Foreign Language Teaching in Romanian Higher Education Teaching Methods Learning Outcomes Lucia-Mihaela Grosu-R Dulescu

Foreign Language Teaching in
Romanian Higher Education Teaching

Methods Learning Outcomes
Lucia-Mihaela Grosu-R■dulescu
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Multilingual Education
Lucia-Mihaela Grosu-Rădulescu Editor
Foreign Language
Teaching in
Romanian Higher
Education
Teaching Methods, Learning Outcomes
Volume 27
Series Editors:
Andy Kirkpatrick
Department of Humanities, Languages and Social Sciences, Griffith University,
Brisbane, Australia
Bob Adamson
Chair Professor of Curriculum Reform
Department of International Education & Lifelong Learning
The Education University of Hong Kong, Tai Po, Hong Kong SAR
Editorial Board:
Jan Blommaert, University of Tilburg, The Netherlands
Kingsley Bolton, Nanyang Technological University, Singapore
Feng Anwei, The University of Nottingham, Ningbo, China
Ofelia Garcia, The Graduate Centre, City University of New York, USA
Saran Kaur Gill, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Mingyue (Michelle) Gu, Education University of Hong Kong, Hong Kong
Gu Yueguo, The Chinese Academy of Social Sciences, China
Hartmut Haberland, Roskilde University, Denmark
David C. S. Li, The Hong Kong Polytechnic University, Hong Kong
Li Wei, Birkbeck College, University of London, UK
Low Ee-Ling, National Institute of Education, Singapore
Tony Liddicoat, University of South Australia, Adelaide, Australia
Ricardo Nolasco, University of the Philippines at Diliman, Manila,
The Philippines
Merrill Swain, Ontario Institute of Studies in Education, University of Toronto,
Canada
Virginia Yip Choy Yin, Chinese University of Hong Kong, Shatin, NT,
Hong Kong SAR
The book series Multilingual Education publishes top quality monographs and
edited volumes containing empirical research on multilingual language acquisition,
language contact and the respective roles of languages in contexts where the
languages are not cognate and where the scripts are often different, in order to be
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and language policy makers. The volumes in this series are aimed primarily at
researchers in education, especially multilingual education and other related fields,
and those who are involved in the education of (language) teachers. Others who will
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More information about this series at http://www.springer.com/series/8836

Lucia-Mihaela Grosu-Rădulescu
Editor
Foreign Language Teaching

in Romanian Higher
Education
Teaching Methods, Learning Outcomes
Editor
Department of Modern Languages and Business
Communication, Faculty of International
Business and Economics
The Bucharest University of Economic Studies
Bucharest, Romania
ISSN 2213-3208 ISSN 2213-3216 (electronic)

ISBN 978-3-319-93328-3 ISBN 978-3-319-93329-0 (eBook)
https://doi.org/10.1007/978-3-319-93329-0
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Foreword
In 2015, King and Mackey were attempting to draw the most appropriate formula
for “solving problems of language learning” (King and Mackey 2016, p. 223) which
they called the layered approach. In their view, “layering involves considering the-
ory as well as practice and, in particular, considering varied epistemological stances
every time one looks at a traditional problem, not the obvious one, or even the next
most obvious, but as many as possible” (p. 214). From this perspective, the present
book will address foreign language teaching and learning using multiple stand-
points: from social (economic, political) factors to internal/ cognitive processes that
dictate students’ learning.
Foreign Language Teaching in Romanian Higher Education. Teaching Methods,
Learning Outcomes is a collective volume which has the potential to become repre-
sentative for Romanian foreign language education at tertiary level. The volume
gathers up-to-date analyses of such instances in the European context as well as
from a global perspective, exposing the particular Romanian experience to an inter-
national audience.
The book follows a connective theme related to how language learning impacts
on learners’ both personal and professional development and how foreign language
(FL) practitioners have to adapt their method to fit this learning trend. The teaching
and learning of a variety of languages are discussed as well as the changing roles of
FL practitioners involved in higher education.
The volume gathers recent research findings in the field of foreign language
teaching in Romanian higher education dwelling on both methodology and stu-
dents’ learning outcomes. The present book will meet the need for an up-to-date
overview of FL teaching in Romanian universities, as it confers visibility to
Romanian foreign language scholars’ research and it opens new paths for debate
and collaboration worldwide. The scholars included in this volume have extensive
expertise in the field of foreign language teaching and research in higher education
which is supported by their international recognition as specialists in their specific
areas.
The book should be understood as an instrument for foreign language teachers
and researchers interested in students’ learning outcomes which go beyond the mere
v
vi Foreword
mastering of a foreign language. The volume should present an interest for profes-
sionals involved in language education as well as for policy makers belonging to the
field of language education.
This collection contributes to the international scholarship on foreign language
education, brings forth interesting best practices, suggests new approaches to for-
eign language teaching in higher education as well as new roles for language teach-
ers and it provides an informed perspective on Romanian research in the field of
foreign language education.
Contributors have emphasised the international reach of their chapters stressing
the practicality of their research going beyond Romania and Europe. Attention has
been paid to a thorough explanation of both teaching methods and learning out-
comes pointing out the degree to which the Romanian experience can prove useful
to language professionals with similar profiles and research interests around the
world. The authors have also stressed the link between their research and some
contemporary concerns in languages education such as:
–– understanding and building on learners’ internal/ cognitive processes regarding
language learning;
–– the impact of social factors on language learning;
–– teachers’ role in students’ development of new learning strategies – the case of
languages with specific geographic use and of teaching formal linguistics to
non-natives;
–– the impact of international connectedness on language teaching and learning;
–– transdisciplinarity and language teaching.
This volume could become a significant source of inspiration for FL practitioners
in the world who face similar difficulties in teaching, assessing and creating teach-
ing materials and/ or activities that could ensure their students’ progress when learn-
ing more challenging languages or when delving into specialized linguistic areas.
The contributing authors in this book approach their respective chapters relying
on both qualitative and quantitative research. Their experience and conclusions will
prove helpful for any foreign language professional working in tertiary education,
as well as for policy makers at local or international levels.
The chapters feature practical experiences and research analyses of twenty for-
eign language teachers and higher education professionals from nine universities in
Romania (two of the contributors currently completing research and teaching in
universities in France and Germany), all with extensive experience as foreign lan-
guage researchers and teachers.
This book’s main role is to disseminate part of a wealth of significant effort dedi-
cated by Romanian scholars to the field of foreign language teaching and learning
by taking into account contexts, methodologies and specific profiles of both FL
learners and teachers. It is our belief that this volume could constitute a first contri-
bution to be followed by future collective work expounding on Romanian FL prac-
titioners’ insights to be added to the global network of language scholars and
enthusiasts.
The Editor
Foreword vii
Reference
King, K.A, Mackey, A. (2015). Research methodology in second language studies: Trends, con-
cerns, and new directions. The Modern Language Journal, S(1), 209–227.
Contents
Part I Foreign Language Education in Romania – Contexts and

Methodologies
onstructing and Construing the Place of Romanian Foreign
C
Language Education in the European Context �� 3
aying the Foundation of Foreign Language
L
Acquisition – The Cases of Educational Policies
and English Textbook Design�� 17
Mihaela Badea, Mihaela Suditu, and Diana Presadă
n Some of the Challenges of Teaching Formal English
O
Linguistics�� 37
Maria Aurelia Cotfas
he Importance of Visual Literacy: An Analysis of Potential
T
Obstacles for Romanian Students in the Completion
of IELTS Academic Writing Task 1�� 61
Marina-Cristiana Rotaru
he Impact of the CEFR on Teaching and Assessing Romanian
T
as a Second/Foreign Language. Practice and Research �� 83
Ioana-Silvia Sonea
eaching Romanian as a Foreign Language. Formal and Non-formal
T
Education Perspectives�� 111
Roxana-Magdalena Bârlea
edLang MOOC–An Innovative Palliative Care Learning
M
Tool. Innovative Approaches and Teaching Methodologies �� 125
Anca Colibaba, Claudia Dinu, Irina Gheorghiu, and Stefan Colibaba
ix
x Contents
ersonal Epistemology: A “Dark Matter” That Matters

P
in How We Teach and Learn Languages at University�� 149
Ioana Creţu
he Experience of Writing a Co-Narrative: Story-Building
T
in Japanese Language Teaching�� 171
Raluca Nicolae
Part II Beyond Language Learning – Student Motivation

and Autonomy and New Roles for Teachers
tudents’ Motivation to Learn Foreign Languages
S
in Tertiary Education�� 209
Gabriela Chefneux
he English Language as a Tool for Self-Development
T
Among Romanian Students – A Case Study at the Bucharest
University of Economic Studies�� 249
Irina David
ostering Learner Autonomy in Japanese Language Classes�� 265
F
Magdalena Ciubăncan
ducation for Active Democratic Citizenship through
E
English. A Challenge for Academia�� 281
Roxana-Elisabeta Marinescu
rofessional Ethics and Moral Education in the Medical
P
Language Curriculum – Can It Be Done?�� 299
Ioana Creţu
ew Roles for Language Teachers in Higher
N
Education. A Collaborative Perspective of Language
and Content Teachers’ Views�� 317
Valentina Robu and Laura-Mihaela Muresan
Contributors
Mihaela Badea Teacher Training Department, Petroleum – Gas University of

Ploiești, Ploiești, Romania
Roxana-Magdalena Bârlea Département de linguistique romane et roumain, Aix-
Marseille Université, Marseille, France
Gabriela Chefneux Faculty of Letters, Transilvania University of Braşov, Braşov,
Romania
Magdalena Ciubăncan Department of Modern Languages, Faculty of Foreign
Languages and Literatures, “Dimitrie Cantemir” Christian University, Bucharest,
Romania
Anca Colibaba Gr. T. Popa University of Medicine and Pharmacy, Iași, Romania
Stefan Colibaba Faculty of Letters, Al. I. Cuza University, Iași, Romania
Maria Aurelia Cotfas English Department, Faculty of Foreign Languages and
Literatures, University of Bucharest, Bucharest, Romania
Ioana Creţu Department of Preventive Medicine and Interdisciplinarity, Faculty
of Medicine, Gr. T. Popa University of Medicine and Pharmacy, Iași, Romania
Irina David Department of Modern Languages and Business Communication,
Faculty of International Business and Economics, The Bucharest University of
Economic Studies, Bucharest, Romania
Claudia Dinu Gr. T. Popa University of Medicine and Pharmacy, Iași, Romania
Irina Gheorghiu Albert-Ludwigs University Freiburg, Freiburg im Breisgau,
Germany
Lucia-Mihaela Grosu-Rădulescu Department of Modern Languages and
Business Communication, Faculty of International Business and Economics, The
Bucharest University of Economic Studies, Bucharest, Romania
xi
xii Contributors
Roxana-Elisabeta Marinescu Department of Modern Languages and Business

