Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/110386
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Type: Thesis
Title: 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
Author: Kuci, Irma
Issue Date: 2013
School/Discipline: School of Humanities : Linguistics
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.
Advisor: Mickan, Peter Frank
Dissertation Note: Thesis (M.Arts) -- University of Adelaide, School of Humanities : Applied Linguistics, 2013
Keywords: coursework
curriculum renewal
english language teaching
Albania
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
DOI: 10.4225/55/5a680c548cea2
Appears in Collections:School of Humanities

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