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reea Nechifor and Cristina Dimulescu
Figure 2.1 Student/Advanced/Secretarial/Evaluating & Creating/Speaking/Tick
and Cross
But, as already mentioned before, the methodology for designing the
exercises for the English language was atypical, as the language of the ex-
ercises was English, but the cultural elements covered the field-reality of
Romania, Slovenia, Croatia, Spain and Sweden, Italy. Thus, a creative, yet
puzzling tandem of language and culture materialised, as cultural elements
of the minor languages targeted were inserted in the English language
exercises, an approach which hasn’t been used before and which consti-
tutes, from a linguistic perspective, a distinctive perspectivisation of cul-
turacy. So, practically, real-life interactions in administrative settings, real
examples of practices with institutional offices and personnel, aspects of
red-tape, as well as teaching practices of the host-countries were scattered
throughout the English tasks, in order for the beneficiaries of the appli-
cation (students, teachers or administrative staff) to immerse themselves
in these contexts via English, the language which within the application
addressed all levels and fields, for enabling familiarisation with the coun-
tries where an Erasmus+ mobility may take place for them, according to
the interinstitutional agreements signed by their universities.
Representative examples, extracted from the Romanian data base, por-
tray the inclusion of the cultural element either in the task environment of
the exercises (Figures 2.1–2.3), or within the body of the exercises (Figures
2.4–2.8). Representative examples of cultural element inclusion within the
body of the exercises themselves can be traced in Figures 2.4–2.8.
Transilvania University of Braşov, the Faculty of Letters, the Centre for
Learning Modern Languages, the Department of Continuous Education,
the Faculty of Business and Administration, the Erasmus+ Department,
as institutions included in the real context of the examples can provide a
true-to-life field representation of the institutional map of academic es-
tablishments for any guest in an Erasmus+ mobility visiting our city.
54
Figure 2.1 Student/Advanced/Secretarial/Evaluating & Creating/Speaking/Tick
and Cross
But, as already mentioned before, the methodology for designing the
exercises for the English language was atypical, as the language of the ex-
ercises was English, but the cultural elements covered the field-reality of
Romania, Slovenia, Croatia, Spain and Sweden, Italy. Thus, a creative, yet
puzzling tandem of language and culture materialised, as cultural elements
of the minor languages targeted were inserted in the English language
exercises, an approach which hasn’t been used before and which consti-
tutes, from a linguistic perspective, a distinctive perspectivisation of cul-
turacy. So, practically, real-life interactions in administrative settings, real
examples of practices with institutional offices and personnel, aspects of
red-tape, as well as teaching practices of the host-countries were scattered
throughout the English tasks, in order for the beneficiaries of the appli-
cation (students, teachers or administrative staff) to immerse themselves
in these contexts via English, the language which within the application
addressed all levels and fields, for enabling familiarisation with the coun-
tries where an Erasmus+ mobility may take place for them, according to
the interinstitutional agreements signed by their universities.
Representative examples, extracted from the Romanian data base, por-
tray the inclusion of the cultural element either in the task environment of
the exercises (Figures 2.1–2.3), or within the body of the exercises (Figures
2.4–2.8). Representative examples of cultural element inclusion within the
body of the exercises themselves can be traced in Figures 2.4–2.8.
Transilvania University of Braşov, the Faculty of Letters, the Centre for
Learning Modern Languages, the Department of Continuous Education,
the Faculty of Business and Administration, the Erasmus+ Department,
as institutions included in the real context of the examples can provide a
true-to-life field representation of the institutional map of academic es-
tablishments for any guest in an Erasmus+ mobility visiting our city.
54