Communication, Faculty of International Business and Economics, The Bucharest
University of Economic Studies, Bucharest, Romania
Laura-Mihaela Muresan Department of Modern Languages and Business
Communication, Faculty of International Business and Economics, The Bucharest
University of Economic Studies, Bucharest, Romania
Raluca Nicolae Department of Modern Languages and Business Communication,
Diana Presadă Philology Department, Petroleum – Gas University of Ploiești,
Ploiești, Romania
Valentina Robu Department of Modern Languages and Business Communication,
Marina-Cristiana Rotaru Department of Foreign Languages and Communication,
The Technical University of Civil Engineering Bucharest, Bucharest, Romania
Ioana-Silvia Sonea Department of Romanian Language, Culture and Civilisation,
Faculty of Letters, Babeș-Bolyai University, Cluj-Napoca, Romania
Mihaela Suditu Teacher Training Department, Petroleum – Gas University of
Ploiești, Ploiești, Romania
Part I
Foreign Language Education in Romania –
Contexts and Methodologies
Constructing and Construing the Place
of Romanian Foreign Language Education
in the European Context
Abstract Linguistic diversity in the EU continues to be the topic of interest for

policy makers, researchers and practitioners alike. This chapter will attempt to posi-
tion the case of Romania in the context of Southeastern European foreign language
education at tertiary level. Attention will be paid to the changes brought by the
Bologna Process and the EU’s policies on plurilingualism and cultural diversity,
which have been successfully implemented by Romanian universities. The chapter
will also focus on how the neighbouring countries have also reacted to the shift from
a national to a European model in terms of linguistic education. The importance of
the European values of plurilingualism, cultural diversity and, more recently, inter-
nationalisation of higher education will be emphasized.
Keywords Foreign language education · Southeastern Europe · Romanian higher

education · Plurilingualism · Internationalization
1 Introduction
In 2002, Albert Raasch, in a reference study published by the Council of Europe,

was anticipating that language skills would be pivotal for the development of the
“Europe of tomorrow” (p. 8). Linguistic diversity in the EU has since been the topic
of interest for policy makers, researchers and practitioners alike.
Romania joined the European Union in 2007 and with this economic, political and
social shift came a series of processes meant to contribute to the country’s adaptation
to its new status. One key aspect accompanying Romania’s EU membership was
related to the educational system, and in particular to the changes required by the
Bologna Process as far as higher education was concerned. The reforms implemented
L.-M. Grosu-Rădulescu (*)

Department of Modern Languages and Business Communication, Faculty of International
Business and Economics, The Bucharest University of Economic Studies,
Bucharest, Romania
e-mail: lucia.grosu@rei.ase.ro
© Springer International Publishing AG, part of Springer Nature 2018 3

L.-M. Grosu-Rădulescu (ed.), Foreign Language Teaching in Romanian Higher
Education, Multilingual Education 27,
https://doi.org/10.1007/978-3-319-93329-0_1
4 L.-M. Grosu-Rădulescu
were targeting not only the creation of a common European learning environment,
with students’ and teachers’ mobility enhanced, but a preoccupation with widening
access to higher education, student-centred learning and quality assurance. These
changes in paradigm influenced to a great extent the place of foreign language (FL)1
study in Romanian higher education.
In this chapter, we will attempt to position the case of Romania in the context of
South eastern European foreign language education at tertiary level and pinpoint
how the present volume contributes to a better understanding of the plethora of
changes occurring in the region that have permanently modified the place of foreign
language education. The collection of works in this book is intended as a tool for
foreign language practitioners in the world who are interested both in teaching
methodologies and in research regarding the tight relationship between language
teaching and students’ motivation and learning autonomy. These two goals are
served by the two parts of the volume.
In the present chapter, attention will be paid to the afore-mentioned transforma-
tions brought by the Bologna Process and the EU’s policies on plurilingualism and
cultural diversity, which have been successfully implemented by Romanian univer-
sities. We will also approach FL teaching from a historical perspective paying atten-
tion to the importance of political shifts in South eastern Europe which impacted
societies and hence educational directives in the area.
The present research begins with a brief overview of the evolution of foreign
language education in Romania before and after the country’s EU accession. We
will then focus on how the neighbouring countries have also reacted to the shift
from a national to a European model in terms of linguistic education. The discussion
will make use of official country reports and research conducted in Romania (who
became an EU member in 2007), Hungary, Poland and Slovakia (who were part of
the earlier 2004 EU accession group)2.
This analysis will bring forth similarities and differences regarding the impor-
tance of foreign language education in the selected countries, focusing on their
European policy adaptation challenges and outcomes. Other topics cover the impor-
tance of the European values of plurilingualism, cultural diversity and the interna-
tionalisation of higher education, that prepare students to become “intra-culturally
and inter-culturally sensitive” (Vollmer 2006, p. 6). The chapter’s final part is dedi-
cated to the positioning of the works collected in the present volume in the context
of nowadays foreign language research in Europe and the world. The results of this
investigation will hopefully improve the state of knowledge as far as Romanian FL
research and practice are concerned and will potentially stimulate new international
collaboration in the field of higher education.
1
We will use the abbreviation FL to stand for “foreign language” all through the chapter.
2
The choice of these countries was motivated by their geographic closeness.
Constructing and Construing the Place of Romanian Foreign Language Education… 5
2 Context
The case of foreign language education in Romania has been the subject of numer-
ous local studies and research articles along the years3. The appeal of such a concern
might have been motivated firstly by the constant changes in the educational system
of the country as it transitioned from communism to democracy to European mem-
bership in the past 50 years. As we will discuss in this chapter, Romania’s political
environment and its unique geographical position as well as being the only country
in South eastern Europe with a Romance language in the midst of a Slavonic area,
all have impacted greatly on how foreign languages have gained priority in the edu-
cational curricula.
Romania may be considered among the fastest “learners” as far as adaptation to
new linguistic challenges is concerned. This might be a consequence of the coun-
try’s eagerness after the 1989 Revolution to come back to a cultural status similar to
the one it had before the communist regime.
The former intelligentsia, the one who survived imprisonment and barbaric treat-
ment by the Securitate (secret police), had dreamed of returning the country to its
former cultural/ Western-oriented status. After 1989, however, it became gradually
apparent that the people who took over Romanian politics were but a neo-communist
faction aiming at leading the country discursively towards the West but by maintain-
ing a socialist hold on the population. Former political figures, such as Corneliu
Coposu, who had suffered as political prisoners during communism, attempted to
fight against this current by establishing a strong opposition. Nevertheless, the
Romanians, caught as they were in the net of more than 45 years of communist rule,
suffering from a lack of democratic values and mentalities, chose the neo-communist
party in the first democratic elections held after ‘89. As we were pointing out in a
2006 paper,
[…] at the moment of the ‘89 Revolution the Romanian traditional4 values were a mix of
controlled collectiveness (promoted by communism), an idealized image of the West and
the non-communist world and a Christian-Orthodox resistance against communism. (Grosu
2007, p. 104).
Lucian Boia was warning in 1997 about how communism had failed in Romania
especially on a material level which had triggered a process of myth-making related
not only to the West, but to all the rest of the non-communist world (Boia 1997,
p. 197). This could be a valid explanation “why the former isolated Romanian
nation was eager to see put into practice its long-lasting fantasies about what the
communist-free world represented” (Grosu 2007, p. 105). Part of this fantasy took
3
For more information, you can access the online journals of different Romanian universities in the
field of foreign languages: Synergy, Word and Text, Bucharest Working Papers in Linguistics,
Linguaculture.
4
The term “traditional” was used in the sense given to the term by Lucian Boia (1997, p. 177) as
encompassing the values of a rural civilization isolated and constantly influenced along the centu-
ries by foreign dominations and ideals (with communism having been the las major oppressive
power).
the form of the country’s enthusiasm and dedication to become a member of inter-
national bodies such as NATO and the European Union.
This very short account about the birth of the post-revolutionary Romania might
shed light on the reason why the country witnessed a slow repositioning of its priori-
ties in education. Caught between traditional mentalities and an attraction to the
West, remodelling in education meant a long period of transition which according
to some critics has not ended yet.
According to a 2002 study by professor Mihai Korka, the official (ministerial)
efforts to encourage reform in education had had to start with measures to disengage
the curricula contents from the overly politicized subject matters inherited from
communism. Another necessary change was the reinstatement of faculties and spe-
cializations which had previously been forbidden by the regime (see Korka 2002,
p. 37). However straightforward this might appear, the change of the educational
system was a slow process because it entailed a core transformation of mentalities
and educational purposes. The country itself shifted toward adopting individual
freedoms, equality, democratic openness, market economy. In Korka’s view,
Romania’s moral, cognitive and technological resurrection required consistent
amendments to the universities’ activity (see Korka 2002, p. 39).
The former “Communist bloc” (Kozma 1990, p. 27) of Eastern and Sountheastern
Europe has benefited from consistent help from the European Union not only as far
as the development of sustainable economies in the region, but as regards the coun-
tries’ progress toward more Europenized educational systems. The PHARE funds
provided by the EU were one of the instruments employed to support countries such
as Poland, Hungary, Slovakia, Romania or Bulgaria in their pre-accession efforts. In
Korka’s view this financial support was essential for harmonizing the reform strate-
gies in higher education in the post-communist states with the ones specific to the
member states (see Korka 2002, pp. 43–44).
The PHARE programme, in the early days of the new Southeastern democracies
focused on “the immediate needs of transition economies for critical aid and insti-
tutional reform” (Briefing no 33, 1998).
As the transition process progressed, the scope of programmes supported by
PHARE widened to address longer term economic development and investment
requirements. During this period, PHARE was principally “demand driven”, i.e. the
partner countries themselves were the driving force in shaping programmes. This
helped ensure that partner countries had a real stake in the programme, and that it
remained flexible and responsive to the very different, and rapidly evolving, needs
of the partner countries (Briefing no 33, 1998).
Romania made use of this financial support to ensure the country’s transition to
a market economy and to help restructure its educational priorities to match the
country’s objective to join the EU. In Korka’s opinion the changes undergone in
education were those that allowed Romania a smoother EU accession (Korka 2002,
p. 46)5.
5
Korka calls education the main field of negotiation in Romania’s EU accession. (Korka 2002,
p. 46)
3 The Language Issue
The Bologna Declaration of 1999 is seen as one the most important steps taken by
the EU toward creating the European higher education area (EHEA). The main
goals of this act were dealing with the degree system, the Bologna tools (national
qualification frameworks), student-centred learning, recognition (of qualifications),
quality assurance and the social dimension (gender balance, immigration, access to
higher education, etc.), life-long learning, employability, mobility and internation-
alisation (European Commission 2015, pp. 17–23).
Progress in these main areas of interest has been monitored constantly and both
success and (partial) failure of the signing countries has impacted the respective
states.
In this section, we analyse the extent to which the EU’s attempts at harmoniza-
tion in education have been successful or not and how these influenced foreign
language study at tertiary level in Romania and the neighbouring countries.
Depending on their “eagerness” to become functional members of the EU, the
former communist countries have had to implement an important number of changes
in their respective educational policies. As mentioned previously, these were moni-
tored by the responsible European bodies. The most recent Implementation Report
regarding the Bologna process was released in 2015 and it highlighted the changes
which occurred in European countries as far as higher education is concerned
(European Commission 2015). For the purpose of this chapter, we will only men-
tion the case of former communist states.
The study of foreign languages in Romania prior to the 1989 Revolution had
been overshadowed by the communist propaganda against the West. Russian was
favoured by school curricula but French and English also survived (though mostly
in the academia). Russian had been taught as a compulsory subject in Romania, but
after Ceaușescu’s 1964 Balkan Pact with the Soviet Union, it was substituted with
French and English. However, this measure was not successful (at least not imme-
diately) because Romania and other countries under communist rule had “been cut
off from the rest of Europe because of a lack of skill in using any second languages”
(Kozma 1990, p. 29–30) which meant a considerable scarcity of foreign language
professionals. In Kozma’s view, after the fall of communism in Eastern Europe,
“foreign language teaching” becomes “an issue of political reorientation the solu-
tion of which depends upon how various political forces will relocate their countries
on the map of Europe” (Kozma 1990, p. 30).
In Mihaela Irimia’s opinion, the new Romanian democracy clearly infused the
academic study of languages with fresh energy (Irimia 2009). In her paper, “English
Studies in Romanian Higher Education: A Brief Diachronic View”, Irimia stresses
the fact that, as far as British and American studies were concerned, there was a
tangible “expansion” to be noticed which contributed to the “general progress of
English as an academic discipline” (Irimia 2009, p. 71).
Construing the place of FL education in Romania in the afore mentioned context
is by no means an easy task. As we have already seen, both learning and teaching
foreign languages in our country are deeply influenced by social and political
changes occurring in this region. As announced, this volume tries to sum up some
of the most recent research on teaching and learning foreign languages in Romania.
The book progresses from Foreign Language Education in Romania—Contexts and
Methodologies (Part One) where the authors delve into issues of curricula design,
FL teaching/ learning challenges as well as success stories regarding the implemen-
tation of diverse learning tools, toward a focus on the tight connection between
students’ motivation to learn foreign languages and teachers’ roles in fostering FL
acquisition and development in Beyond Language Learning – Student Motivation
and Autonomy and New Roles for Teachers (Part Two).
Since all the authors of the studies included are higher education professionals,
the book takes on topics related to foreign language teaching in Romania at tertiary
level without disregarding the significance of earlier educational levels in creating
the students’ learning foundations. This collection is a source of teaching practices
and data analyses meant to support FL researchers and practitioners. The “Romanian
experience” in language teaching, though necessarily connected to its European
context, goes beyond its limitations as it encompasses practical examples which
give the book a global reach. No matter the language in focus, be it English, Japanese
or Romanian, the authors’ research supports the volume’s aim to internationally
interconnect language professionals.
After the Bologna agreement was signed, a new surge in foreign language study
was becoming apparent. This time, FL study was connected to goals of (European)
mobility, common qualification frameworks, life-long learning, employability and
internationalisation.
Another pivotal aspect in FL teaching and learning has been “quality – as in
‘high quality teaching’, ‘quality language courses’, ‘study environment of high
quality’” (Muresan 2012, p. 64). With the release of the European Language
Portfolio (ELP) in 1998 and the Common European Framework of Reference for
Languages (CEFR) in 2001, foreign language teaching and learning have received
sets of tools to support the European goals of quality assurance and
harmonization:
Europe-wide, there are convergent preoccupations to ensure the same understanding of
proficiency levels, irrespective of the language being used and/ or assessed, and there are
systems in place both at the national and international levels to define and promote ‘quality’
in language education. (Muresan 2012, p. 65)
The CEFR, although created to cater to the multilingual feature of the EU in an

