Book Review – Erika-Mária TÓDOR–Imre TÓDOR– Enikő TANKÓ (2024): Romániai magyar középiskolások másodnyelvű szocializációja

The recognition that the Romanian state language requires a differentiated pedagogical approach in Hungarian minority schools in Romania has long been the subject of political, language policy, and professional debate.The implementation of a curriculum reform in 2011 -predicated on the acceptance of the term "Romanian as a non-native language" -marked the culmination of decades of sustained effort.These efforts, at times seemingly futile and at other times promising, ultimately led to the institutional acknowledgment that Romanian must be taught through tailored methods and tools to students who do not speak it as their first language.The reform embodies a competence-based, communicative approach to language education, which is applied not only to foreign languages (such as English or German) but also to the teaching of the mother tongue (in this case Hungarian) and the state language alike.Accordingly, the 2025 high school graduates have been the first to take the Romanian language and literature component of the baccalaureate exam under this reformed curriculum, with exam items specifically designed for learners of Romanian as a non-native language instead of those intended for native Romanian-speaking students in majority-language schools.