Teaching English as a Foreign Language in Romanian Primary Education

This paper aims at briefly outlining recent European trends in foreign language teaching and, from this perspective, to analyze current curricular documents that regulate foreign/English language teaching in Romanian primary education, in order to identify the strengths and weaknesses of the ongoing programs. In addition, based on the findings of our analysis, the paper further investigates the situation of teaching English as a Foreign Language (TEFL) in Romanian primary education by conducting 7 stakeholders interviews (three teachers, two parents and two students) so as to attempt to describe the state of things and, if necessary, to suggest some improvement guidelines.