Sfidat në implementimin e kurrikulës së re në fushën Gjuhët dhe komunikimi - gjuha angleze në fillore
DOI:
https://doi.org/10.62928/kp.v7i1.6230Abstract
English language teaching is becoming a complex task, which viewed from today's perspective, requires teachers to have multidimensional skills in order to be involved in the teaching of foreign languages. The aim of the research was to identify the challenges faced by teachers of English language in pilot primary schools implementing the Kosovo Curriculum Framework (KCF), on one hand, and in other schools that are not yet involved in the implementation of KCF, where English learning starts from the third grade, on the other hand, as well as to compare them. The research was carried out with a combination of methods and instruments that enabled theoretical and quality analysis. The research was conducted in 59 PLSS in three municipalities in Kosovo with English teachers working in primary schools. Out of 39 primary pilot schools implementing the KCF, three schools were included in the study with 6 English teachers. The sample also included teachers of other schools where implementation of KCF has not commenced yet, where foreign language teaching begins from the third grade and face more or less the same challenges. All teachers of pilot schools have been previously trained on implementation of KCF based on curriculum areas. For purposes of this study, questionnaires for English language teachers and class teachers were used. The findings revealed that the teachers are not qualified for the methodological approach to foreign language instruction at the primary level. English language instruction in preschool classes has not commenced yet in any of the three pilot schools where KCF is applied. Challenges in implementation were considerable, ranging from approach to small-aged children, textbooks, lack of KCF guidelines in the field of languages and communication in English with concrete models and examples in English, additional materials needed for teaching, illustrations and other visual tools. In the schools where English language is learned from the third grade, there are visible challenges ranging from teacher training on the methodological approach to teaching English language to children at a young age, textbooks that do not provide sufficient information as basic text, lack of teaching tools etc.
Keywords:
Field Languages and Communication, English Language, curriculum, teaching, First Level learning, teaching practiceDownloads
References
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Adams, J. E. (2000). Taking charge of curriculum: Teacher networks and curriculum implementation. New York: Teachers College Press.
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Beauchamp, G. A. (1981). Curriculum theory (4th ed.). Itasca, IL: Peacock.
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Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
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Ganschow, L., Sparks, R., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(3), 248–258.
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Klein, M. F. (1990). Approaches to curriculum theory and practice. In J. T. Sears & J. D. Marshall (Eds.), Teaching and thinking about curriculum (pp. x–x). New York: Teachers College Press, Columbia University.
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Korniza e Kurrikulës e Arsimit Parauniversitar të Republikës së Kosovës. (2011). Prishtinë: MAShT.
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Korniza Kombëtare e Kualifikimeve e Kosovës. (2011). Zhvillimi i sigurimit të cilësisë, akreditimit dhe zhvillimi i AKK & KKK në Kosovë. EU KOSVET V, Dhjetor.
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Kurrikula Bërthamë për klasë parafillore dhe arsimin fillor në Kosovë. (2012). Prishtinë: MAShT.
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Mase, J. (1989). Teaching foreign language to students with learning disabilities. In D. L. Knapke (Ed.), Instructional issues for students with learning disabilities: Preparation for education (pp. 8–11). Columbus: Ohio State University.
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Marsh, C. J. (2009). Koncepte themelore për ta kuptuar kurrikulumin. Tiranë: CDE.
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MAShT. (2012). Udhëzuesi për zbatimin e KKK në fushën gjuhët dhe komunikimi. Prishtinë.
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McNeil, J. (1990). Curriculum: A comprehensive introduction (4th ed.). Glenview, IL: Scott Foresman.
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Measchow, J., & Royle, D. (2010). EU-SWAP për arsimin: Mbështetje në implementimin e qasjes tërësorektoriale në arsim në Kosovë. Raport.
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Nunan, D. (1989). Designing tasks for the communicative language classroom. Cambridge: Cambridge University Press.
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Oxford, R. L. (2003). Language learning styles and strategies: An overview. Oxford: GALA.
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Pickles, T. (2000). Experiential learning… on the web (2016). Retrieved from http://www.reviewing.co.uk/research/experiential.learning.htm
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Posner, G. J. (1992). Analyzing the curriculum. New York: McGraw-Hill.
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Revista MAPO. (2012, February 25). Kurrikuli është kushtetuta e arsimit. Retrieved from http://www.mapo.al/2012/02/kurrikuli-eshte-kushtetuta-e-arsimit
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Richards, C. (Ed.). (1978). Power and the curriculum: Issues in curriculum studies. England: Nafferton Books.
