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Section 6. Language and Literacy Learning
Section 6. Language and Literacy Learning
Haxhiu Mariola, University of Arts of Tirana, MSc in Linguistic, the Faculty of Foreign Langue E-mail: mariola_haxhiu@hotmail.com
Issues acquiring scientific knowledge as a result of language problems that the pupil manifests
Abstract: Mastery of the language and writing in particular, is an issue which is being paid more and more attention, especially in the primary education. Albanian Language apart from its functioning as a communication tool. It serves also as a tool in the acquisition of the school knowledge in general. Taking into consideration the importance of the Albanian language in the formation of the person, the fair mastery of the language should not be a task of the Albanian language teachers only, but all teachers in general, as a hearth of all the learning activities in the classroom.
The hypothesis that we take is that the training of students in understanding and expression in Albanian language positively influences them in learning the knowledge in science subjects. But which are the mistakes and how importance the teachers pay to this linguistic mistakes and their correction? How a written task is evaluate in these subjects?
Apart from the theoretical part on the role of language in the acquisition of materials of history and geography one of our main priorities has been even the descriptive analysis of the tasks that students work in the class and at home, in different classes of the secondary junior school. Analyzing them will serve as key information to check over how linguistic factors influence on the acquisition of scientific knowledge in subjects of history and geography.
Keywords: mastery of the Albanian Language, written assignments, school knowledge, teaching didactics, evaluation of writing assessments.
Entry
Albanian Language is the basic subject in the whole pre-university educational system in the Albanian school. To know and use it on the proper way it is not needed only the investment from the Albanian language teacher’s part but from all the teacher in particular, apart from the subject that they transmit.
Learning of a language must be evaluated as the key to the success and progress of pupils. Through learning the language, pupils become able to communicate effectively for different pourposes, discovering this way not only their experiences, feelings and ideas but also the other ones, giving this way a meaning to the thought, through speaking and writing.
Evaluated as the basis of intellectual development, emotional and social for the pupils, the learning of the Albanian language has on the same time
an important and specific role in the whole content of the school. Learning the Albanian language makes it possible for the pupil to be coherent and progressive.
The importance of the Albanian Language in the Educational system
Knwoing and seeing more and more the importance of the Albanian language as a subject which reflects even on learning of the other subjects, time to time are made some researches and studies to improve its teaching.
In continuity of this studies, on 20th of june 2014, in Tirana was gathered the Inter-academic Council for Albanian Language. One of the porposes of this meeting was also the usage of the Albanian standard Language in schools. The academics have defined Albanian language as basic subject in school and as the basic factor on improving and raising the quality
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Issues acquiring scientific knowledge as a result of language problems that the pupil manifests
of education.for this pourpose the usage of it in school must be studied how the language is used by the pupils and how it is teached by the teachers.
Pas diskutimeve tё shumta pёr problematikat e shkoltes sa i takon gjuhёs shqipe, Keshilli propo-zoi: avoidance of the norm the usage of written and spoken language by the pupils, poverty of speech in speaking and in writing, poverty in knowing and using on the right way the grammatical-linguistical of the stilistic tools.
Since the secondary elementary system is not capable to teach good enough to the pupils all the subsystems of the standard Albanian, in both writing and speaking, is proposed that the Albanian Language on the educational plan ofthe high school to be a specific subject during the three years, dividet from the literature, and in the end of the High school to be part ofthe maturity exam this in the end ofthe pre-university ed-uacation, included on the new texts and programmes.
Meanwhile priority must be given mastering of the standard, both with the reading must be given special importance the reading of artistical literature, essay and dictation.
An important requirement is also that one which will be directed to the learning institutions as regards the growth of classes for the learning of Albanian Language in the nine cycles;
Linguistic training of the pupils remains the key to the success. This is because the hours available for native language are more numerous at the teachers dissposal than other subjects starting from the first grade elementary schools up to the end of the 9-th grade. A well-established linguistically pupil has it more simple to analyze an expression in the subject of social education, to explain a chemical process in chemistry to summarize a lesson in geography or to compare two historical facts.
