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

The manual and the course of Aromanian dialect and standard Romanianlanguage was a challenge for its authors. They tried to standardize a variant of theSouth Danubian Romanian dialect that they constantly put in relation to thestandard Romanian language. From a linguistic point of view, varieties in a diglossicrelationship can present varying degrees of differentiation. At the lexical level, in31addition to word classes specific to each, there can also be synonyms characterizedby a strict functional specialization. The high variety can present grammaticalcategories unknown to the low one, topic particularities, very precise rules for usingconnectives. Phonologically, the two varieties illustrate a unique system, withdiverse phonetic achievements. We aimed at achieving a standardized dialectvariety, starting from the tradition of the 18th-century writers from Moskopole,whose works were based on the Farsherot dialect. This dialect is spoken byAromanian groups in all the Balkan countries and by diaspora communities inAmerica, Australia and in European countries. The first textbook of this kind is dueto an Aromanian author from the Moskopole cultural environment in the secondhalf 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 alromano-vlahilor”, a work printed in 1797 in Vienna in the Puliu brothers' printinghouse, of Aromanian origin. Given that the Farşerot Aromanians use the ethnonymrămăńi and the adjective rămăneaște for both Romanians north of the Danube andthose south of the Danube, the authors opted for the title Carti tră învițare rămănește,emphasizing the unity of the Romanian language .