effort to standardize and thus support a coherent approach to language teaching
(Eckes et al. 2005; Bérešová 2011; Lopes 2015) has also influenced practitioners
across the globe. There are noteworthy studies which highlight the practicality of
the CEFR in designing proficiency tests in Malaysia (Abidin and Jamil 2015), in
overall language education in Japan (Nagai and O’Dwyer 2011), in language cur-
riculum design in Australia (Normand-Marconnet and Lo Bianco 2013) and New
Zealand (Read 2014).
In her chapter in this volume, Ioana-Silvia Sonea constructs a comprehensive

study focusing on the CEFR, its relationship with Second Language Acquisition
and finally the impact of the Common European Framework of Reference for
Languages: Learning, Teaching, Assessment (CEFR) on learning, teaching and
assessing Romanian as a second/ foreign language. Sonea’s detailed research on
how the framework was adapted to teaching Romanian as a FL offers useful insights
for curriculum development, designing teaching and testing material and teacher
training.
Teaching and learning Romanian as a foreign language is the topic of two dis-
tinct chapters. Both Sonea and Bârlea (Teaching Romanian as a foreign language:
Formal and non-formal education perspectives, this volume) expose their experi-
ence with teaching Romanian at tertiary level. Romania’s accession to the European
Union in 2007 meant that the Romanian language received the status of official
European language along the other 24 official and working languages of the Union.
According to The European Higher Education Area in 2015: Bologna Process
Implementation Report, one the most reported obstacles hindering incoming student
mobility to Romania is the knowledge of the country’s language (European
Commission/EACEA/Eurydice 2015, p. 244). Romania shares this handicap with
other countries in the region such as Bulgaria, Poland, Slovakia or Hungary, to
which issues related to lack of information and encouragement add up.
The teaching and learning of Romanian as a foreign language is by no means in
the same league as other languages which benefit from high exposure through eco-
nomic and social exchange. As with other languages with specific/ limited geo-
graphic use, teaching Romanian for foreigners will always be a sort of “exotic”
endeavour. Nevertheless, Sonea’s and Bârlea’s extensive teaching and research
experience along the data gathered and analysed in their respective chapters consti-
tute a valuable tool for foreign language specialists concerned with the teaching and
learning of languages with specific geographic use.
Irina David aptly points out in her work (The English language as a tool for self-
development among Romanian students – A case study at the Bucharest University
of Economic Studies, in this book) that English is at the top of Romanian students’
preferences. This is not surprising since English is viewed as the language of glo-
balization and (dare we say) of Europenization as well. The first chapters of the
present volume indeed focus on how a foundation of English study has been built.
Badea, Suditu and Presadă construct a detailed analysis of educational policies in
Romania as far as foreign language teaching is concerned. They discuss the changes
brought forth by European linguistic policies and the extent to which the latter are
mirrored in English textbooks design. The authors embark on a thorough interpreta-
tion of European documents which helped cement a certain attitude of Romanian
foreign language textbooks designers to try and serve the European goals of foster-
ing plurilingualism. Their chapter draws attention to the importance of primary
school FL manuals in laying the foundation for language acquisition. Badea, Suditu
and Presadă offer a fresh account of a practical approach of European language
policies and how they are mirrored by Romanian educational bodies through their
policies, approved national curricula and the design of learning tools.
However, generating comprehensive and cohesive foreign languages curricula

taking into account national specificities as well as European directives is not an
effortless endeavour. In the study On some of the challenges of teaching formal
English linguistics, Maria-Aurelia Cotfas underlines the manifold complications
and challenges generated by (high)school English grammar teaching in Romania
and how it impacts students in foreign language oriented higher education.
The importance of cohesion in education is a topic further discussed by the fol-
lowing chapter. Marina-Cristiana Rotaru dwells on a different drawback experi-
enced by Romanian students when becoming proficient in English. Visual literacy
is a skill required not only in scientific fields but also in mastering a foreign lan-
guage. Marina-Cristiana Rotaru constructs a detailed analysis of how visual literacy
and graphicacy find their place in Romanian curricula of scientific subjects taught at
both elementary and secondary educational levels. However, she also stresses the
fact that in the humanities field the ability of encoding data linguistically is still
timidly represented. This educational insufficiency, Rotaru believes, leads to chal-
lenges faced by students when trying to get high IELTS scores. The results of her
data analysis point towards a more integrated view of students’ education at all
levels of education. Due to numerous amendments, both to the education laws and
to national curricula (an issue also exposed by Maria-Aurelia Cotfas in her chapter),
Romanian students receive their education in a too fragmented manner. Both Cotfas
and Rotaru suggest a holistic approach of linguistic education, one which can cater
to knowledge acquisition along life-long ability development which could serve
them better.
The teaching of specialized languages, in particular English for Specific Purposes
(ESP) is central to this volume. Chapters MedLang MOOC- an innovative palliative
care learning tool: Innovative approaches and teaching methodologies and Personal
epistemology: a “Dark Matter” that matters in how we teach and learn languages
at university are the first in the book to tackle the implications and challenges faced
by Romanians training in the field of medicine and also acquiring foreign languages.
Colibaba et al. focus in their chapter on instructing medical professionals who want
to become proficient in the field of palliative care. The purpose of the chapter is to
bring forth the authors’ experience with a Palliative Care MedLang European proj-
ect focusing on developing innovative guidelines on standardised medical protocols
and clinical language and communication. By means of a Massive Open Online
Courses platform, Colibaba et al. were involved in creating digital educational
resources for medical lecturers, language teachers who teach medical students, and
other parties involved in medical practice and education. Drawing on “twenty most
important medical palliative care protocols standardized at European level”
(Colibaba et al., this volume) the project team have converted medical protocols
into medical language learning units in English, Dutch, Italian, Spanish, Romanian,
and French. The authors’ expertise is valuable for any language educator involved
in teaching FL for specific purposes.
Delving into cognitive psychology, Ioana Crețu analyses in Personal epistemol-
ogy – a “Dark Matter” that matters in how we teach and learn languages at
university (this volume) the extent to which students’6 personal beliefs about lan-
guage study influence their learning experience. Crețu found that “what Romanian
medical students think about knowledge (and why) influences their approach to
learning (within a humanistic discipline) and a better understanding of these con-
nections could inform meaningful progress in education”.
The issue of teaching a “rare” language such as Japanese is the subject of two
chapters in this volume. Raluca Nicolae and Magdalena Ciubăncan both focus on
teaching and learning Japanese by Romanian students. Raluca Nicolae’s work (The
experience of writing a co-narrative: story-building in Japanese language teach-
ing) is a thorough account of a workshop held at the Bucharest University of
Economic Studies. Her research findings assess the effectiveness of story-building
as a method to develop students’ Japanese vocabulary. Though not without chal-
lenges, as the author shows, writing a co-narrative proved to be an exciting and
highly interactive method to learn Japanese. Nicolae draws important conclusions
for foreign language specialists. By introducing this method in the language class
she notices a high level of cooperation and engagement instead of competition
among participants. The story-building game, indeed, engenders new modes of lan-
guage learning stressing the students’ creativity, curiosity, and caters to the acquisi-
tion of writing skills, in particular.
The ascent of Japanese in Romania is approached by Magdalena Ciubăncan in
Fostering learner autonomy in Japanese language classes, a chapter centred around
the issue of the development of learner autonomy reflected in a series of Japanese
classes held at “Dimitrie Cantemir” Christian University in Bucharest. The author
draws on her extensive experience with teaching Japanese and her insights as well
as the data she analyses support a need for fostering learner autonomy in Romanian
foreign language education. Ensuring that students will make use of the linguistic
skills acquired during their studies means for Ciubăncan a new responsibility (hence
a new role) for language facilitators. Indeed, the author points out that an important
factor in becoming a teacher who can successfully guide students toward becoming
autonomous learners is the fact that “the teacher himself/herself needs to have
reached a certain level of autonomy as a learner”. Nevertheless, this aspect is tightly
connected to teacher trainings designed to develop autonomy in students which in
Ciubăncan’s view is greatly needed in Romania.
The second part of this volume, as previously mentioned, proposes research into
how FL teachers’ roles have had to transform in order to support students’ increas-
ingly complex reasons to learn foreign languages. In the present context of an
increased interest in developing internationalisation of higher education, Romania
has benefited from a state mechanism that encouraged universities to create pro-
grammes in foreign languages as well as joint masters and PhD programmes for
which they were assigned additional funds (European Commission/EACEA/
Eurydice 2015, p. 220).
Professor Chefneux opens the second half of the volume with a chapter on phi-
lology students’ motivation to learn foreign languages in tertiary education
6
The chapter focuses on Romanian medical students’ case.
(Students’ motivation to learn foreign languages in tertiary education). The data

