Curriculum renewal in English language teaching and learning in Albania: an exploration of the language learning pedagogy underpinning the teaching and learning of English in elementary schools in Albania
Files
(Library staff access only)
(Library staff access only)
Date
2013
Authors
Kuci, Irma
Editors
Advisors
Mickan, Peter Frank
Journal Title
Journal ISSN
Volume Title
Type:
Thesis
Citation
Statement of Responsibility
Conference Name
Abstract
Amidst calls for foreign language curriculum renewal in Albania aligning with the Common
European Framework outcome of communicative fluency, this study seeks to understand the
existing English language teaching and learning pedagogy in Albanian elementary schools. This
is achieved by analysing the pedagogic purpose and function of a unit in the textbook syllabus
used in English language classrooms in elementary schools in Albania. Further to this the
practice of teaching English through media, common in English language programs in Albanian
elementary schools, is analysed in order to understand the pedagogic purpose and function of
this practice in English language programs. From the results of this twofold investigation, a
justification for the recommendation for the text‐based approach to language learning,
theorised through a social semiotic view of language and language and learning (Halliday,
1975, 1978, 1993) is made for consideration in foreign language curriculum renewal initiatives
in Albania. The text‐based approach is recommended because it provides a theorised pedagogy
conducive to achieving The Common European Framework foreign language learning outcome
of communicative language competence and provides a theorised approach which could
underpin the existing practice of teaching through media.
School/Discipline
School of Humanities : Linguistics
Dissertation Note
Thesis (M.Arts) -- University of Adelaide, School of Humanities : Applied Linguistics, 2013
Provenance
This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals