Foreign Languages

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A COMPARATIVE STUDY OF SOUND ASSIMILATION AND DISSIMILATION IN ALBANIAN AND ENGLISH
(AAB College, 2025-08-26) Blaku, Kada
This thesis investigates the phenomenon of sound assimilation and dissimilation in the Albanian and English languages, examining the phonological features and patterns that underlie these processes. Sound assimilation refers to the process in which sounds become more similar to adjacent sounds, while dissimilation involves a reduction of similarity between sounds in close proximity. Both phenomena play a crucial role in the phonological systems of languages, affecting pronunciation, intelligibility, and language change. The study aims to identify and compare instances of sound assimilation and dissimilation in Albanian and English, focusing on the phonetic, morphological, and syntactic factors that influence these processes. In addition to the phonological comparison, the research also explores sociolinguistic factors that may contribute to variations in assimilation and dissimilation patterns across different dialects and sociolects of both languages. A comprehensive methodology has been employed, including the compilation of a diverse corpus of spoken and written texts from both languages. Through this mixed-methods approach, the thesis seeks to offer a nuanced understanding of sound change and its implications for phonological theory. The findings of the research reveal both similarities and differences in the assimilation and dissimilation processes of Albanian and English. While certain assimilatory patterns, such as regressive and progressive assimilation, are found in both languages, each language exhibits unique features in their occurrence and constraints. The study also highlights the role of sociolinguistic factors, such as regional variation and speech formality, in shaping these phonological processes. This research contributes to the broader field of phonetics and phonology by offering a comparative analysis of two linguistically distinct languages, providing insights into the nature of sound change, and deepening our understanding of the complex relationship between phonetic features and language structure. Furthermore, the findings have practical implications for language teaching, particularly in phonetic training and teaching English pronunciation to Albanian speakers and vice versa.
A SYNTACTIC ANALYSIS OF NOUNS AND NOUN PHRASES IN ENGLISH AND ALBANIAN
(AAB College, 2025-10-02) Ademi, Kastriot
This thesis presents a comprehensive syntactic analysis of nouns and noun phrases in English and Albanian, focusing on a contrastive approach grounded in the bilingual texts of Ismail Kadare’s novel Chronicle in Stone (Kronikë në gur). By examining the syntactic structures and functions of noun phrases within the original Albanian text and its English translation, the study aims to uncover both the shared and divergent grammatical features of these two languages. Drawing upon 26 to 27 authoritative grammatical sources from Albanian and English linguistics, the research includes an extensive theoretical framework, detailed contrastive analysis, and numerous illustrative examples extracted directly from the novel. This work highlights key syntactic differences, explores challenges in translation, and contributes to the broader field of contrastive linguistics and translation studies. The thesis is intended to serve as a valuable resource for linguists, translators, and scholars interested in Albanian-English language comparisons.
AN ANALYSIS OF THE EFL STUDENTS’ USE OF PROGRESSIVE ASPECT OF THE VERBS IN ENGLISH - CASE STUDY OF INTERNATIONAL MAARIF SCHOOLS OF KOSOVA
(AAB College, 2025-08-26) Haskuka, Blerina
This study looks at how English as a Foreign Language (EFL) students at the International Maarif Schools of Kosova use the progressive aspect of verbs. Because of its intricacy and distinctions from verb structures in other languages, the progressive aspect, a crucial component of English grammar, frequently poses difficulties for EFL learners. This study used student and teacher questionnaires, classroom observations, and grammar exercises to explore the use of the progressive aspect. It assessed student familiarity, difficulties, and instructional preferences, while examining teaching methods and challenges. Observations and targeted exercises—drills and task-based tasks—provided real-time insights into classroom practices and students’ ability to apply the progressive tense. The results show that students struggle with subtle applications, including conveying transient acts or highlighting continuous states, even while they show a fundamental knowledge of the progressive element in routine contexts. To improve students' grasp of this component, pedagogical implications recommend using communicative exercises and contextualized grammar training. Teachers, curriculum designers, and language learners can all benefit from this study's insights into verb aspect acquisition in EFL contexts.
