ACROSS (Jun 2024)
Values and Cultural Axes of the University Media and Linguistic Educational Portfolio
Abstract
In the process of configuring the values and cultural axes intended to constitute the educational media and university linguistic portfolio, a primary role belongs to the flexibility of the studies. This principle presupposes elasticity and variety, essential becoming the "struggle" for the "recovery" of each student. The modern educational system is currently trying to free itself from the foundation of the restrictive, exclusively national framework, with studies being implemented at the regional, European and world levels. The awareness of this aspect, as a matter of priority, gives each level the quality of a mandatory link within SUPES. The development and maturation of the educational-university concept from the perspective of the media and linguistic components will ensure fluent university and extra-university communication. These objectives are also achieved through an adequate knowledge of modern languages, through erudition and tenacity. At the same time, we will try to establish, in agreement with the Cross-Border Faculty of the "Dunarea de Jos" University in Galati (Romania), French-speaking, English-speaking, German-speaking courses, etc. The values and cultural axes of the university's educational media and linguistic portfolio aim, with predilection, at applied university studies. The teaching staff is the major, responsible element that watches over the inseparability of theory and practice, their complementarity being mandatory and being part of the correlational benefit circuit. This communication must reflect the needs of the time. In the context of autochthonous and international universityism (based on university classicism, fluent knowledge of foreign languages, applied university studies, internationalization), the values and cultural axes of educational media and university linguistic portfolio essentially include the correct assimilation of specialized terminology, the fostering of correct, coherent speech, training the skills of perfecting official documents. In this order of ideas, the fixed objectives will be reconfigured, by establishing didactic strategies in the selection of the content of the instructional-educational activity, the gradual amplification of the educational content, the systematization of knowledge through a linear or concentric approach, the appropriate combination of frontal didactic work with group work and with the individual activity of each student, the integration of audiovisual techniques in language teaching.
