Exploring Language Learning Dynamics within Albanian Educational Contexts

Exploring Language Learning Dynamics within Albanian Educational Contexts: A Comprehensive Review Your Name Subject and Section Professor’s Name February 25, 2024 Abstract This study provides a comprehensive review of the evolving landscape of language learning in Albania, not only through analysis of its current traditional methods, but also towards its shift towards communicative, inclusive, and technologically integrated teaching methods. Accordingly, the author of the study conducted an analysis regarding its current global educational trends, such as approaches that prioritize real-world language application, learner autonomy, and the integration of digital resources, while valuing the incorporation of students' linguistic and cultural backgrounds into the curriculum. Verily, the author's findings suggest an interesting reality characterized by a paradigm shift on the one hand, and a form of resistance towards change in the other. However, despite its contributions and evidence-based analysis, the study acknowledges limitations due to its reliance on existing literature and potential biases towards positive outcomes. Thus, the conclusion of the study is twofold. On the one hand, it calls for further empirical research, comparative studies, and exploration of learner perspectives to refine and advance language education in Albania. Perhaps one that utilizes a nationwide study from various stakeholders. On the other hand, this research underscores the necessity of embracing linguistic and cultural diversity and digital innovation to enhance language learning in the face of global changes. Keywords language learning, Albanian education, educational dynamics, methodology, linguistic outcomes, pedagogical strategies Chapter I Introduction Throughout the years, language learning has been a focal point of educational research, reflecting its critical role in global communication, cultural exchange, and individual cognitive development. However, contrary to popular belief, language learning is more dynamic and critical, especially when applied in the global context. Specifically, the dynamics of language learning have evolved significantly, influenced by technological advancements, globalization, and shifts in pedagogical theories. These days, language learning has incorporated various innovative methodologies, tools, and approaches to language education, emphasizing the importance of adaptability and cultural relevance in teaching practices. In line with this, this paper will focus on the Albanian educational context as it presents a unique case for examination. As apparent from previous studies done on the subject matter, Albania has always been an exciting point due to its rich linguistic heritage and strategic geographical location; it stands at the crossroads of East and West, where the influences of different cultures and languages converge, shaping its educational landscape. Background and Rationale More specifically, the author of this paper has chosen this geographical location to study its language learning dynamics because of several factors. Firstly, Albania has become a “potential EU member candidate” ever since 2014. By following the trajectories of countries that came before it, the country’s continued push towards its integration into the European Union and the global economy necessitates the need for proficiency in multiple languages. According to Brennan and Gassie (2009), this necessitates understanding how languages are taught, learned, and acquired within Albanian schools and universities. Secondly, the unique linguistic environment of Albania, characterized by the coexistence of the Albanian language with several minority languages and the increasing importance of English and other foreign languages, offers a rich ground for exploring language learning processes. Given its geographical location, historical reports would show that the country has been the site of various immigration and emigration patterns, not only within the country but also from neighboring Asian and European nations. Thus, understanding these dynamics can provide insights into effective language teaching strategies that could be applied both within and beyond the Albanian context. Objectives In line with the unique and exciting nature of the Albanian context, the primary objective of this study is to explore the dynamics of language learning within Albanian educational contexts. More specifically, this paper will navigate through the previous studies on the subject matter to help identify the methodologies and strategies that are most effective in this specific setting, understand the challenges faced by learners and educators, and highlight the opportunities for enhancing language learning outcomes. By doing so, it is the author's belief that such a study could contribute to the broader field of language education research, offering valuable perspectives on adapting language learning theories and practices to fit the unique needs of learners in a rapidly evolving socio-linguistic and socio-political context like Albania. Organization To achieve the main objectives of this paper, the following sections are organized as follows. First, Chapter 2 will present a comprehensive literature review, discussing global trends in language learning and their relevance to the Albanian context. Given the author’s desire to tangentially determine the effects of its move towards European integration, the review would be done top-down. This section also identifies gaps in the existing literature, setting the stage for the current study. Subsequently, Chapter 3 describes the methodology and methods employed in this research, detailing the research design, participant selection, data collection, and analysis procedures. Given time and resource constraints, the study method is a systematic review. Nonetheless, the richness of the available literature on the matter means that such a