Language-related tensions with Comrat are apolitical, experts

The language-related tensions between Comrat and Chisinau are apolitical, but one of the sides involved is trying to politicize them, think Corneliu Ciurea and Ion Tabarta, experts with the think-tank IDIS Viitorul, who presented on Monday their study titled “Chisinau's language policy in relation to the Gagauz Autonomy”, Info-Prim Neo reports. Corneliu Ciurea considers that continuous confrontation should be avoided on the issue of diplomas issued by the authorities in Comrat. The best solution is to leave students cope with their problems by themselves. At the same time, the Ministry of Education should take prompt steps to avoid such situations from repeating themselves in the future. “Now the Ministry of Education can't reconsider its decision about offering a second chance to the students in the Gagauz Autonomy. This would affect the credibility of the exam and could create a dangerous precedent”, said Corneliu Ciurea. Ciurea noted that whereas in the 1990s' it was Chisinau that insisted on Romanian language being taught in areas largely populated by non-Romanian speakers – and Comrat opposed to that, today Comrat is willing to advance in learning the official language. Ion Tabarta, for his part, remarked that Moldova has the most confusing situation among ex-USSR countries when it comes to language issues. “The Law on Languages dates back to 1 September 1989. So, it was accepted that education is administered concomitantly in Romanian and Russian. Moreover, all official documents issued by state authorities are translated to Russian. As a result, two distinct linguistic groups emerged, both protected by law; however, cultural communication has been very scarce”, said Ion Tabarta. In these circumstances, according to the expert, Chisinau needs to promote official language, and the best instrument to address the conflict would be to launch a National Social Integration Strategy. Among the recommendations offered in the study are to upgrade the status of the Romanian teacher in non-Romanian teaching schools, include multi-language and intercultural education components in curricula, and create classes of up to 10 students to improve studying of Romanian.