analysed for the purposes of this study were collected by means of interviews and
questionnaires designed for both students and teachers at the Faculty of Letters from
Transilvania University of Braşov, Romania. Chefneux presents the data compara-
tively – per year of study, per programme and per respondents – and her conclusions
should prove very valuable especially for FL curricula designers. The teachers’
answers regarding their students’ motivation to study foreign languages are interest-
ingly different from the answers given by students. Essentially, while teachers
believe the foremost motivational factor is students’ desire to pass the FL exam,
students emphasize the role of foreign languages in their personal development and
future profession.
Interestingly, Irina David’s analysis in her chapter The English language as a
tool for self-development among Romanian students – A case study at the Bucharest
University of Economic Studies supports the same preoccupation of Romanian stu-
dents with the role played by the English language (in David’s research) as a tool for
self-development. David discusses the circumstance of business and economics stu-
dents at the Bucharest University of Economic Studies (BUES) and her approach
takes into account the case of Romanian FL learners who are aware that speaking
“one or more foreign languages would increase considerably their chances of being
able to find a job or occupying a managerial position in their own country”. David
points out that ESP teachers from the BUES create their teaching activities having
in mind that FL learning is not a restrictive activity, but that it should encompass a
fair degree of autonomy as well as an understanding of socio-cultural contexts. One
of the teaching purposes cultivated by BUES foreign language teachers is, there-
fore, enhancing students’ intercultural awareness together with their language pro-
ficiency. This particular concern leads the FL teaching process towards stimulating
an interest in intercultural exchange which supports what David believes to be part
and parcel of the European citizenship.
Foreign language teachers’ roles in Romania appear to have exceeded the tradi-
tional framework of imparting knowledge strictly related to the development of
linguistic abilities. The final three chapters in this volume stress a certain shift
regarding FL teachers’ involvement in more than language instruction.
Roxana-Elisabeta Marinescu looks at how language teaching has the potential to
become a vessel for transversal skills. Employers are searching for candidates who
are open, autonomous and empowered and Marinescu suggests that language teach-
ers can try to help students achieve these abilities. Her research in Education for
active democratic citizenship through English. A challenge for academia proves
that active citizenship and plurilingual competence can coexist in the language class
through designing “dedicated subject courses of intercultural communication, gen-
der studies or cultural studies” and by employing the flipped learning pedagogical
approach. This, Marinescu believes, is possible at tertiary level by viewing language
syllabi as opportunities to “develop self-reflection and autonomy-building strategies
for students” and thus ensure students cope with a harsh labour market. Creating
learning partnerships in the language class becomes a role-model for democratic
behaviour in the larger society.
Ioana Crețu’s following chapter, Professional ethics and moral education in the
medical language curriculum – Can it be done?, continues in the same vein regard-
ing the role of language professors in supporting students discover competences
beyond linguistics. Crețu constructs a detailed analysis of the importance of ethics
in the education of medical staff and how foreign language syllabi could integrate
and foster moral students’ growth. By means of an experiment with students of the
“Gr. T. Popa” University of Medicine and Pharmacy in Iasi, Romania, the author
collected data whose analysis revealed that students involved in the experimental
groups displayed increased self-awareness to moral values and abilities to address
moral dilemmas in medicine. The chapter’s conclusions point toward a new age in
FL curriculum design in pursuit of both linguistic and moral development more
readily applicable in an integrated way in professional interactions.
To appropriately conclude the works in the present collection, Valentina Robu
and Laura-Mihaela Muresan draw conclusions on the manner in which foreign lan-
guage specialists have had to adjust their class roles and “to develop competences
that go beyond language teaching” (New roles for language teachers in higher edu-
cation. A collaborative perspective of language and content teachers’ views, this
volume). The data they collected and analysed identify several LSP teacher roles
with a focus on the language teacher as researcher/reflective professional which the
authors mention as a current challenging role of the language professionals at the
Bucharest University of Economic Studies.
4 Conclusions
Foreign language teaching and learning in Romania has been in constant change if
we only take into account the last 28 years since the 1989 Revolution. In this chap-
ter, we have tried to briefly trance the number of transitions experienced by this field
in Romania and how they were mirrored in policy and curriculum development,
teaching methods or learning habits. Both teaching practices and students’ learning
behaviour have been marked by Romania’s adjustment first to being a democracy
and then a member of the European Union. The gradual opening of the state toward
the world has meant a growing need for foreign languages. This has brought forth
the necessity of reconstructing the place of FL teaching at all educational levels and
especially in universities.
The studies in this volume represent an attempt to construe foreign language
education in Romania and they constitute models for approaches to language teach-
ing in the spirit of increased interest in internationalisation of higher education, that
“process of integrating an international, intercultural, or global dimension into the
purpose, functions and delivery of post-secondary education” (Knight 2003, p. 2).
The current volume constitutes an overture for further research and analysis of
developments in foreign language teaching and learning. Some of the authors in this
work have already hinted to different interests which need broadening in the spirit
of second language research advancements. Ioana Crețu opens such a path with the
recent attention offered to how students’ own personal beliefs impact their FL learn-
ing experiences (Personal epistemology: a “Dark Matter” that matters in how we
teach and learn languages at university, this volume). The importance of socio-
psychology on the acquisition of languages is of great importance in an age when
exposure to diverse languages through technology and increased international
mobility are becoming more evident in Romania.
It is safe to assume that foreign language learning in Romania is undergoing
constant changes that are engendered either from the inside-out (such as in the chap-
ter mentioned above) or from the outside-in (as shown in the case studies on visual
literacy, democratic citizenship or plurilingual education included in this volume).
It appears that FL research stands today under the sign of transition from a some-
what stable (traditional) approach which takes into account the communicative
teaching methods and the integration of learning motivation theories to a different
interpretational framework which necessarily integrates a transdisciplinary view
focused on globalization, mobility and technologization (The Douglas Fir Group
2016). Roxana-Elisabeta Marinescu does bring forth an important aspect related to
the role of FL trainers in instilling in their students a self-reflection mechanism
which might “encourage students to de-centre and relativize their relationship to
their own culture of origin, while becoming aware and studying other cultures”
(Education for active democratic citizenship through English. A challenge for aca-
demia, this volume). Marinescu’s take on self-reflection dwells on the Romanian
students’ current situation in the middle of a process which aims at taking Romanian
education closer to a transnational educational paradigm.
To sum up, it is our belief that the next step in foreign language education and
research in Romania will experience a clearer shift from a traditional (method-
oriented) framework toward a more dynamic pluridisciplinary stance, one which
will encompass both EU’s policies on plurilingualism and cultural diversity and a
more globalized approach.
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Laying the Foundation of Foreign Language
Acquisition – The Cases of Educational
Policies and English Textbook Design
Mihaela Badea, Mihaela Suditu, and Diana Presadă
Abstract The chapter is an exploratory study which aims at analyzing the applica-
tion of the European educational policies in terms of language teaching in the
Romanian primary education system. In order to fulfill the educational require-
ments stipulated in the European documents, English language teaching has under-
gone important changes that have been reflected in curriculum and textbook design.
The chapter offers a synthesis of the major European linguistic guidelines and pro-
vides an insight into the contents of the Romanian foreign language curricula and
textbooks and the way in which they were put into practice. The analysis focuses on
the teaching of English in primary education because this level represents the foun-
dation of the future knowledge students need, irrespective of their schooling level:
secondary, high school and university. The chapter may provide useful information
to practitioners and specialists interested in curriculum and textbook design and
development in the field of English language teaching.
Keywords English textbooks · Primary education · Assessment · Curriculum

design
1 egal Regulations for Promoting Foreign Language

L
Learning
For the European Union bodies as well as for the Council of Europe, language
teaching and learning represent an important topic, a key area of interest, a concern,
a factor that provides linguistic diversity as well as a consequence that ensures
M. Badea (*) · M. Suditu

Teacher Training Department, Petroleum – Gas University of Ploiești, Ploiești, Romania
e-mail: mbadea@upg-ploiesti.ro
D. Presadă
Philology Department, Petroleum – Gas University of Ploiești, Ploiești, Romania
© Springer International Publishing AG, part of Springer Nature 2018 17

L.-M. Grosu-Rădulescu (ed.), Foreign Language Teaching in Romanian Higher
Education, Multilingual Education 27,
https://doi.org/10.1007/978-3-319-93329-0_2
18 M. Badea et al.
Europe’s identity. The promotion of language learning is constantly being done

through organized, coherent work, with numerous programs of activities and docu-
ments (conventions, reports, resolutions etc.) drawn up by the language policy agen-
cies of the two organizations - the EU and the Council of Europe.
In “Language Rich Europe - Trends in the Policies and Practices of Multilingualism
in Europe” by British Council, Chapter I, it is specified that there is a clear distinc-
tion between the concepts of plurilingualism and multilingualism in the vision of
the Council of Europe (Strasbourg). Thus, the concept of plurilingualism is under-
stood as the competence of a speaker, i.e. his ability to use more than one language,
while the concept of multilingualism is defined as the presence of several languages
in a geographical area. For the European Union (Brussels), the term multilingualism
has both meanings, sometimes specifying “the individual’s multilingualism”
(Language rich …, 2012, p.14).
Linguistic policies address the following areas of interest, as stated in the official
documents:
• the protection of linguistic diversity;
• the promotion of language knowledge – for cultural identity and social integra-
tion, but also for facilitating a good educational, social and economic placement
in Europe.
The aforementioned document also provides an interesting short history of the
documents underlying the coherent European thinking for teaching and learning
languages in the European space. The synthesis of these documents is summarized
below, highlighting the sustained dynamics of interest in the development of lin-
guistic education, promotion and linguistic diversity.
An important document in the European linguistic education policy, which can
be considered a source or a root for the upcoming documents, was published in 2002
and was issued by the EU Council in Barcelona. This document sets the main objec-
tive of the ideas on this topic, namely “improving the level of mastering basic skills,
especially by teaching at least two foreign languages from a very early age” (Official
Journal of the European Union, Council conclusions…, 2011, p.1)1. The Barcelona
document is also marked by the development of a linguistic competence indicator.
In 2005, the first Communication on Multilingualism, entitled “A New
Framework Strategy for Multilingualism”, was drawn up, setting the following
basic components of the EU policy on multilingualism:
• “Ensuring citizens’ access to the EU legislation, procedures and information in
their own language.
• Emphasizing the major role of languages and multilingualism in the European
economy, as well as identifying ways to further develop it.
• Encouraging all citizens to learn more languages to optimize mutual understand-
ing and communication” (p.14).
In 2008 another document was issued, in which linguistic policies are presented
as an asset that enhances prosperity and understanding. Special mention should be
1
Our translation
Laying the Foundation of Foreign Language Acquisition – The Cases of Educational… 19
made of the fact that language policies are now explained as a transversal element,
which contributes to all the other policies of the European Union. The document is
entitled “Multilingualism: an asset for Europe and a common commitment”, and it
sets out two defining objectives of the multilingualism policy:
• raising awareness of the value and opportunities of linguistic diversity in the EU
and encouraging the removal of barriers to intercultural dialogue;
• creating real opportunities for all citizens to learn to communicate, in addition to
their mother tongue, in two other foreign languages. (Multilingualism: an asset
for Europe…, 2009).
The consequence of these objectives is the focus on the interest of each individ-
ual state in offering diversified and attractive means and strategies for language
learning both in formal and non-formal contexts, for both young and old students,
increasing the supply of foreign languages to be taught, as well as increased interest
and attention for quality provision in language teaching.
A very important document, a standard document for the process of teaching and
learning languages, is the Common European Framework of Reference (CEFR).
This document clearly specifies the language level reached by students, using a
scale of descriptors for assessing each level.
The descriptor scale follows:
• the needed communication competences;
• the appropriate language knowledge and competences;
• situations and fields of communication.
This document is a model, an inspiration, which all the states in the European
space use when building their curriculum, especially study programs, textbooks and
assessment based on the specified descriptors. Romania is one of the countries that
has harmonized its curriculum, teaching strategies, principles, and assessment tak-
ing into account the content of this tool in the formal educational process (Language
rich …, 2012, p.16).
2 ducational Linguistic Policies Specific to the European

