ZBATIMI I KONSTRUKTIVIZMIT NË MËSIMIN E GJUHËS ANGLEZE NË SHKOLLAT E KOSOVËS

Abstract

This dissertation deals with the issue of implementation of constructivism in the teaching and learning of English language in Kosovo schools. For this purpose, the author carried out a desk research and a quantitative and qualitative research and analysis. The research aimed at determining the level of application of these approaches in Kosovo schools, as well as to look into the successes, but also challenges, faced by schools, teachers and education authorities in applying new approaches. The research found a uniform approach in implementing constructivism in Kosovo schools regardless of the teachers’ age, qualification, and professional development or the school area or level of education provided by schools. This situation was explained by the fact that teachers almost exclusively and uncritically rely on school texbooks in their work with students. This goes as far as them identifying school textbooks with the national curriculum for English language. Besides, the research also found a large degree of improvization in teaching and learning of English in Kosovo schools, with minimum preparation, planning and efforts in delivery of classes. At the same time, however, there is a trend of increased awareness among school managment and university teachers of education on the need to improve the situation in this regard. Deeper causes for this state of affairs seem to rest in the broader educational context and a work culture (that can best be explained by Bourdieu’s concept of Habitus) built in the last three decades of operation in the education system in Kosovo. These have had an impact in the behaviour of the English language teachers and in the way they were treated by the school managment. Clearly, the solution is in a deeper reform of the school environment, including school textbooks and staff, primarily starting with the teachers. Obviously, this does not appear as an easy undertaking, in particular having in mind that a paradigm has been established the actual needs and state of affairs in Kosovo education.