French Grammar Teaching In Interwar Romanian Textbooks: A Comparative Historical Approach

The study falls within the category of comparative analysis with a historical dimension. Its central theme is the way inwhich notions of French grammar were transmitted and assimilated in school textbooks used in interwar Romania. The choice of topic is justified by the interest in highlighting how grammar, as the science of language, was transposed intothe didactic sphere during a period when the Romanian educational system was strongly influenced by the French cultural model. The purpose of the research is to identify the explanatory strategies and grammatical norms conveyed in the textbooks, as well as their impact on the learning process. The working hypothesis is based on the premise that the teaching of French grammar in interwar Romanian schools was dominated by the normative tradition, emphasizing classification and rule over the living use of language. The conclusions show that this orientation contributed to the transmission of an elitist and conservative cultural vision, while limiting the development of authentic communicative competence.