E
Union
As mentioned above, the European linguistic policies are rooted in the directions set
by the Barcelona Council of March 2002. The philosophy established at that time
aims to introduce the study of two foreign languages for pupils from an early age to
improve their basic communication skills, and also to formulate an indicator on
language competences meant to provide additional support for language learning in
the European space.
Following this objective, in 2008 two other strategic documents outlined Europe’s
vision regarding its linguistic policy: “Multilingualism: an asset for Europe and a
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Zwanzigstes Kapitel.
E s war nur eine momentane Beruhigung, die Sophie Rapp bei

dem Gatten erreicht hatte. Die Zweifel und das Mißtrauen
setzten sich fest in seiner Seele, nagten an ihm und quälten ihn
unausgesetzt bei Tag und bei Nacht.
Noch öfters stellte der Rechtsanwalt seine Frau zur Rede, fragte
sie in Güte und versuchte durch Strenge die Wahrheit zu ergründen.
Denn er fühlte es, daß Sophie ihn in jener Nacht belogen hatte. Wie
ein Aal war sie ihm entschlüpft und hatte ihn dann schließlich mit
echt weiblicher List besiegt.
Doktor Rapp ahnte es mit Bestimmtheit, daß er hintergangen
worden war. Und dieses Gefühl einer fortwährenden Unsicherheit
reizte ihn, machte ihn unruhig und hart und in einem so hohen Grade
mißtrauisch, daß er jetzt jedem Wort, das Sophie sprach, eine
andere Bedeutung unterlegte.
Er peinigte sie unaufhörlich mit seiner Eifersucht. Verfolgte und
beobachtete sie auf Schritt und Tritt. Sie war jetzt ganz und gar
unfrei geworden. Mußte ihm Rechenschaft ablegen über jeden Weg
und sogar über verdächtige Blicke, die er bemerkt haben wollte. Wie
ein gehetztes Wild, geängstigt und bedrückt ging Sophie herum.
Sie wagte es jetzt nur äußerst selten mehr, Felix Altwirth
aufzusuchen. Und dann waren es jedesmal nur kurze, flüchtige
Besuche in den späten Vormittagsstunden. Sophie hatte Angst vor
dem Gatten. Sie wußte, daß es ihr nur durch die allergrößte Vorsicht
gelingen würde, ihn wieder in seine alte Unbefangenheit
zurückzuversetzen. Noch nie war sie ihm so treu gewesen wie in
dieser Zeit. Treu selbst in ihren Blicken und in ihrem ganzen
Gehaben.
Es war gut für Felix Altwirth, daß er gerade jetzt so vollauf mit
dem Plan der Nationalgalerie beschäftigt war. Das zerstreute ihn,
lenkte ihn ab, und er empfand die Trennung von Sophie nicht in dem
Maße, wie es wohl sonst der Fall gewesen wäre. So fügte er sich
willig in Sophiens Anordnungen und quälte sie nicht mit trüben
Stimmungen. Bei seiner leicht erregbaren Natur wäre das sonst nicht
ohne die heftigsten Verzweiflungsanfälle vorübergegangen.
Sophie hatte Felix von dem veränderten Gemütszustand ihres
Gatten berichten müssen. Sie hatte es ihm sagen müssen, daß nur
die größte Vorsicht imstande wäre, den Verdacht, den Valentin Rapp
nun einmal gegen sie gefaßt hatte, wieder zu mildern.
„Weißt, Felix,“ hatte Sophie gesagt, „wenn du jetzt vernünftig bist
und dich drein fügst, dann wird alles wieder recht. Wirst sehen, es
geht schnell vorbei bei ihm, und dann können wir wieder glücklich
sein und wieder füreinander leben!“ tröstete sie ihn.
„Es ist aber hart, Sophie!“ sprach Felix traurig. „Dich so nahe zu
wissen ...“
„Meinst, mir wird’s leicht?“ frug sie ernst. „Es muß halt sein.
Damit nix herauskommt. Denk’ nur, wenn ...“
„Hast du Angst, Sophie?“ frug Felix besorgt.
Sophie schaute mit unsicheren Blicken auf den Maler. Sie hatte
Angst vor dem Gatten, wollte es Felix aber nicht eingestehen.
„Angst?“ Sie zuckte die Achseln. „Angst grad nit ...“ erwiderte sie
ausweichend. „Aber stell’ dir das Höllenleben vor neben einem
eifersüchtigen Mann! Das wär’ ja für die Dauer nit zum Aushalten.“
Sophie wußte es selber nicht, warum sie Felix ihre Angst nicht
eingestehen mochte. Vielleicht war es im Unterbewußtsein ein
Gefühl, daß sie es verhüten wollte, den Geliebten gegen den Gatten
aufzureizen. Und das wäre sicher der Fall gewesen, wenn Felix eine
Ahnung von dem eigentlichen Sachverhalt gehabt hätte. Auch von
jenem nächtlichen Auftritt mit ihrem Gatten hatte sie Felix kein Wort
erzählt.
So waren einige Wochen vergangen, und Sophie begann
erleichtert aufzuatmen. Sie sah, daß Valentin Rapp ruhiger wurde,
wieder mehr derjenige, der er früher war.
Aber Mißtrauen und Zweifel zerstören die Seele eines Menschen
wie ätzendes Gift. Fressen sich tiefer und tiefer, und der leiseste
Anlaß genügt, die Verheerung, die sie angerichtet haben, offen
zutage treten zu lassen.
So war es mit Valentin Rapp. Er war nur scheinbar ruhig
geworden. Nur zum Schein tat er, als hielte er das für wahr, was
Sophie ihm sagte. In Wirklichkeit aber glaubte er ihr nichts mehr.
Es war ein qualvoller Zustand der vollständigen Zerrüttung und
des seelischen Zwiespaltes, in dem sich Valentin Rapp jetzt befand.
Ein Zustand, der ihn oft für Augenblicke an den Rand des
Wahnsinns brachte. Und in einem solchen Zustand von Wut und
Verzweiflung ging der Rechtsanwalt hin und erstand sich eine Waffe.
Er konnte nicht anders ... er mußte es tun.
Erst dann, als er die Waffe hatte und sie stets bei sich trug, war
er ruhiger geworden. Es war ein kleines blitzendes Ding. Ein Dolch.
Fast zärtlich barg ihn Valentin Rapp in der inneren Brusttasche
seines Rockes.
Es war ihm zur fixen Idee geworden: Nie wieder wollte er sich
von diesem scharfen, glitzernden Ding trennen ... bis er die volle
Gewißheit hatte von der Schuld oder Unschuld seiner Gattin.
War sie schuldig ... dann ... die Waffe war gut und seine Hand
sicher. Mit ihrem Blut sollte Sophie die Schande sühnen, die sie ihm
angetan hatte.
Jene Unterredung, die Valentin Rapp mit dem Patscheider
gehabt hatte, wollte ihm nicht mehr aus dem Kopf. Immer von
neuem mußte er an den widerlichen Ton denken, mit dem Johannes
Patscheider von Sophie gesprochen hatte.
Was konnte es nur sein, das zwischen diesen beiden vorgefallen
war? ... Valentin Rapp erinnerte sich an den unverkennbaren
Abscheu, den Sophie gehabt hatte, als er ihr den Namen dieses
Mannes nannte. Das war ehrlich gewesen. Und trotzdem log sie.
Valentin Rapp fühlte es deutlich, daß sie log.
Er sah es an dem demütigen Blick ihrer Augen, die ihn oft so
angsterfüllt anschauten, als wollten sie ihn um Vergebung bitten.
Warum kam das Weib nicht zu ihm? Warum gestand sie ihm nicht
die Schuld? Warum ...?
Hätte er ihr wirklich verziehen? Er hätte ihr nicht vergeben. Das
gestand sich Valentin Rapp offen ein. Nie ... niemals im Leben ...
hätte er Sophie eine Schändung seines Namens verziehen.
Er liebte dieses Weib rasend ... noch immer ... trotz allem. Er
hatte sie aus der Niedrigkeit zu sich erhoben. Er hatte ihr alles
gegeben, was ein Mann dem Weibe bieten kann. Er hatte ihr freudig
und gern seine Freiheit zu Füßen gelegt. Nur um sie für immer zu
besitzen, hatte er auf eine tatenreiche und erfolggekrönte Laufbahn
verzichtet.
Erst jetzt ... in diesen einsamen, selbstquälerischen Stunden kam
ihm dies alles zum Bewußtsein. Er sah es jetzt erst, wie der stolze
Aufstieg, den er sich als Ziel gesteckt hatte ... langsam ... ganz
langsam, aber stetig ... abwärts gegangen war. Seit den ersten
Jahren seiner Verheiratung waren der Einfluß und das Ansehen, das
Valentin Rapp in der Stadt besaß, allmählich geschwunden. Warum
wohl?
Valentin Rapp dachte nach ... immer mehr und mehr ... Und da er
nachdachte, erinnerte er sich an viele kleine Einzelheiten, denen er
damals, als sie sich ereigneten, keinen Wert beigemessen hatte. Sie
hatten aber trotzdem ihre Bedeutung gehabt. Denn Valentin Rapp
hatte keinen einzigen seiner ehrgeizigen Pläne verwirklicht gesehen.
Der Rechtsanwalt dachte auch an die vielen zarten und unzarten
Mahner, an jene, die ihm die Augen hatten öffnen wollen und denen
er die Tür gewiesen hatte. So glücklich war er in seiner Ehe
gewesen, daß ihn nichts in seinem Glauben an die Treue seines
Weibes hatte erschüttern können. Und ohne die geringste Bitterkeit
hatte er es mit angesehen, wie sein alter Gegner Johannes
Patscheider immer mächtiger geworden war.
Valentin Rapp hatte sich einmal dazu berufen geglaubt, zu den
hervorragendsten politischen Führern des Landes zu zählen. Und
die Leute in Innsbruck hielten ihn nicht nur im hohen Maße dazu
befähigt, sondern sie wußten es auch, daß er würdig und schneidig
wie selten einer die Interessen des Landes hätte vertreten können.
Das war damals gewesen ... vor Jahren, ehe Doktor Rapp die
Sophie Zöttl zur Frau genommen hatte.
Als es einige Jahre später zu den Wahlen kam ... da trat ein
anderer, ein Fremder, an die Stelle, die Valentin Rapp hätte
einnehmen sollen. Der Rechtsanwalt hatte sich bei dieser
Niederlage nicht viel daraus gemacht. Er war eine Kampfnatur und
war überzeugt davon, daß er sich und seine Ideale mit der Zeit doch
noch durchsetzen würde. Und wenn nicht ... dann machte es eben
auch nichts. Die Hauptsache blieb es, daß er als Mensch glücklich
geworden war. So glücklich und zufrieden, wie er es von andern
selten im Leben erfahren hatte. Und all das Glück verdankte er
dieser einen Frau ... die sein alles auf Erden ausmachte.
Valentin Rapp hatte sich nie nach einem Kind gesehnt. Sophie
war ihm alles und ersetzte ihm alles. Und jetzt ... jetzt zermürbte der
nagende Zweifel an ihrer Treue sein Gehirn und brachte ihn dem
Irrsinn nahe.
Hatten jene warnenden Mahner doch recht gehabt? War Sophie
tatsächlich eine Treulose, eine schamlose Ehebrecherin? War sie so
niederträchtig, falsch und gemein, daß sie ihn Jahre hindurch betrog
und belog ... und ihm Liebe heuchelte?
Wie konnte das Weib ein solches Spiel durchführen? War es
überhaupt möglich bei der Ursprünglichkeit ihres Temperamentes,
daß sie ihm Liebe gab, ohne sie zu fühlen? Das konnte nicht sein.
Unmöglich. Sie mußte ihn ja lieben. Gerade sie ... dieses wilde,
triebhafte Weib.
Triebhaft? War sie das wirklich? Ja ... sie war es. Doktor Rapp
hatte ja damals in der ersten Zeit der Ehe selbst Angst bekommen
vor diesem elementaren Ausbruch ihrer Natur. Er glaubte, sie durch
seine Klugheit eingedämmt zu haben. War das Täuschung?
Valentin Rapp fühlte es immer deutlicher, daß es nur einen
einzigen Ausweg gab aus dieser Hölle seiner seelischen Zweifel und
Qualen. Er mußte Gewißheit haben, ob Sophie rein oder sündig war.
Mehr als einmal hatte er ihr eine Falle gestellt. War fortgegangen
und dann unvermutet wieder zurückgekommen. Sie glaubte ihn
verreist, und er schlich heimlich in der Nacht um sein Haus und
lauerte auf den Verrat, den sie nun an ihm begehen würde. Aber
Sophie war standhaft. Sie ahnte die Gefahr und mied sie.
Erst nach mehreren Wochen, als Valentin Rapp sich ruhiger gab,
wurde Sophie kühner.
Es war im Dezember ... die Zeit kurz vor Weihnachten. Valentin
Rapp hatte eine geschäftliche Reise zu machen. Eine Reise nach
Wien. Sophie wußte schon längst von dieser Fahrt und freute sich
auf die Freiheit dieser Tage, wie ein eingesperrter Vogel sich aus