AN INVESTIGATION INTO THE MOTIVATIONAL FACTORS INFLUENCING ENGLISH AS A FOREIGN LANGUAGE ACQUISITION AMONG HIGH SCHOOL STUDENTS IN MALISHEVË
(AAB College, 2025-11-24) Krasniqi, Blinerë
This study examines the motivational factors influencing students’ learning of English as a Foreign Language (EFL). Grounded in Gardner (1985) socio-educational model, it explores whether students are more strongly driven by instrumental motivation—pursuing English for academic and career advancement—or by integrative motivation—reflecting an appreciation for English-speaking cultures and global communication. A mixed-method approach is employed, combining quantitative data from questionnaires completed by 100 students with qualitative data based on semi-structured interviews with four English teachers. The findings reveal that instrumental motivation is the dominant type, as most participants associate English proficiency with improved educational and career opportunities. Nevertheless, many students also demonstrate integrative motivation through engagement with English-language media and intercultural communication. Parental encouragement, teacher enthusiasm, and a supportive learning environment emerge as key factors influencing motivation. The study contributes to a broader understanding of EFL motivation and offers pedagogical recommendations for enhancing English language teaching and learning in secondary schools.
Analysis of the English loanwords used in political debates during the elections 2025 in Kosovo
(AAB College, 2025-11-24) Morina, Diellza
Based on the known fact that the English loanwords are being used everyday more and more is one of the most challenging processes that we face today. So, in this research I attempted to explain more broadly which are some of the loanwords used in public political debates during the elections of February 2025 in Kosovo. Borrowing is a very early linguistic phenomenon, almost since the existence of a language concerning other languages. The increasing influence of the English language on the Albanian language is an example of linguistic changes as a result of contacts between countries. I have attempted to shed some light on the factors, situations that are efecting this whole process in Kosovo.
BILINGUALISM IN EARLY CHILDHOOD AGE 4-5 KINDERGARTEN QERSHIA - MITROVICE
(AAB College, 2025-08-26) Latifi Shala, Shpresa
This study investigates the development of language skills in bilingual children aged 4-5 within a multilingual kindergarten setting. The research focuses on how these children utilize two languages, the cognitive benefits of bilingualism, and the role of code-switching, the practice of alternating between languages in their communication. As the number of children growing up in bilingual environments continues to rise, understanding the impact of bilingualism on early language development becomes increasingly important. The study was conducted at the kindergarten "Kopshti Qershia," where six bilingual children from Albanian, Bosnian, and Turkish backgrounds were observed over a week. The researcher documented how the children used their languages in various contexts, particularly during classroom activities, and analyzed the patterns and purposes of their code-switching. The findings revealed that code-switching follows specific patterns, such as switching languages between sentences rather than mixing words randomly. This indicates that bilingual children are developing an understanding of the grammatical structures of both languages, even at a young age. The study also found that code-switching is not a sign of confusion but a strategic tool that aids communication and demonstrates cognitive flexibility. For example, children used code-switching to fill vocabulary gaps, emphasize points, or adapt to the linguistic preferences of their peers and teachers. These behaviors highlight the problem-solving and social skills that bilingual children develop through their use of multiple languages. Additionally, the study addressed the common concern that bilingual children may have smaller vocabularies in each language compared to monolingual peers. While this may be true initially, the combined vocabulary across both languages is often equal to or greater than that of monolingual children. This suggests that bilingual children are not at a linguistic disadvantage but instead possess a rich and diverse linguistic repertoire. The cognitive benefits of bilingualism were also evident in the children’s ability to switch between languages seamlessly and adapt to different linguistic contexts. These skills are linked to enhanced executive functioning, including improved problem-solving, multitasking, and mental flexibility. Furthermore, the social benefits of bilingualism were observed in the children’s ability to communicate with peers from diverse linguistic backgrounds, fostering inclusivity and cultural awareness. In conclusion, this study highlights the significant cognitive, social, and linguistic advantages of bilingualism in early childhood. Code-switching is a natural and beneficial aspect of language development, reflecting children’s ability to navigate multiple languages effectively. Educators and caregivers should recognize the value of bilingualism and support children by encouraging the use of both languages in educational and social settings. By doing so, they can help bilingual children harness the full potential of their linguistic abilities and thrive in a multilingual world.
