Abstract: (Foreinger-talk in RSL Teaching. Between Linguistic Theory and Pedagogical Practice) This paper aims to analyze linguistic adaptation strategies used by teachers in the process of teaching Romanian as a foreign language, from the perspective of the concept of foreigner talk. The study is based on the analysis of oral excerpts from a corpus of 54 recordings of varying lengths, ranging from five minutes to two hours, and seeks to identify specific features of foreigner talk (FT) such as lexical and syntactic simplification, paraphrasing, repetition, adjustment of speech rate and intonation, and the assessment of their role in decoding meaning as understood by non-native speakers. Considering second language acquisition theories and the importance of exposure to comprehensible input, the results of the proposed analysis highlight the particularities of the educational context, starting from the intuitive adaptation strategies used by Romanian as a Second Language (RSL) teachers in formal settings. The paper emphasizes the importance of foreigner talk as an effective pedagogical tool and advocates for its conscious use from the early proficiency levels, through the direct method of instruction, rather than the contrastive approach. The conclusions open directions for the development of good teaching practices focused on optimizing comprehensibility in the teaching of Romanian to non-native speakers.