seinem Käfig sehnt.
Sie wußte es, daß es sich um die Vertretung in einem Prozeß
handelte, der einige Tage dauern konnte.
Als der Gatte von ihr Abschied nahm, fragte ihn Sophie im
gleichgültigsten Ton: „Sag’, Mannderl, wie lang bleibst denn aus?“
„Höchstens zwei Tag’. Übermorgen in der Nacht komm’ ich!“
erwiderte Doktor Rapp.
Sophie atmete auf. Zwei Tage ... es war wenig. Aber sie würde
ihre Freiheit genießen!
Der Rechtsanwalt beobachtete seine Frau mit argwöhnischen
Blicken. Er sah, daß sie zu Boden schaute, und er glaubte später in
ihren dunklen Augen einen Schimmer von aufleuchtender Freude zu
bemerken.
Die Falle war also gut. Übermorgen wollte er kommen ... sagte
er. Der Prozeß in Wien war aber erst in zwei Tagen fällig.
Mit großer Zärtlichkeit und Liebe nahm Sophie auf dem Bahnhof
zu Innsbruck Abschied von dem Gatten. Sie sah, wie Valentin Rapp
den direkten Wagen nach Wien bestieg. Und sie winkte ihm mit
ihrem kleinen feinen Spitzentaschentuch so lange nach, bis der
Eilzug ihren Blicken entschwunden war.
Dann lief sie, so schnell sie konnte, hinauf nach Wilten, in die
Wohnung der Altwirths. Alle Abkürzungswege benützte sie, um nur
so rasch als möglich bei dem Geliebten zu sein ...
„Felix ...“
„Ja ... Schatz!“
Sie lagen sich in den Armen und konnten sich kaum fassen vor
Freude.
„Heut’ nacht ... Felix ...“ flüsterte Sophie heiser vor Erregung. Ihr
Herz klopfte zum Zerspringen. So sehr sehnte sie sich nach dem
Geliebten.
„Nach Mitternacht?“ frug Felix leise.
„Um eins. Sei pünktlich!“ ...
Es war eine finstere Nacht. Neumond. Die Sterne glitzerten am
schwarzen Firmament unruhig und unstet. Ab und zu fegte ein
heftiger Windstoß mit ungestümer Gewalt dem einsamen Wanderer
frostige, schneidende Luft ins Gesicht. Den Pelzkragen aufgestülpt
und den weichen, dunklen Hut tief in die Stirn gedrückt, so legte
Valentin Rapp in der kalten Winternacht zu Fuß den Weg von Hall
nach Innsbruck zurück.
In Jenbach schon war der Rechtsanwalt umgekehrt. Hatte den
nächsten Zug nach Innsbruck benützt und war abends in Hall
angekommen. Von dort wanderte er bei Nacht zu Fuß, um von
keinem Bekannten gesehen zu werden.
Doktor Rapp war innerlich ruhig geworden. Fast ohne jede
Aufregung, mit einer Art kühlen Interesses sah er den Stunden
entgegen, die er nun auf seinem einsamen Beobachtungsposten
verbringen würde. Er wußte ... wenn er auch heute nacht und
morgen noch vergebens auf diesem Posten stand, daß er dann
wieder ruhig und zufrieden leben konnte wie bisher.
Diese beiden Nächte sollten ihm die Entscheidung bringen über
sein ferneres Leben. Und sie würden sie auch bringen. Valentin
Rapp fühlte das klar und deutlich. Und deshalb war diese große
Ruhe über ihn gekommen.
Als der Rechtsanwalt durch den Bogen des Bahnviaduktes
schritt, der die nach Mühlau führende Straße überspannt, da hörte er
die Uhren der Türme von Innsbruck elf Uhr schlagen. Eine nach der
andern. Die einen in hellen, kurzen Tönen und die andern in
langsamen, feierlichen Schlägen, als wollten sie den Lauf der Zeit
eindämmen, auf daß er nicht so schnell verrinne.
Elf Uhr ... Es war Zeit ... noch viel Zeit. Doktor Rapp würde noch
lange warten müssen ...
Unwillkürlich schlug der Rechtsanwalt jetzt eine langsamere
Gangart ein. Fast gemächlich ging er den Rest des Weges. Die
Hände auf dem Rücken, als mache er nur zu seinem Vergnügen
einen nächtlichen Spaziergang.
Er achtete nicht auf die eisige Luft, auf den starken Wind, der ihm
schneidend durch die Kleider fuhr. Er ging weiter ... immer gerade
aus ... bis zur Kettenbrücke ...
Viele Hunderte von blitzenden Lichtern erleuchteten die
schlafende Stadt. In dem heftigen Wind schienen sie unruhig zu
flackern, als trieben sie mit den Milliarden glitzernder Sternchen
droben am Nachthimmel ein lustiges Wettspiel.
Auf der Kettenbrücke blieb Doktor Rapp stehen. Es war so still
und ruhig da ... kein Mensch ... kein Laut ... nichts. Fast etwas
Unheimliches lag in dieser Stille und bedrückte den einsamen
Wanderer. Das Dunkel der Nacht lastete schwer auf der Stadt. Trotz
der weißen Schneedecke und den flackernden Lichtern war es dem
Rechtsanwalt, als brütete eine tiefe Traurigkeit über der Stadt. Oder
erschien es ihm nur so ... weil er selber so traurig war ... so
unsagbar traurig ...
Je näher er seinem Hause kam, desto langsamer ging Doktor
Rapp. Und ganz ruhig war er ... ganz ruhig ... Er mußte ja ruhig sein
... ruhig und geduldig ... und warten ... noch lange ... lange Stunden
vielleicht.
Valentin Rapp ging langsam und immer langsamer auf sein Haus
zu. Als er es sah, umschlich er den Garten der Villa, die sein eigen
war, wie ein Dieb. Lauerte und spähte umher ... Er sah nichts. Gar
nichts.
In einem Zimmer des ersten Stockwerkes brannte ein Licht. Es
war das Wohnzimmer. Und droben im Giebel war noch ein Fenster
beleuchtet. Das war am andern Ende des Hauses. Das
Mädchenzimmer. Sonst überall Dunkel.
Im Erdgeschoß des Hauses regte sich nichts. Die Mieter waren
alte Leute und liebten die Nachtruhe.
Einige Male umschlich der Rechtsanwalt sein Haus. Dann gab er
sich einen Schwung, kletterte über den nicht sehr hohen Eisenzaun
des Gartens und ließ sich sachte und lautlos zur Erde gleiten. Er
hatte den Schlüssel des Gittertores bei sich, aber er scheute den
Lärm, den das Öffnen desselben vielleicht verursachen konnte.
Langsam und sorgsam stapfte er durch den Schnee des Gartens
dem kleinen Gartenhäuschen zu. Morgen würden sie die Fußspuren
sehen, dachte er. Vom Gartenhäuschen aus konnte er den Eingang
der Villa genau im Auge behalten, und er sah auch das erleuchtete
Fenster des Wohnzimmers. Konnte beobachten, wie lange Sophie
noch wach war.
Was sie wohl jetzt gerade tat? Vielleicht las sie oder schrieb an
ihn? Einen ihrer kleinen, zärtlichen, stillosen Briefe, die ihm immer so
viel Freude bereitet hatten. Doktor Rapp stellte sich sein Weib vor,
wie sie droben saß, einsam, und an ihn schrieb. Er sah sie, wie sie
mit ernsthaftem Gesicht über dem Papier saß und kritzelte. Sie sah
so drollig ernsthaft aus, wenn sie schrieb. Zog die Stirne kraus und
preßte die Lippen zusammen. Wie ein Kind.
Eine große Sehnsucht nach Sophie überkam den Rechtsanwalt
bei diesen Gedanken. Am liebsten wäre er jetzt zu ihr
hinaufgegangen, um sie bei ihrer einsamen Tätigkeit zu
überraschen. War sie denn einsam? Vielleicht war sie es nicht ...
vielleicht ...
Deshalb war er doch hierher gekommen zu so später Stunde, um
sich Gewißheit zu verschaffen. Und nun fingen die quälenden
Fragen schon wieder an.
Doktor Rapp hatte sich auf eine der hölzernen Gartenbänke
gesetzt, die den Winter über in dem Häuschen untergebracht waren.
Und jetzt wartete er ... wartete ...
Er hörte jeden Stundenschlag der Uhren. Es war immer eine und
dieselbe Turmuhr, die als erste den Verlauf einer Viertelstunde
ankündigte. Dann kamen die andern. Eine nach der andern, in
melodischer, abgestimmter Harmonie.
Wie langsam die Zeit verrann ... endlos ... Und draußen der kalte
Wind in seinen unruhigen Stößen.
Und immer noch das Licht im Wohnzimmer? Warum ging sie
nicht schlafen ... warum?
Und wieder kämpfte die Sehnsucht nach dem Weibe mit dem
lauernden Verdacht.
Wenn sie nun doch unschuldig war?
Wie ein freudiger Schreck durchzuckte es den Mann.
Er würde Wache halten hier unten und dann ... dann ... morgen
... nicht heute ... dann würde er zu ihr kommen als ein Reuiger.
Niederknien würde er sich vor ihr und ihr alles bekennen. Und sie
würde ihn in ihre Arme nehmen, weich und lind, und würde ihn
küssen ... küssen ... wie nur Sophie küssen konnte.
Vom Turm schlug der helle Glockenton halb ein Uhr. Das Licht im
Wohnzimmer erlosch. Gott sei Dank! Valentin Rapp atmete auf. Nun
ging sie schlafen.
Es war alles dunkel im Haus. Kein Laut. Und wieder harrte
Valentin Rapp und sah abwechselnd bald auf die dunklen Fenster
seiner Wohnung und bald auf den Garteneingang hin.
Erwartungsvoll ... dann immer gleichgültiger.
Valentin Rapp fröstelte. Es fiel ihm ein, daß er noch kein Obdach
hatte für die heutige Nacht. Später ... dann würde er nach Pradl
gehen. Da kannte er einen Gastwirt, der verschwiegen war. Der
Rechtsanwalt hatte ihm einmal Gutes tun können. Seither war ihm
der Mann ergeben.
Ein Uhr ...
Horch ... Etwas regte sich ... Der Glockenschlag hatte den
einsamen Mann im Gartenhaus aufgeschreckt. Oder war es ein Laut
gewesen, ein Ton?
Sorgfältig spähte Valentin Rapp durch die Dunkelheit. Es war
ihm, als wäre oben im ersten Stock ein Fenster geöffnet worden. Er
konnte es nicht sehen ... es war zu dunkel.
Aber jetzt ... jetzt hörte er etwas ... Es war keine Täuschung. Von
der Straße her kam der gedämpfte Tritt eines Mannes. Der
hartgefrorene Schnee knirschte leise ... Die Schritte kamen näher
und näher ... Valentin Rapp hielt den Atem an vor erwartungsvoller
Spannung. Er spähte hinaus in die Dunkelheit, in die Richtung,
woher der Schall der Tritte kam.
Der Schein eines Lichtes fiel in den Garten. Plötzlich ...
unvermittelt. Erschreckt sah Valentin Rapp auf.
Da ... da ... er sah es deutlich. Im Rahmen des offenen Fensters
ihres jetzt hell erleuchteten Wohnzimmers stand Sophie und sah in
den Garten hinab. Einen Moment nur. Aber Valentin Rapp war es,
als müßte sie ihn gesehen haben. Unwillkürlich drückte er sich nach
rückwärts noch tiefer in das Innere des Häuschens hinein.
Es war wieder dunkel droben. Die Schritte von der Straße her
kamen näher. Mit dem Aufgebot seiner ganzen Nervenkraft horchte
der Rechtsanwalt. Er hörte, daß der Mann draußen sich jetzt
langsam heranschlich. Er konnte den Fremden nicht sehen ... er
hörte ihn nur, wie er leise und vorsichtig näher kam.
Dann hörte er den Schlüssel ... hörte das Öffnen des Tores und
das Geräusch des wieder zuschnappenden Schlosses.
Und dann wieder die leise schleichenden Tritte und das Öffnen
der Haustür. Sicher und wie selbstverständlich hatte der Fremde
seinen Weg gefunden. Er mußte ihn gut kennen.
Das Fenster im ersten Stock klirrte leise. Sophie hatte es also
wieder zugemacht.
Doktor Rapp konstatierte das alles mit einer Ruhe, über die er
sich selbst wunderte. Nun war er wieder ganz ruhig geworden.
Unheimlich ruhig. Er mußte es ja auch sein. Nun hatte er ja die
Gewißheit ... die Erlösung aus der Qual des Zweifels. Und nun
mußte er handeln ... abwarten, bis die beiden da droben sich
vollkommen sicher fühlten. Er konnte ja jetzt warten ... jetzt noch viel
mehr als zuvor ...
Es war eine heiße Liebesnacht für Felix und Sophie. So heiß und
glühend hatten sie sich beide schon lange nicht mehr geliebt wie
heute.
Wie in einem tollen Rausch verbrachten sie die Zeit.
„Sophie ...“
„Felix ...“
Es war der Ausbruch eines neuen, unendlichen Vergehens
ineinander ...
Und leise durchschlich Valentin Rapp die dunklen Räume seiner
Wohnung ... von Tür zu Tür ...
Er hatte die Schuhe ausgezogen und tastete sich nun sachte und
lautlos vorwärts.
An der Tür des Schlafzimmers machte er halt. Er horchte ... Er
hörte das unterdrückte Flüstern erregter Stimmen.