CODE-SWITCHING BETWEEN ALBANIAN AND ENGLISH IN KOSOVAR YOUTH: A CASE STUDY IN PRISHTINA
(AAB College, 2025-10-02) Gruda, Blerona
This thesis investigates the phenomenon of code-switching between Albanian and English among Kosovar youth, focusing on how, when, and why this linguistic practice occurs in everyday communication. As English continues to gain prominence in Kosovo, through education, media, online culture, and international work environments, young people are increasingly blending English expressions into their Albanian speech. What was once considered marked or unusual is now a routine part of how many young Kosovars express themselves. To explore this topic, a mixed-methods approach was used, combining quantitative data from a survey questionnaire with qualitative insights from semi-structured interviews and naturalistic observations. The study involved 52 participants aged 18–28 and included additional perspectives from individuals over 40 to provide generational contrast. Data were collected in various settings, including coffee shops and workplaces in Prishtina, where spontaneous code-switching was frequently observed. Findings revealed that code-switching is most commonly used with peers, in informal settings, and is often driven by habit, emotional expression, or a lack of suitable Albanian equivalents, particularly for modern, digital, or academic concepts. Many participants reported feeling neutral or positive about mixing languages, viewing it as a natural and practical aspect of communication. The data also supported theoretical frameworks such as Myers-Scotton’s Matrix Language Frame (MLF) model, which explains how one language provides the grammatical structure (in this case, often Albanian), while the other supplies inserted content words (commonly English). This study concludes that code-switching among Kosovar youth is not a sign of linguistic deterioration but rather a reflection of their bilingual competence, global exposure, and evolving identity. As such, it offers valuable insight into how language adapts to changing cultural and social realities in a digitally connected world.
DIFICULTIES REGARDING THE TRANSLATION OF LEGAL TERMINOLOGY FROM ENGLISH INTO ALBANIAN AND VICE VERSA
(AAB College, 2025-08-26) Asllani, Adelaida
This study aims to figure out what is the translation of legal terminology from English to Albanian and vice-versa. The exploration of the way Legal texts constitute an important part of translation into both languages. Legal terminology will be analyzed which are the problems and attitudes during translation and which are the tools used for translating legal terminology from English –Albanian and vice-versa. The most influential period for the translation of the English language into Albanian in Kosovo likely started after the Kosovo War in 1999.During this time, the presence of international organization such as NATO, OSCE, UN and many NGOs brought increased exposure to English. Additionally, the post-war reconstruction and need for communication with international entities emphasized the importance of English. This period saw a surge in translation efforts, educational programs, and media in English, which significantly influenced the linguistic landscape in Kosovo. Translations of legal texts in our country have increased since the latter's attempts. Therefore, the request for translation of legal documents, such as provisions or court decision has increased. Regardless of institutional efforts to draft a glossary of legislation with the cooperation of professionals led by the OSCE (Organization for Security and Cooperation), as well as some attempt made in compiling Albanian-English legal dictionaries, there are no genuine publications in the Albanian language that handle the problems of translation in this field. Since technical legal language is a practical or institutional language, it is characterized by a high percentage of technical terms as well as a standardized sentence structure. Legal language is characterized by accuracy and clarity.
Error Analysis of EFL Pupils Using Collocations in English: The Case of 'Make' and 'Do' at the European School of Kosova
(AAB College, 2025-08-26) Karaxhija, Venera
This study looks into a common challenge faced by Albanian-speaking high school students: knowing when to use “make” and when to use “do” in English. Expressions like “make a mistake” or “do homework” might seem simple, but for many learners, especially those whose first language is Albanian, they can be surprisingly tricky. That’s because both verbs are usually translated as “bëj” in Albanian, which causes students to rely on direct translation and often leads to consistent mistakes in both speaking and writing. The research was carried out at the European School of Kosova and involved students from Grades 10, 11, and 12 with different levels of English proficiency, as well as English teachers. Using a mix of methods—including a diagnostic test, student questionnaires, teacher interviews, and classroom observations—the study aimed to understand what kinds of mistakes students make, how these vary by age and skill level, and what role their native language plays in this confusion. Results showed that younger or less proficient students often make errors like “do a mistake” or “make my homework,” while more advanced students perform better but still slip up on more complex expressions. Teachers noted that tools like visual aids, role-plays, real-life examples, and peer feedback helped students improve. However, a lack of English exposure outside the classroom remains a barrier for many. The study highlights how important it is to teach collocations clearly and in context, not just through vocabulary lists or grammar rules. With the right support, students can move past language transfer issues and gain more confidence and fluency in English. These findings are especially useful for teachers and educators working in similar language learning environments.