study can provide a comprehensive and in-depth analysis of the realities in the country. Chapter 4 presents the study's findings, linking these results back to the research questions. These findings will be based on the comprehensive literature review done in Chapter 3. Chapter 5 discusses the significance of these findings, drawing connections to the literature reviewed earlier and exploring their implications for language learning theory and practice. To present a better approach, the author would aim to provide professional insights based on personal experience in the field of language learning. Chapter 6 offers recommendations for educators, policymakers, and future research based on the insights gained from this study. Finally, Section 7 concludes the paper, summarizing the main findings, their implications, and the study's limitations. Overall, the main aim of this paper is to offer a unique and relevant insight into the understanding of the dynamics of language learning within the Albanian educational context, especially into effective language education practices. Note, however, that the context of language learning in the subsequent sections would focus on actual and intentional language learning and not language learning through personal consumption of digital and social media, even though this ' consumption for entertainment' has a significant effect on one's learning process (Yu et al., 2019). Nonetheless, by examining these dynamics in-depth, this study aims to enhance language learning outcomes for Albanian learners, thereby supporting their academic success and future opportunities in an increasingly multilingual world. Chapter II Literature Review Language learning has been one of the fields that have improved and become more accessible due to the presence of technological advancements, sociocultural shifts, and pedagogical innovations. Accordingly, the Albanian language is not an exception, as the internet, digital media, and other devices have helped increase the ease of access to language learning capacities. The subsequent sections of this literature review delve into the global trends in language learning, their manifestation within the Albanian educational context, and the specific methodologies, outcomes, and strategies pertinent to language education in Albania. Furthermore, it identifies existing literature gaps, underscoring the present study's contribution. Global Trends in Language Learning As of early 2024 several studies have shown that language learning has undergone transformative shifts in recent years, with a significant move towards methodologies prioritizing communicative competence, interactivity, and integrating cultural awareness into the curriculum (Khasawneh et al., 2023). However, contrary to popular belief, it must be noted that this patter have already been present in other countries such as the United States (Corbett, 2022) and the United Kingdom (Pham, 2021), as early as the start of 2000s. Accordingly, the main purpose of this section is to critically examine recent trends in language learning, focusing on adopting communicative and interactive approaches, task-based learning, integrating technology, and multilingual education models. As the author of this would illustrate in the succeeding sections, a critical analysis of contemporary literature will highlight the impact of these trends within the Albanian educational context and evaluate their effectiveness in fostering linguistic and cultural proficiency. Communicative and Interactive Approaches One of the most dominant paradigms in language teaching is Communicative Language Teaching (CLT). According to Richards and Rodgers (2019), CLT has advocated for using language as a medium of communication in real-life scenarios rather than mere linguistic accuracy, which presents a relatively new mode of teaching and learning process for students. Compared to the traditional approach in language instructions, this approach underscores the importance of interaction, negotiation of meaning, and the use of language for authentic communicative purposes. Verily, this idea is based on the firm belief that by applying language learning in a 'real-life' or 'close to real-life' scenario, understanding, comprehension, and retention would be much higher. However, although CLT has been widely embraced globally, its implementation in Albania faces challenges due to traditional pedagogies prioritizing grammar and rote memorization (Xhaferi & Xhaferi, 2021). It is worth noting that Albania, similar to other countries, has yet to move away from traditional grammar studies and rote memorization systems. This poses another issue since 'conversational' fluency in a second language is more focused on understanding and clarity, especially when its purpose is to communicate with multi-national and multicultural teams (Ramanarayanan, 2020). In other words, this shows that juxtaposing global adoption against local resistance would highlight a critical gap in the pedagogical transformation within the Albanian educational system. Task-Based Learning Aside from using CLT in various multi-modal contexts, another technique that has gained traction in the past few years is using Task-based Learning (TBL). Simply said, TBL is another innovative approach that has gained traction, focusing on completing meaningful tasks using the target language. As according to Ellis (2018), this method promotes language acquisition in a functional context, encouraging learners to apply linguistic and cognitive skills to accomplish specific objectives. However, it must be noted that there is still a debate regarding the effectiveness of TBL, especially in non-native English-speaking countries. In one study by Cevallos Yandún (2022), it was found that despite the effectiveness of the said approach, such learning could become passive, especially when a strategic approach does not guide the educators. Applying this context, empirical studies on the efficacy of TBL in Albania are scarce, suggesting