Ever since its publication, in 2001, the CEFR has been the main guide for structuring and shaping the evaluation and teaching process in foreign languages. Although they propose a truly revolutionary communicative approach, the CEFR and the current didactic methodologies acknowledge the cultural background of the newly acquired language only to a limited extent, whereas intercultural communication competence (IC) has been strongly emphasized by the European language policies in recent years, in a world increasingly built on multicultural communities. Foreign students attending the Romanian Medical Universities study Romanian as a foreign language for two main reasons: to adapt to the community within which they will live for at least six years and to be able to interact with patients during the clinical years. Thus, the role of the Romanian teacher cannot be limited to the development of communicative skills, but should also include the effort to overcome superficial representations of the Romanian environment, which is essential to gaining the empathy towards the adoptive society and towards patients. Once this intercultural perspective has been assumed, linguistic competences will develop more quickly and more thoroughly. It is the purpose of this article to identify the appropriate pedagogical approaches able to stimulate intercultural communication, including the exit of foreign students from their safe group, the empathy towards the environment and learning Romanian language through its interactional and cultural sides.
Cuvinte-cheie:
intercultural communication, medical language, identity representations, communication activities, language policies
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