Evaluating the Role of Homework Assessment in the EFL Classroom: A Case Study
(AAB College, 2025-11-24) Bardhi Hasi, Edona
This study investigates the role of homework assessment in enhancing language proficiency and student motivation in English as a Foreign Language (EFL) classroom. Conducted as a case study at Halil Bajraktari Elementary School in Kosovo, the research explores how homework is used as an assessment tool, the perceptions of students and teachers regarding its effectiveness, its impact on motivation and language performance, and the challenges faced in its implementation. Data were collected through student surveys, the teacher interview, classroom observations, and document analysis to triangulate findings. The results indicate that homework, when aligned with curriculum objectives and supported by clear, constructive feedback, serves as an effective tool for reinforcing learning, monitoring progress, and identifying areas for improvement. Both students and the teacher perceived homework assessment as valuable, noting its role in fostering motivation and supporting skill development. However, challenges such as the time-intensive nature of providing individualized feedback and the need to differentiate tasks across proficiency levels were identified. The study concludes that effective homework assessment practices can significantly contribute to language development and learner motivation in EFL contexts when implemented thoughtfully and supported by actionable feedback.
Exploring the Integration of AI Tools in Classroom Practices: A Study on Teachers’ Usage in the school “The British School of Kosovo”
(AAB College, 2025-11-24) Hoti, Etritë
This master thesis explores the integration of Artificial Intelligence (AI) tools in classroom practices within the The British School of Kosovo, focusing on how teachers and students perceive and utilize these tools. Using a mixed method approach, the study combines students’ questionnaires (n=40), teacher interviews (n=21), and classroom observations (n=4) to provide a multifaceted view of AI’s impact on teaching and learning. The findings show that students, mostly fifth graders, demonstrate higher confidence and engagement with Ai tools compared to fourth graders. AI tools such as ChatGPT, Kahoot, Quizlet and Canva AI were the most widely used AI tools which teachers used for lesson planning, assessment, creativity and student participation. Teachers consistently described AI as time saving and an innovative tool though they also emphasized the challenges AI came with mostly related to infrastructure, subscription fees, ethical concerns etc. Observations further confirmed that AI driven lessons increased student engagement and collaboration. Both teachers and students acknowledged the need for guidance and training all to ensure appropriate and balanced AI usage. The discussion situates these findings within current literature, highlighting that successful AI integration depends quite heavily on teacher participation, professional development and institutional support. The study concludes that AI holds significant promise in enhancing pedagogy, but its effectiveness relies on thoughtful application rather than substituting human teaching. Recommendations include improved infrastructure, formal teacher training in AI literacy, and a balanced approach between teachers and AI.. By combining student, teacher and observational perspectives, this thesis contributes practical insights into AI’s role in K-5 education and provides a foundation for future research.
Exploring the Role of Technology in Enhancing English Language Learning: A Focus on Homework Assignments Case Study (‘Abdyl Frashëri’ and ‘Lekë Dukagjini’ Lower Secondary Schools in Prizren)
(AAB College, 2025-11-24) Shukaj, Drenushe
The use of technology in education has been a widely discussed topic for many years. Its potential benefits in the education sector are significant. The integration of technology into education has provided English language learners with several advantages. These include increasing student engagement, offering access to a variety of teaching resources, and promoting collaborative learning (Wilson, S.W., 2021). One of the most important aspects of learning English is homework, where technology provides teachers with more advanced opportunities to boost students' motivation, giving them a reasonable time to engage with homework (Anderson, T., 2021). Kosovo, like many other countries around the world, has shown increasing interest in exploring the potential of technology in education. The Ministry of Education, Science, and Technology of Kosovo has launched several initiatives to support the integration of technology into schools. However, integration of technology into education also presents some challenges. One of the main challenges is to ensure that all students have equal access to technology, especially in places like Kosovo, where there may be inequality in access to technology between urban and rural areas or between public and private schools. Another challenge is to ensure that teachers have the skills and support needed to effectively integrate classroom technology. The integration of technology into education has also sparked a debate, with concerns about its possible adverse effects on student learning outcomes, such as attention extension and critical thinking skills, increasing time in front of the screen and cyber harassment. By accepting these challenges and debates, it is important to recognize the possible benefits that technology can bring to the education sector. The purpose of this study is to explore the role of technology in the process of teaching and learning English with a focus on homework in lower secondary schools: “Abdyl Frashëri” and “Lekë Dukagjini” in Prizren. The study aims to highlight teachers' and students' views on the possible benefits and challenges of integration and technology in learning English, with a focus on homework.