Valentin Rapp spürte einen wehen, stechenden Schmerz. So
sehr hatte er dieses Weib geliebt ... so ehrlich und warm. Und sie
betrog ihn ... die Dirne!
Das schwere Blut stieg ihm jäh zu Kopf, und ein Zittern und
Beben befiel ihn ... Ruhig ... er mußte ruhig sein ... nur jetzt noch ...
bis er sie getroffen hatte.
Schwer atmete der Mann ... fast keuchend. Und drinnen
schmiegte sich Sophie innig an die Brust des Geliebten ...
umschlang ihn mit ihren weichen Armen und küßte ihn.
„Felix ... lieber ... lieber Felix! Weil ich dich nur wieder hab’ ... dich
... du ...“
Vorsichtig öffnete Valentin Rapp die Tür seines Schlafzimmers ...
Das matte Licht der Ampel mit dem gelben Seidenschirm fiel auf
das Weib, das in den Armen ihres Buhlen lag.
Valentin Rapp schaute nicht auf den Mann. Er sah nur sie ... das
Weib ... die Dirne. Er sah sie in ihrer ganzen Schande. Und mit
geballten Fäusten stürzte er sich auf sie wie ein gereiztes Tier und
züchtigte sie. Ohne ein Wort zu sagen ... jäh und plötzlich riß er sie
aus den Armen ihres Geliebten. Zerrte sie zu Boden und schlug ihr
ins Gesicht. Brutal ...
„Dirne!“ stieß er keuchend hervor. „Jetzt hab’ ich dich!“
Zitternd krümmte sich das Weib unter den Schlägen des Mannes.
Sie fühlte sie nicht. Sie hatte nur eine Angst ... Felix. Nur an ihn
dachte sie ... nicht an sich.
Felix war mit jähem Schreck emporgefahren. Einen Augenblick
starrte er wie betäubt auf den Mann ... Dann sah er, wie Valentin
Rapp in blinder Wut auf das Weib einhieb ... brutal und roh ... Und
jeder Schlag durchzuckte ihn ... peitschte ihn auf und versetzte ihn in
namenlose Wut.
Von rückwärts fiel er dem Rechtsanwalt in den Arm, umkrampfte
ihn mit Macht, um Sophie zu befreien.
„Rette dich ... Sophie ...“ rief er ihr zu. „Schnell ... vorwärts ...“
Aber Sophie rührte sich nicht. Wie betäubt lag sie auf dem
weichen Teppich und hielt die Hände vors Gesicht.
Doktor Rapp befreite sich mit einem kräftigen Ruck und
schleuderte Felix in eine Ecke des Zimmers, daß er zu Boden fiel.
Die Aufregung hatte Valentin Rapp Riesenkräfte verliehen.
„Zuerst kommt sie dran ... dann du ... Bube ...“ schrie er jetzt vor
Wut brüllend.
Jäh schnellte das Weib empor ... von Angst getrieben. Aber nicht
um sich ... sondern um Felix.
„Fort ... fort ... Felix ...“ rief sie ihm mit schriller Stimme zu. „Fort
...“
Doktor Rapp hielt das Weib gepackt. Fest ... an der Kehle ... Die
Zähne knirschten ihm ... dann ...
Sophie sah den Dolch in seiner rechten Hand ... Scharf glitzerte
das Ding ... da ... sie schrie auf.
„Felix ... hilf ... Felix!“ Es war wie ein Todesschrei.
Und dann wand sie sich unter seinem Griff. Kämpfte mit ihm ...
hielt ihm den Arm mit der Kraft der Verzweiflung ... Er durfte nicht
stechen ... sie wollte leben ... leben ...
„Hilf, Felix! Hilf!“ schrie sie verzweifelt.
Felix Altwirth hatte den Mann angefallen, und mit wuchtigem
Schlag hieb er ihm den Dolch aus der Hand. Die Waffe fiel zu
Boden ...
Der Rechtsanwalt ließ von dem Weibe ab ... Jetzt standen sich
die beiden Männer als Todfeinde gegenüber.
Sie kämpften miteinander ... stumm und wortlos ... Sie kämpften
um die Waffe ... Es war ein kurzer, heißer Kampf ... Da ... Felix lag
zu Boden ... er hatte die Waffe ... Der Rechtsanwalt sah es nicht,
daß er zum Stich ausholte.
Valentin Rapp wälzte sich in blinder Wut über seinen Gegner ...
er beugte sich über ihn ... ein Ruck ... Felix drückte den Dolch, den
er fest in der Hand hielt, in die Brust des Mannes ...
„Ah ...!“ Es war ein Stöhnen ... ein unterdrückter Schrei, der sich
dem Munde des Rechtsanwaltes entrang. Die Hand hielt er an die
Brust gepreßt ... die Augen geschlossen ... den Kopf nach hinten.
Dann fiel er mit Gepolter zur Seite. —
Mit vor Entsetzen weit aufgerissenen Augen starrte das Weib auf
ihren Gatten ... sie konnte sich nicht rühren ... kein Glied bewegen ...
Sie sah das Todeszucken des Mannes, und sie hörte sein Röcheln
... Sie hielt den Atem an ... starrte ... wollte schreien ... um Hilfe rufen
... und konnte nicht. Sie sah nur immer hin auf das Opfer, das zu
Boden lag ... Ein Dehnen ... ein Recken ... Dann ... dann war er
ruhig ...
Und nun löste sich die lähmende Spannung in Sophiens
Gliedern. Langsam und lautlos kniete sie sich nieder ... und auf den
Knien kroch sie zu dem Gatten hin ... langsam ... von Angst und
Entsetzen erfüllt ... Sie tastete ihm mit zitternder, fieberheißer Hand
ins Gesicht ... er bewegte sich nicht und hatte die Starre des Todes.
Sachte ließ sich das Weib an der Seite der Leiche nieder und
bettete den Kopf des toten Mannes in ihren Schoß. Und dann weinte
sie ... leise ... fast lautlos ...
In einer Ecke des Zimmers stand Felix. Das Entsetzen über seine
Tat hatte ihn betäubt ... er konnte es noch nicht fassen ... Tot ... Er
hatte den Mann getötet ... ein Mörder ... nun war alles vorbei ...
Eine tiefe, unheimliche Stille herrschte in dem kleinen Raum. Sie
konnten einander nicht in die Augen schauen ... die beiden
Schuldigen ... sie starrten nur immer wie gebannt auf das
wachsbleiche Gesicht des Toten.
Mit sanftem Druck hatte Sophie dem Gatten die Augen
geschlossen ... Sie konnte diesen brechenden Blick nicht mehr
sehen. Es tat ihr so wehe ... wehe ...
Sie hatte ihn lieb gehabt ... die Frau ... ehrlich lieb. Und sie war
ihm dankbar gewesen ... und trotzdem hatte sie ihn betrogen ...
betrogen ... weil sie nicht anders konnte.
Zögernd und scheu näherte sich Felix.
„Sophie ...“ flüsterte er heiser.
Sophie sah zu ihm auf. Ruhig und ohne Vorwurf. Aber ihre
Tränen rannen unaufhörlich über die todbleichen Wangen.
„Ja ... Felix!“ sprach sie mit schluchzender Stimme.
„Nun ist alles aus!“ sagte Felix gebrochen. „Jetzt ... ich werd’
mich stellen müssen.“
„Du?“ Entsetzt starrte ihn das Weib an. „Flieh’!“ stieß sie wild
hervor.
Felix schüttelte den Kopf. „Nein!“ sagte er. „Das nützt nichts. Sie
bekommen mich doch.“
Ein eisiger Schauder durchfuhr den halb entblößten Leib des
Weibes. „Ins Gefängnis ...“ stieß sie hervor. Sie krümmte sich
zitternd und sah mit scheuem Blick auf Felix. „Ins Gefängnis ...“
wiederholte sie.
„Leb’ wohl ... Sophie ...“ sagte Felix tonlos. „Daß das so ein Ende
nehmen muß.“ Er hielt ihr die Hand hin. Unverwandt und mit
angsterfülltem Blick schaute das Weib zu dem Mann empor.
„Warum gehst du ...“ stieß sie hervor. „Bleib’!“
„Es ist besser, wenn ich geh’ ... Sophie. Deinetwegen ...“ fügte er
nach einer kleinen Pause hinzu.
Sophie erhob sich. Dann bettete sie sanft und weich das Haupt
des toten Gatten auf ein Kissen, das sie herbeiholte. Ganz
allmählich gewann sie ihre Fassung wieder. Sie zitterte noch an allen
Gliedern ... aber sie konnte wieder ihre Gedanken sammeln.
Und nun stand sie da in ihrem weißen Nachtgewand und streckte
sich im namenlosen Schmerz. Fest preßte sie die vollen Lippen
aufeinander, die so blaß und blutleer waren wie ihr totenbleiches
Gesicht.
„Felix ...“ Sie sah ihn mit großen, wehen Augen an. „Du weißt,
daß ich dich lieb hab’?“ frug sie.
„Sophie ...“ Jetzt kniete sich Felix vor ihr nieder ... umschlang
ihren Leib mit beiden Armen und preßte seine Lippen auf ihre
Hände.
„Siehst, Felix ...“ fuhr Sophie leise flüsternd fort ... als wollte sie
den Toten nicht aus seiner Ruhe stören ... „Den da hab’ ich auch lieb
g’habt. Sehr lieb ... Aber nit so wie dich ... anders ... Und jetzt ... jetzt
ist er nimmer ... Und du ... du bist auch nimmer ... und alles ... alles
ist meine Schuld ... Ich weiß es ... ohne mir ... wär’s nit so weit
kommen!“ Sie griff sich mit der Hand gegen die Stirn, als müßte sie
sich besinnen. Dann fuhr sie mit flüsternder und bebender Stimme
zu reden fort. „Ich hab’s Elend über euch gebracht ... über dich und
ihn ... und hab’ euch doch gern g’habt ... so gern ...“
Der Ton ihrer Stimme tat Felix so weh, daß er aufschluchzte vor
Leid. Sie fuhr ihm zärtlich über den Kopf und streichelte ihn.
„Ich will’s gutmachen ... Felix ...“ sagte Sophie kaum hörbar. „Ich
bin die Schuldige ... niemand soll’s wissen ... daß du’s getan hast.“
„Sophie ... du ... das geht nicht ... unmöglich. Ich bin’s gewesen,
und ich trag’s auch!“ Mit jähem Schreck war Felix emporgefahren
und sah scheu und verstört auf das Weib, das nun in ruhiger und
gefaßter Haltung vor ihm stand.
Sie hatte den Kopf tief gesenkt und ließ die Arme müde und matt
herabhängen. Wie eine ganz andere ... eine demütige,
ergebungsvolle Frau kam sie dem Mann jetzt vor, und mit
achtungsvoller Ehrfurcht hörte er auf die Worte, die sie leise
flüsternd sprach.
„Nein, Felix ... ich muß es sein ... laß mich ... ich bitt’ dich drum
...“ Sophie faltete die Hände und sah ihn flehend an. „Für mich ist’s
Leben doch aus ... ich mag nimmer sein ... Jetzt nimmer ... jetzt ...
wo alles zu Ende ist und ich so glücklich war.“
„Glaubst du, daß ich noch leben könnte ... daß ...“ stieß er hervor.
„Ja ... du mußt leben ... Felix!“ sagte Sophie fest und beinahe
gebieterisch. „Du mußt arbeiten und für andere leben. Schaff’ und
werd’ groß!“
Leise und ehrerbietig küßte der schuldige Mann die Hand des
sündigen Weibes. Und noch einmal fuhr sie ihm liebkosend über das
tiefgebeugte Haupt. Dann nahm sie seinen Kopf zwischen ihre
beiden Hände, mit derselben mütterlichen Gebärde, wie sie es so oft
getan hatte, neigte sich tief über ihn und küßte ihn lange und innig ...
Es war wie ein letztes, unendliches Versinken ineinander.
Dann riß sie sich gewaltsam von ihm los. „Geh’ ... jetzt ... Felix ...“
bat Sophie leise und wandte sich mit müder Gebärde von ihm ab.
„Geh’ ... es soll dich niemand hier sehen. Kein Mensch soll’s je
erfahren ... daß du’s getan hast. Geh’ ...“ bat sie nochmals, da sie
sah, daß Felix noch zögerte. Aber sie schaute den Mann, der ihr das
Höchste geworden war auf der Welt, mit keinem Blick mehr an. Sie
hatte nicht mehr den Mut dazu.
Lautlos und unhörbar schlich sich Felix von dem Ort seiner Tat.
Schlich hinaus in die Dunkelheit und Stille der Nacht.
Lange noch stand Sophie regungslos in der Mitte des Zimmers
und starrte auf die Tür, durch die Felix gegangen war. Fort ... nun
war er fort ... Sie hatte ihn wohl zum letztenmal gesehen ...
Ein tiefer Seufzer entrang sich der Brust des Weibes. Allein ...
nun war sie allein ... ganz allein ...
Mit unsicheren, ängstlichen Blicken sah sie zu der Leiche hinüber
die am Boden lag. Wie unheimlich es hier war. Ein eisig kalter
Schauer durchfuhr ihre Glieder ... es fror sie ... Es war kalt in dem
Zimmer ... still und kalt ... wie in einer Totengruft.
Mit vorsichtig zögernden Schritten schlich sich Sophie zu der
Stelle hin, wo ihr toter Gatte lag. Ganz nahe kam sie heran ... ganz
nahe ... Und dann kniete sie nieder. Kniete sich zu ihm und fuhr ihm
mit bebender Hand tastend und suchend über den leblosen Körper,
als müßte sie doch noch ein Lebenszeichen in ihm entdecken.
Nichts ... alles still ... alles tot.
Und immer tiefer beugte sie sich über ihn, und ihre Augen
erweiterten sich immer mehr vor Angst ... je länger sie auf den Toten
starrte.

