Learning albanian grammar in lower secondary schools in Kosovo

Abstract

In the field of Languages and Communication, Albanian language and literature are now treated together and are included in a single textbook. This integration brings benefits and challenges to the process of teaching grammar in lower secondary schools in Kosovo. The aim of the research was to examine the way grammar is taught in lower secondary schools in Kosovo and to assess whether the integration of language and literature in the same textbook has helped or hindered the learning of grammar for students. The study analyzed current grammar teaching practices and identified challenges and benefits. The research is based on a qualitative approach, includes theoretical analysis and empirical data, collected through interviews with 10 teachers and 2 textbook authors, as well as through classroom observation of 10 teachers. The results show that grammar and literature are treated almost equally in the curricula and programs, as well as in the textbooks, although some teachers note a slight dominance of literature. Regarding the number of hours, most teachers consider it sufficient to meet the objectives of both areas. The assessment of students' learning of grammar through literature, although more complex in terms of preparation and methodology, is considered easier and more acceptable for students, because it is directly related to the understanding of the text and the practical use of the language. The organization of professional training for teachers is recommended, with a focus on the integrative approach to language and literature; teacher collaboration and careful selection of textbooks. It is also suggested to use active and engaging methods, such as games, competitions and interactive activities, which link grammar with literary content and everyday life situations, making learning more functional and grammar more understandable for students.