different language tasks that are available on this
tool. Original and lively resources designed to improve comprehension and to get a better grasp of the
Romanian culture, as well as the rich variety of exercises and activities highly contribute to
consolidate and enlarge skills acquired in Romanian. Various interactive activities, where our students
have related to other learners with similar interests can be consulted in the forum section, for each
level A1, A2 and B2 [22, 23, 24].
Focusing on both general and professional language, social dance and intercultural
communication, activities on the Oportunidance platform reveal to be an effective tool which enhances
the classroom component of our Romanian courses. Therefore, such a blended-learning course is
potentially greater than the sum of its parts, and positive learning outcomes are more noticeable when
clear roles are assigned to the teacher and to the technology.

V. INTEGRATION OF ASE’S APLR GRADUATES ON THE EDUCATIONAL

MARKET IN ROMANIA
The efficiency of this blended learning approach to teaching Romanian as a Foreign Language
can be explored by examining what APLR graduates do upon completing the program, namely by
examining the educational paths they embark upon. ASE’s APLR program has already produced three
generations of graduates, who continued their studies in the fields they were trained for and in related
fields at the following universities:
 social sciences - economics and other sub-domains (ASE Bucharest, specializations: International
Business and Economics, Management, Finance, Economics, Law – PhD level, Accounting –
Master’s / Doctoral level; The Romanian-American University, specialization: Management;
University of Bucharest, specialization: History),
 biological and biomedical sciences – medicine ("Carol Davila" University of Medicine and
Pharmacy, Bucharest, specializations: Dentistry, Pharmacy, General Medicine, Gastroenterology,

481
 Neurology, Surgery, Radiology – PhD level; University of Agricultural Sciences and Veterinary
Medicine of Bucharest, specializations: Veterinary medicine - doctorate; The "Iuliu Haţieganu"
University of Medicine and Pharmacy, Cluj-Napoca, specialization: General Medicine; The
"Grigore T. Popa" University of Medicine and Pharmacy, Iasi, specializations: Dentistry, General
Medicine; the University of Oradea, specialization: Dentistry; The "Ovidius" University of
Constanta, Dentistry),
 engineering sciences (The University Politehnica of Bucharest, specializations: Mechanics,
Engineering; The Technical University of Bucharest, specialization: Construction)
 other areas (The National University of Arts, Bucharest, specialization: Interior design; The “Ion
Mincu” University of Architecture and Urban Planning: Architecture – PhD level; The University
of Bucharest: English Language and Literature; The National University of Physical Education
and Sports).
Given this variety of study cycles (Bachelor’s, Master’s, Doctoral levels), universities and
specializations that ASE’s APLR graduates are enrolled in, we may safely conclude that the
curriculum design, as well as the teaching materials and methodology are a successful blend.

VI. CONCLUSIONS
This paper has provided a glimpse of the way in which Romanian as a foreign language has
been taught since 2014 during the Preparatory Year of Romanian Language for Foreign Citizens –
APLR at The Bucharest University of Economic Studies, Romania. We have referred to the three key
ingredients the teaching team resort to (motivating teaching materials, effective teaching methods, and
state-of-the art technology) in a blended learning approach to the development of participants’
proficiency in Romanian, as well as intercultural, mediation and research competences. As suggested
by the ASE’s APLR graduates’ insertion on the Romanian educational market, these ingredients make
up a recipe for success.

Reference Text and Citations

[1] xxx. 2001. Common European Framework of Reference for Languages – CEFR, Council of Europe,
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[2] xxx. 2017. Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
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Appendix - ASE’s APLR program - selected study materials

I. Books
Anghel, Mirel. 2016. Elemente de limba română – Profil TEHNIC, Ed. Conspress, Bucureşti
Barbu, Ana-Maria. 2013. Conjugarea verbelor românești, Editura eDidactica, București
Bălănescu, Olga. 2014. Limba română pentru străini, Editura Ariadna ’98, București
Biriş, Gabriela. 2014. Limbaj medical. Anatomie. Curs pentru studenţii străini din anul pregătitor,
Editura Universităţii din Bucureşti, Bucureşti
Bobircă, Maria. 1998. Manual de limba română pentru studenţii străini economişti, Editura ASE,
București
Brâncuș, Grigore Adriana Ionescu, Manuela Saramandu. 2003. Limba română. Manual pentru
studenții străini. Ediția a V-a, Editura Universității din București, București
Chiriacescu Adriana, Laura Mureșan, Virginia Barghiel, Alexandru Hollinger. 1995. Corespondența
de afaceri în limbile română și engleză, Editura Teora, Bucureşti
Cojocaru, Dana. 2008. You can speak Romania!(manual de limba româna pentru cei care chiar vor s-
o înveţe), Editura Compania, București
Dafinoiu, Cristina-Valentina, Laura-Elena Pascale. 2015. Limba română. Manual pentru studenții
străini din Anul Pregătitor. Nivel A1- A2, ediția a III-a, Editura Universitară, București
Dafinoiu, Cristina-Valentina. 2009. Limba română pentru studenţii străini - Teste şi exerciţii, Editura
Universitară, Bucureşti
Hedeşan, Otilia (coord.) Nicoleta Muşat, Dana Percec, Corina Popa, Călin Rus. 2011. Bun venit în
România! Manual de orientare socio-culturală pentru străini, Ediţia a II-a, Imprimeria
MIRTON Timişoara (accessed from: http://www.vorbitiromaneste.ro/
download/manuale/manual%20orientare.pdf)
Hedeșan, Otilia (coord.), Elena Jebelean, Florentina Leucuția. 2012. ABC pentru România. Manual de
limba română pentru străini avansaţi, Ediţia a III-a, Tipografia Partoş (accessed from:
http://www.vorbitiromaneste.ro/download/manuale/manual%20avansati.pdf)
Hedeșan, Otilia (coord.), Elena Jebelean, Florentina Leucuția. 2012. Bun venit în România. Manual de
limba română pentru străini începători, Ediţia a III-a, Tipografia Partoş (accessed from:
http://www.vorbitiromaneste.ro/download/manuale/manual%20incepatori.pdf)
Ivanciu, Nina (coord.); Korka, Mihai; Lorentz, Maria-Antoaneta; Tourbatez, Cécile. 2009. Dicţionar
trilingv de comunicare interculturală în afaceri, Editura ASE, Bucureşti
Kohn, Daniela. 2016. Puls. Manualul de limba română pentru străini, Nivelurile A1-A2. Ediţia a 2-a,
Editura Polirom, Iaşi
Kohn, Daniela. 2012. Puls. Manualul de limba română pentru străini, Nivelurile B1-B2, Editura
Polirom, Iaşi