Generational Shifts in Language Attitudes: A Study of English Use Among Young vs. Older Adults in Prishtina
(AAB College, 2025-08-26) Muharremi, Dea
“Hate Speech Against Women in Power: A Discourse Analysis of Social Media Comments and the use of English in the News of Telegrafi, Kallxo and Blic”
(AAB College, 2025-08-26) Pavataj, Vesa
This thesis explores gender-based online hate speech directed at women in positions of power in Kosovo, focusing on public comments under Facebook posts by three major news outlets: Telegrafi, Kallxo, and Blic. Drawing on Feminist Discourse Analysis (FDA), Critical Discourse Analysis (CDA), intersectionality, and sociolinguistic theory, the study analyzes over 700 comments to reveal how language is used to delegitimize and attack women leaders. The findings demonstrate that hate speech is not limited to overt insults but includes subtle discursive strategies that reinforce patriarchal norms, including personal attacks on appearance, intelligence, and family, as well as the strategic use of English to amplify and distance offensive content. Approximately 25.5% of the comments were explicitly derogatory, reflecting widespread digital misogyny. These verbal attacks are not merely personal expressions, but systemic practices embedded in broader social and cultural structures. The study underscores the urgent need for educational, institutional, and technological interventions to challenge and reduce gender-based digital violence in Kosovo and beyond.
PERSISTENT SERBIAN BORROWINGS UTILIZED IN ALBANIAN LANGUAGE IN KOSOVO: THE ROLE OF ENGLISH IN SHAPING LINGUISTIC PRACTICES
(AAB College, 2025-10-02) Kuqi, Grese
Throughout this thesis is explored the persistent presence of Serbian borrowings in the Albanian language as spoken in Kosovo, with a particular focus on how English has gradually influenced and reshaped linguistic practices in recent decades. Despite the fact that Kosovo has been in continuous conflict with Serbia (1998-1999) it has still reached the point where English started to be utilized in Kosovo no matter the low development it has been through. Drawing from qualitative methodologies, including naturalistic observation, structured interviews, and personal experiences within educational and familial environments, the study investigates generational differences in language use and the sociopolitical factors underlying these shifts. The results of the findings reveal that Serbian borrowings remain deeply rooted among older generations, often unconsciously embedded in everyday vocabulary, particularly in rural or domestic contexts where indexicality is more shown. However, younger generations, shaped by post-war globalization, education reforms, and the widespread influence of technology, increasingly adopt English terms, sometimes even in adapted Albanian forms. This linguistic evolution is not merely practical but symbolic, reflecting a broader societal transition from historical trauma and cultural imposition toward modernization and global integration. The research concludes that while Serbian influences are fading, especially among youth, they still serve as markers of identity and history. In contrast, English has emerged as a tool of progress, offering access to opportunity, international discourse, and a new linguistic identity for contemporary Kosovo, being involved in education system as well, it is a good source to use as a career maker and integration in society.
SYNTACTIC WORD ORDER: A COMPARATIVE STUDY OF ENGLISH AND ALBANIAN
(AAB College, 2025-08-26) Arifaj Retkoceri, Ardije
This study investigates syntactic word order in English and Albanian, with a particular focus on how it interacts with information packaging mechanisms such as topic and focus. Drawing primarily on The Cambridge Grammar of the English Language (Huddleston & Pullum, 2002), especially Chapter 16 on Information Packaging, the paper addresses four key comparative questions: differences in canonical and marked word order in declarative sentences, the role of word order in encoding sentence focus and topicality, and the syntactic realization of agreement. The findings reveal that English maintains a relatively fixed SVO order, closely tied to grammatical function, while Albanian allows for more flexible reordering due to its rich inflectional morphology. This flexibility in Albanian supports greater syntactic freedom for expressing discourse-related functions. The analysis highlights fundamental typological contrasts between the two languages and emphasizes the role of word order in shaping syntactic and pragmatic interpretation.
