Situații contextuale în structura curriculumului academic la limbile străine [Articol]

Abstract

The issue addressed in this article contributes to the research field, of contextualized academic curriculum in general, and of contextualized curriculum in foreign languages, in this case the emphasis is placed on two aspects of the problem: the concept of curriculum and the concept of context in education. In general, the retrospective of the evolution of the concept of curriculum in learning by different authors is claimed. The concept of contextualized curriculum is broadly characterized including in foreign languages, including from the perspective of the theory of contextualization in education. Context is viewed in three hypostases: context in general, context as a learning situation - contextual situations, teaching situations as the operationalization of contextual situations. The functions of learning situations are organized and a taxonomy of learning situations developed based on several criteria is proposed. At the same time, the transfer of general provisions regarding contextualization in the field of curriculum in foreign languages is argued.