483
 Lungu, Raluca, Eliana Popeți. 2010. Educație interculturală. Pentru copii migranți în România,
Tipografia Partoş (accessed from:
http://www.vorbitiromaneste.ro/download/manuale/manual%20copii.pdf)
Mandelbrojt Sweeney, Mireille. 2014. Limba engleză pentru medici şi asistente. Ediţia a 2-a, Editura
Polirom, Iași
Medrea, Anca; Platon, Elena; Sonea, Ioana; Vîlcu, Dina. 2008. Teste de limba română (A1, A2, B1,
B2), Editura Risoprint, Cluj-Napoca
Militaru, Marina Luminiţa. 2018. Medical Vocabulary. English- Romanian (Android and iOS app)
Moldoveanu Pologea, Mona. 2010. Limba română pentru străini, vol. I-II (cu CD), Editura Rolang,
Bucureşti
Moldoveanu Pologea, Mona. 2010. Limba română pentru străini (Caiet de exerciții), Editura Rolang,
București,
Olteanu, Silvia, Camelia Voicu, Iuliana Tanur, Adriana Neagu. 2014. O călătorie prin Corpul Uman.
Material didactic pentru gimnaziu, liceu şi şcoli sanitare postliceale, Editura Didactica
Publishing House, București
Platon, Elena (coord.). 2012. Caiete didactice. A1+, Editura Casa Cărții de Știință, Cluj-Napoca
Platon, Elena, Ioana Sonea, Dina Vîlcu. 2009. Exerciţii audio. A1, A2, B1, B2, C1, C2, Editura Efes,
Cluj-Napoca
Platon, Elena, Ioana Sonea, Dina Vîlcu. 2012. Manual de limba română ca limbă străină (RLS). A1-
A2, Editura Casa Cărții de Știință, Cluj-Napoca
Pop, Liana. 2008. Limba română cu sau fără profesor. Le roumain avec ou sans professeur. Romanian
with or without a teacher, Ediția a VI-a, Editura Echinox, Cluj-Napoca
Stamatescu, Ioana. 2017. Romanian Culture and Civilization in the Current European Context. An
Introduction for International Students. Editura ASE, Bucureşti
Sterpu, Iolanda. 2012. Limba Română pentru străini. Gramatică şi exerciţii, Editura Universităţii Al.I.
Cuza, Iaşi
Suciu, Raluca; Fazakaş, Virginia. 2006. Romanian at first sight. a textbook for beginners, Editura
Compania, București
Şerban, Mihai. 2018 (in print) Manual de limba română. Limbaj specializat pentru ştiinţe biologice şi
biomedicale: Anatomie, Editura ASE, Bucureşti
Şerban, Raluca-Nicoleta. 2016. Comunicare de afaceri şi limbaj economic în limba română, Editura
ASE, Bucureşti
Şerban, Raluca-Nicoleta. (2014-2017) Introducere în cultura şi civilizaţia română (în limba engleză)
– suport de curs, ASE Bucharest’s blended learning platform: http://online.ase.ro/
Vasilescu, Andra (coord.). 2006. Limba română ca limbă străină. Dosare pedagogice, Editura
Universității din București, București
xxx. 2016. Dicţionar ilustrat englez-român. Pentru viaţa de zi cu zi. Pons, Editura Litera, București
xxx. 2011. Lexicul panlatin al marketingului economic, Realiter, București (accessed from:
http://www.realiter.net/wpcontent/uploads/2013/06/Lex_pan_MkEc.pdf)

II. Movies and photo albums

Andreescu, Florin. 2018. FILM – România pas cu pas, ADLibri, București – DVD
Andreescu, Florin. 2015. FILM – La pas prin Bucureşti, ADLibri, București - DVD
Andreescu, Florin. 2016. FILM – Maramureş ţară veche, ţară nouă, ADLibri, București – DVD
Colecţia “Călător prin ţara mea”. 2017. Monumente UNESCO – România, ADLibri, București
Colecţia “Călător pe mapamond”. 2015. România – Cele mai frumoase 10 locuri din România,
ADLibri, București

III. Online resources

http://online.ase.ro/ (study materials designed and uploaded on ASE Bucharest’s blended learning
platform by ASE’s Romanian as a foreign language teaching team)
http://www.oportunidance.ase.ro/course/index.php (Romanian language courses levels: A1/A2/B1
(general, professional, dance, intercultural) - platform)
www.ilr.ro/category/atestate/aplicatii-si-nivel-si-prag/

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