Technology Integration in EFL Teaching: Case Study of Two Schools in the Municipality of Prishtina “The British School of Kosova” and Primary School “Hasan Prishtina”
(AAB College, 2025-08-26) Morina, Yllza
This research investigates the benefits of integrating technology, specifically apps and platforms, into the teaching of English as a Foreign Language (EFL). The study highlights how technological tools can enhance language learning by offering interactive, engaging, and adaptive resources that cater to diverse learning styles. By incorporating multimedia resources, online platforms, and language learning applications, educators can design dynamic lessons that foster student engagement and motivation. Furthermore, technology facilitates real-time communication and collaboration, breaking down geographical barriers and exposing learners to authentic language use. The research also examines how technology’s adaptive nature supports personalized learning experiences, addressing individual proficiency levels and needs. Conducted in two schools—British School of Kosova and Primary School “Hasan Prishtina”, both located in Prishtina—the study aims to assess the effectiveness of these technological tools in improving EFL comprehension. As a new teacher, the research provides valuable insights into how technology can enhance language instruction and equips learners with essential digital literacy skills for success in a globalized world.
THE KEY ISSUES WITH APPLICATION OF SDL TRADOS STUDIO IN TRANSLATION AGENCIES IN KOSOVO
(AAB College, 2025-11-24) Gecaj, Violeta
The Computer-Assisted Translation (CAT) tools rapid integration in the translation processes has reshaped the translation industry, yet their adoption in smaller markets remains underexplored. This study examines the key issues in adopting SDl Trados Studio within Translation Agencies in Kosovo, where technological infrastructure, linguistic complexity and limited training create barriers to effective use. The aim of this study is to analyze advantages and limitations of SDL Trados Studio in a local context by examining how translators and agencies perceive its contribution to efficiency, terminology management and translation quality. A mixed-method comparative approach was applied by combining surveys of English-Albanian translators, semi-structured interview with agency managers and a comparative translation quality assessment. The test compared translation produced with SDL Trados and ChatGPT and evaluated through the Multidimensional Quality Metrics (MQM) framework. The results of this study indicate that while SDL Trados increases consistency and terminology management, translators face challenges related to training gaps, installation difficulties and software crashes. Although SDl Trados provides support for Albanian language still post-editing remains necessary. Comparative analysis showed that SDL Trados provided fewer errors than ChatGPT, but Trados had more critical errors whereas ChatGPT produced more frequent but less severe issues. The study infers that effective integration of SDL Trados Studio in Kosovo requires targeted training, improved institutional support and adaptation to local linguistic needs. The results provide practical recommendations for translation agencies in Kosovo and similar markets, while also contributing to the global debate on optimizing CAT tools for diverse professional environments.
THE TEACHER’S PEDAGOGICAL ROLE IN THE EFL TEACHING AND LEARNING PROCESS. CASE STUDY ‘‘AHMET HOXHA’’ ELEMENTARY SCHOOL IN FERIZAJ
(AAB College, 2025-11-24) Buçinca, Ardoneta
This research investigates the pedagogical role of teachers in the process of teaching and learning English as a Foreign Language (EFL), focusing on a case study at “Ahmet Hoxha” Elementary School in Ferizaj. The study aims to explore how teacher practices influence student engagement, motivation, and academic performance. Through qualitative methods, including classroom observations, teacher interviews, and student questionnaires, the research identifies key pedagogical strategies that support an effective learning environment. Findings suggest that student-centered approaches, clear communication, and the teacher’s ability to foster a positive classroom climate play a critical role in enhancing the EFL learning experience. The study concludes by emphasizing the importance of continuous professional development for teachers in order to apply dynamic and inclusive pedagogical methods that respond to students’ diverse needs and promote meaningful language acquisition.
THE TRANSLATION STRATEGIES OF IDIOMS IN THE PHRASEOLOGICAL DICTIONARY OF ILO STEFANLLARI FROM ENGLISH INTO ALBANIAN
(AAB College, 2025-10-02) Berisha, Vlera
The aim of this study is to examine the methods used in Ilo Stefanllari’s Phraseological Dictionary to translate idioms from English into Albanian. The study focuses on how the translator preserves the figurative meaning, emotional tone and cultural naturalness of the target language, because idioms are complex and often cultural. A corpus of 150 selected idioms, categorized according to thematic categories such as body, animals, nature, food and colors, served as the basis for the analysis. The results show that when equivalence is present, idiomatic translation – or idiom for idiom – is the most used technique when it is not, paraphrase or cultural adaptation are used. To preserve the essential meaning, Stefanllari usually chooses to explain or translate idioms that contain specific aspects of English culture in a haphazard manner. According to the study, interpreting idioms requires the translator to be flexible, sensitive to cultural differences, and imaginative. Stefanllari is an excellent illustration of how this task can be performed well