THE NEED OF DESIGNING THE SOCIOLINGUISTIC COMPETENCE IN ROMANIAN PRESCHOOL EDUCATION FOR FUTURE DEVELOPMENT OF INTERCULTURAL COMPETENCE
THE NEED OF DESIGNING THE SOCIOLINGUISTIC COMPETENCE IN ROMANIAN PRESCHOOL EDUCATION FOR FUTURE DEVELOPMENT OF INTERCULTURAL COMPETENCE

Summary/Abstract: The national curriculum in Romania has designed a communicative profile of the preschool children, focused on grammatical and textual competences, in accordance with Bachman’s model (1990). Starting from a previous study (S. Lesenciuc, 2012a), we illustrated that the sociolinguistic aspects are approached inadequately within the structure of contents related to Language and communication area of expertise. The sociolinguistic competence, that is the ability to adequately communicate in various contexts, irrespective of the language, dialect or sub-dialect, is important for the further school achievements. Should this competence be developed during the preschool age, it adds to the minimum set of attitudes, behaviors and knowledge, necessary for developing the intercultural communicative competence in children. Based on the need of curriculum development in early education in Romania (the last National curriculum was approved in 2008) within Language and communication area, in order for us to update the results of the previous research, we studied the awareness of curriculum change in educators. We used a survey based on questionnaires filled-out by all preschool units of the multicultural city of Brașov as well as a group interview designed through the Delphi technique. Following the research findings, this paper aims to create a framework for designing the sociolinguistic competence within the Language and communication area. The framework is in accordance with the communicative profile of preschool children and aims at achieving further developments of intercultural communicative competence, consonant with the Developmental Model of Intercultural Sensitivity (DMIS) drawn by Milton J. Bennett (1993).

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