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Schwab, J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association.
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Skehan, P. (1996). Second language acquisition research and task-based learning. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching. Oxford: Heinemann.
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Sparks, R. (2006). Is there a “disability” for learning a foreign language? Journal of Learning Disabilities, 39(6), 544–557.
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Sparks, R., & Ganschow, L. (1993). Identifying and instructing at-risk foreign language learners in college. In D. Benseler (Ed.), The dynamics of language program direction (pp. 173–199). Boston: Heinle & Heinle.
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Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace.
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Zyra për Qeverisje të Mirë/Zyra e Kryeministrit. (2012). Raport vlerësues për fëmijët – Progresi për zbatimin e Strategjisë Kombëtare për të Drejtat e Fëmijëve 2009–2013 (Vol. II). Prishtinë.
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Zhvillimi i shkathtësive të shekullit 21 në të mësuar të gjuhës angleze. (2012). Prishtinë: Basic Education Program.
References
Adams, J. E. (2000). Taking charge of curriculum: Teacher networks and curriculum implementation. New York: Teachers College Press.
Beauchamp, G. A. (1981). Curriculum theory (4th ed.). Itasca, IL: Peacock.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
Ganschow, L., Sparks, R., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(3), 248–258.
Klein, M. F. (1990). Approaches to curriculum theory and practice. In J. T. Sears & J. D. Marshall (Eds.), Teaching and thinking about curriculum (pp. x–x). New York: Teachers College Press, Columbia University.
Korniza e Kurrikulës e Arsimit Parauniversitar të Republikës së Kosovës. (2011). Prishtinë: MAShT.
Korniza Kombëtare e Kualifikimeve e Kosovës. (2011). Zhvillimi i sigurimit të cilësisë, akreditimit dhe zhvillimi i AKK & KKK në Kosovë. EU KOSVET V, Dhjetor.
Kurrikula Bërthamë për klasë parafillore dhe arsimin fillor në Kosovë. (2012). Prishtinë: MAShT.
Mase, J. (1989). Teaching foreign language to students with learning disabilities. In D. L. Knapke (Ed.), Instructional issues for students with learning disabilities: Preparation for education (pp. 8–11). Columbus: Ohio State University.
Marsh, C. J. (2009). Koncepte themelore për ta kuptuar kurrikulumin. Tiranë: CDE.
MAShT. (2012). Udhëzuesi për zbatimin e KKK në fushën gjuhët dhe komunikimi. Prishtinë.
McNeil, J. (1990). Curriculum: A comprehensive introduction (4th ed.). Glenview, IL: Scott Foresman.
Measchow, J., & Royle, D. (2010). EU-SWAP për arsimin: Mbështetje në implementimin e qasjes tërësorektoriale në arsim në Kosovë. Raport.
Nunan, D. (1989). Designing tasks for the communicative language classroom. Cambridge: Cambridge University Press.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. Oxford: GALA.
Pickles, T. (2000). Experiential learning… on the web (2016). Retrieved from http://www.reviewing.co.uk/research/experiential.learning.htm
Posner, G. J. (1992). Analyzing the curriculum. New York: McGraw-Hill.
Revista MAPO. (2012, February 25). Kurrikuli është kushtetuta e arsimit. Retrieved from http://www.mapo.al/2012/02/kurrikuli-eshte-kushtetuta-e-arsimit
Richards, C. (Ed.). (1978). Power and the curriculum: Issues in curriculum studies. England: Nafferton Books.
Schwab, J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association.
Skehan, P. (1996). Second language acquisition research and task-based learning. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching. Oxford: Heinemann.
Sparks, R. (2006). Is there a “disability” for learning a foreign language? Journal of Learning Disabilities, 39(6), 544–557.
Sparks, R., & Ganschow, L. (1993). Identifying and instructing at-risk foreign language learners in college. In D. Benseler (Ed.), The dynamics of language program direction (pp. 173–199). Boston: Heinle & Heinle.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace.
Zyra për Qeverisje të Mirë/Zyra e Kryeministrit. (2012). Raport vlerësues për fëmijët – Progresi për zbatimin e Strategjisë Kombëtare për të Drejtat e Fëmijëve 2009–2013 (Vol. II). Prishtinë.
Zhvillimi i shkathtësive të shekullit 21 në të mësuar të gjuhës angleze. (2012). Prishtinë: Basic Education Program.
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