Funcționalitatea curriculumului la limba străină din perspectiva cadrelor didactice-monitori: aplicare, evaluare, recomandări [Articol]

Abstract

This article analyzes the functionality of the Foreign Language Curriculum (2018/2020) in the Republic of Moldova from the perspective of teacher-monitors involved in a national curricular monitoring program. Using a qualitative methodology, the study draws on data collected through the Electronic Monitoring Register (EMR), focusing on the coherence between the written and taught curriculum across primary, lower secondary, and upper secondary education. The analysis examines six key variables related to thematic relevance, objectives, content, methodology, student engagement, and resource management. Findings indicate a generally satisfactory alignment of the curriculum with the levels of the Common European Framework of Reference for Languages (A1–B1), while also identifying practical challenges such as content differentiation, methodological diversity, and time constraints. The study highlights the role of teacher-monitors in offering authentic insights into curriculum implementation and formulates recommendations to enhance curriculum coherence, textbook design, and teacher training. The EMR proves to be a valuable instrument for capturing evidence from classroom practice and for informing future curriculum reforms that respond to real educational needs.