TEACHING-LEARNING PROCESS OF THE ROMANIAN LANGUAGE AND ITS DIALECTS AT MULTILINGUAL ROMANIAN COMMUNITIES

Abstract

The manual and the course of Aromanian dialect and standard Romanian
language was a challenge for its authors. They tried to standardize a variant of the
South Danubian Romanian dialect that they constantly put in relation to the
standard Romanian language. From a linguistic point of view, varieties in a diglossic
relationship can present varying degrees of differentiation. At the lexical level, in
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addition to word classes specific to each, there can also be synonyms characterized
by a strict functional specialization. The high variety can present grammatical
categories unknown to the low one, topic particularities, very precise rules for using
connectives. Phonologically, the two varieties illustrate a unique system, with
diverse phonetic achievements. We aimed at achieving a standardized dialect
variety, starting from the tradition of the 18th-century writers from Moskopole,
whose works were based on the Farsherot dialect. This dialect is spoken by
Aromanian groups in all the Balkan countries and by diaspora communities in
America, Australia and in European countries. The first textbook of this kind is due
to an Aromanian author from the Moskopole cultural environment in the second
half of the 18th century, Constantin Ucuta, called New Pedagogy, with the subtitle
"„Abecedar lesnicios pentru a-i învăţa pe copii carte romano-vlahă în uzul curent al
romano-vlahilor”, a work printed in 1797 in Vienna in the Puliu brothers' printing
house, of Aromanian origin. Given that the Farşerot Aromanians use the ethnonym
rămăńi and the adjective rămăneaște for both Romanians north of the Danube and
those south of the Danube, the authors opted for the title Carti tră învițare rămănește,
emphasizing the unity of the Romanian language .