Teaching English Language In Elementary Education In The Albanian Context, Korça Region; The Syllabuses And Their Conformity To The Common European Framework Levels Of Linguistic Skills for Assessment

Abstract

The overall aim of this study is designed to explore various possibilities how the Albanian syllabuses are in conformity to Common European reference levels of linguistic proficiency. This study relies on qualitative and quantitative data through surveys, questionnaires and data analysis, held with Albanian English teachers and learners in the Albanian context.It is outlined the scope of syllabus design and its relation to the broader field of curriculum development. The primary focus of the study is the reform of curricula in the country of Albania. It provides information about what actually goes on between teachers and learners in pedagogical and linguistic interactional terms and how the designed syllabuses can be adopted to their needs and to the learners’ outcomes.This article reports on the use of a second language classroom observation instruments in the syllabuses of elementary education and in particular to the objectives of the language skills. It is an observation which has been developed for analyzing learners’ common reference levels, based on the 4 skills. It provides data for learners’ language competencies, as they provide objective, quantifiable data and are obtained insights on what is actually happening in English language classrooms in the Albanian context. This survey is held in different kinds of schools in the city and villages of Korça. The survey research investigates what should learners actually know and what is their actual situation, how these linguistic skills are applied during the English classes in Korça and whether the standards set by CEFR are met.

DOI: 10.5901/jesr.2013.v3n7p59