Foreign Language Teaching in Romanian Higher Education Teaching Methods Learning Outcomes Lucia-Mihaela Grosu-R Dulescu

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Foreign Language Teaching in Romanian Higher Education Teaching Methods Learning Outcomes Lucia-Mihaela Grosu-R Dulescu

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Foreign Language Teaching in

Romanian Higher Education Teaching

Teaching Information Literacy in Higher Education.

Teaching Learning and New Technologies in Higher

Contemplative Practices in Higher Education Powerful

Negotiating Identity in Modern Foreign Language

Foreign Language Proficiency in Higher Education Paula

Teaching English as a Foreign Language Carola Surkamp

Teaching and Learning for Social Justice and Equity in

Professionalism in Practice: Key Directions in Higher

Lucia-Mihaela Grosu-Rădulescu Editor

More information about this series at http://www.springer.com/series/8836

Foreign Language Teaching

ISSN 2213-3208 ISSN 2213-3216 (electronic)

Library of Congress Control Number: 2018949358

© Springer International Publishing AG, part of Springer Nature 2018

Printed on acid-free paper

Part I Foreign Language Education in Romania – Contexts and

 ersonal Epistemology: A “Dark Matter” That Matters

Part II Beyond Language Learning – Student Motivation

Mihaela Badea Teacher Training Department, Petroleum – Gas University of

Roxana-Elisabeta Marinescu Department of Modern Languages and Business

Abstract Linguistic diversity in the EU continues to be the topic of interest for

Keywords Foreign language education · Southeastern Europe · Romanian higher

In 2002, Albert Raasch, in a reference study published by the Council of Europe,

L.-M. Grosu-Rădulescu (*)

© Springer International Publishing AG, part of Springer Nature 2018 3

3 The Language Issue

The CEFR, although created to cater to the multilingual feature of the EU in an

In her chapter in this volume, Ioana-Silvia Sonea constructs a comprehensive

However, generating comprehensive and cohesive foreign languages curricula

(Students’ motivation to learn foreign languages in tertiary education). The data

European Commission/EACEA/Eurydice. (2015). The European higher education area in 2015:

Mihaela Badea, Mihaela Suditu, and Diana Presadă

Keywords English textbooks · Primary education · Assessment · Curriculum

1  egal Regulations for Promoting Foreign Language

M. Badea (*) · M. Suditu

© Springer International Publishing AG, part of Springer Nature 2018 17

Europe’s identity. The promotion of language learning is constantly being done

2  ducational Linguistic Policies Specific to the European

E s war nur eine momentane Beruhigung, die Sophie Rapp bei

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Part I Foreign Language Education in Romania – Contexts and

ersonal Epistemology: A “Dark Matter” That Matters

Part II Beyond Language Learning – Student Motivation

3 The Language Issue

1 egal Regulations for Promoting Foreign Language

2 ducational Linguistic Policies Specific to the European