a need for further research to explore its potential benefits and limitations in enhancing language proficiency among Albanian learners. Technological Integration As mentioned earlier, one of the exciting developments in the recent century is the integration of technology in language learning. These changes have revolutionized educational practices, offering unprecedented opportunities for interactive and personalized learning experiences. Digital platforms, online resources, and language learning apps have become indispensable tools, providing learners access to a wealth of materials and real-time communication with native speakers (Godwin-Jones, 2020). For instance, a study by Hernadijaya (2020) found that 'language learning apps' (particularly Duolingo) have effectively taught English skills, even when applied only within the classroom setting. Her study has also shown significant improvements in learning English between pre-test and post-test results. Another factor that ushered in the increased use of these technological applications (or language learning software) was the quarantine brought about by the COVID-19 Pandemic. According to Xhelili et al. (2021), the COVID-19 Pandemic has brought about an increase, not only in online learning but also in the use of online learning software (online pedagogies) due to the abrupt shift to online and blended learning environments necessitated the adoption of effective technological solutions. In addition to this, this transition has exposed both opportunities for innovation and challenges in ensuring equitable access to digital resources, highlighting the digital divide as a critical issue to be addressed (Kelmendi, 2022). Utilizing Multilingual Education Models As mentioned in the previous sections, the global trend toward multilingual education models reflects a growing recognition of the value of linguistic diversity and its contribution to cognitive development, cultural empathy, and global citizenship (Baker, 2021). This includes learning pedagogies and techniques CLT and TBL, as well as online and digital language learning platforms. From the discussions above, it becomes apparent that these models advocate for the inclusion of multiple languages in the curriculum, fostering an environment where linguistic diversity is celebrated and leveraged as a resource. Going back to the context of Albanian language learning education, the promotion of multilingualism aligns with the country's efforts to integrate into the European Union and the broader global community. However, as will be shown later, utilizing specific teaching methods is only one part of the whole learning strategy. Thus, the next section will focus on the Albanian learning context and how implementing multilingual education models requires a comprehensive strategy encompassing curriculum development, teacher training, and policy support (Duarte & Meij, 2018). Language Education in Albania: Methodologies, Outcomes, and Pedagogical Strategies As mentioned before, the landscape of language education in Albania, marked by its methodologies, outcomes, and pedagogical strategies, reveals a complex interplay between tradition and innovation. Accordingly, as some of the general concepts have already been explained in the previous section, this subsequent section expands the review of the subject matter and incorporates insights from recent studies, providing a more appropriate and relevant understanding of the current state and future directions of language learning in Albania. The Role of Home Languages and Cultural Identity One of the things that should have been mentioned in the overview of the language learning techniques and pedagogies above was the importance of integrating home languages into language education. However, this is a less-known and less-used notion in teaching language. As early as 1997, studies such as those done by Norton (1997) have shown the importance of considering learner's original socio-linguistic and sociocultural identity in teaching a second language rather than just forcing them to memorize grammatical and structural rules, among others. Relevant to this is a more recent study done by Ayu (2020), which emphasized that teaching English (EFL teaching) should be done by considering three cultures: source culture, target culture, and international target culture. Without these, the authors have discovered that a cultural gap starts to exist, making learning and application more difficult than those considering the learner's original culture. In other words, integrating home languages and original culture in language education is critical to second language acquisition and cultural identity. Applying specifically to the Albanian context, Kourtesi's (2023) research on integrating the Albanian language in Greek language education underscores the profound impact of home languages on learning outcomes and identity reinforcement. So far, in the analysis of language teaching and learning processes, these studies illustrate that rather than focusing on the traditional grammar rules and rote memorization, educators (and policymakers) should also consider the importance of recognizing and incorporating students' linguistic backgrounds into the educational framework, suggesting that acknowledging students' mother tongues can enhance their learning experience and facilitate a more inclusive and multicultural learning environment (Maligkoudi et al., 2023). Innovative Strategies for Language Learning In the previous sections, the importance of innovative learning in the global learning context was discussed as an overview of the actual importance, if not inevitability, of technological innovation in language learning. Verily, it is not a secret that recent advancements in technology have significantly influenced language education in Albania, offering new avenues for teaching and learning. One study done by Bushi and Kristo (2024) on the innovative role of podcasts in German language learning high...