The pupils achievements in Albanian language are crucial for the other areas of the curriculum. because language learning enables the pupils in the correct use of the language spoken and written, It is necessary for all the subjects The scope of the Albanian language aims to students:
• To develop reading, writing, speaking and listening skills actively, in texts of different kinds of literary and non-literary, and grow through them critical and creative thinking;
• To listen, to compare, to analyze, to interpret and to evaluate informations from different texts, to adapt them to specific purposes and audiences and also to integrate them with their experiences;
• To demnstrate their linguistic and literary competencies to take part effectively in everyday life;
• To apply the knowledge and strategies of reading to become independent and active users of the language along the whole life;
• To appreciate and evaluate national and world literature, respecting and protecting the national identity appreciating cultural diversity, through the study of the works of different writers, representatives of different periods of the Albanian and world literature.
Language problems and their reflection in the learning of school knowledge
The learning of the mother tongue at school, in the context of learning modern languages, takes the most important place in the whole structure and plan content on the scholar programmes. In this situation, to learn the Albanian Language at school have worked different Methodists and researchers. Are taken also special studies, which have given their contribution to the solution of many scientific and methodological problems, which have a connection with the learning of the albanian language at school.
In these conditions, in addition to redesigning the content of the learning of the native language, In parallel with that has to move and should go and also develop its teaching and learning. In Attention always remains constant improvement of teaching and the acquiring of the Albanian language in school, the curriculum content, standards and varied forms of evaluation, learning difficulties, essential and supplementary learning materials, the impact of them in teaching; new forms of teaching and learning through new ways and means of information, etc.
In their everyday life, the teacher of every subject, faces with linguistic difficulties in their teaching process. They have the duty that in parallel with substantive knowledge the the teachers transmit to their pupils, to pay attention even to the linguistic knowledge that the pupils use to realize their learning.
Whatever the subject that the teacher develops, it should contribute in building the language skills of the students, which are considered as “conditions, tools and the necessary consequences for
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the acquiering of school knowledge” Starting et Verin (2001) gives two main reasons why you should consider teaching language skills in teaching other subjects. Firstly to aptitude the pupils linguistically where they can present significant difficulties and the second is related to development of the lecture as a tool that encourages the involvement of pupils in active learning.
Regarding vocabulary, every school subject has its specific vocabulary. The appearance of this vocabulary is not a problem in the class also understanding it because every teacher explains to his pupils the new terminology. What becomes a problem is the usage of some words known by the students, but in different subjects are used with different meanings. Often the teacher neglects to explain them, pretending that the pupils know their meaning. This negligence from the teacher leads to difficulties in terms understanding the knowledge by the pupils and as a result is the same with the transmiting and its processing.
Although the pupil knows the grammar and spelling rules, this is not a condition which leads in the sucess of the pupil in transmiting the knowledge and expressiveness. In this case we are faceing the knowledge management problem, the difficulty remains in the combination of linguistic knowledge deposited to the pupils with scientific knowledge acquired in specific subjects. difficulties appear on good building a communicative act.
From studies conducted in the classroom and surveyes comes out that one of the main issue is the extent of time that is left to the students to express themselves. All modern methods of learning speak about the learning and heaving in the center of everything the pupil, but very few teacher practice this method. Generally teachers develop lesson in the form of a ping-pong game, with questions and answers. This way It is the teacher who occupies the largest space of time without giving pupils their time to express freely their knowledge of communication. While in writing students are trained using the methods of taking notes or copying of a given text. It is important that the teachers to pay attention to the correcting of the mistakes made to let the pupils understand the mistakes thay have done, and to not repeat them again in the future.
Every problem will be easier to solve if we consider inter-subject integration, without splitting school subjects from one another. If we take into consideration the importance of language in teaching, Will it help the student to create a logical connection to the knowledge gained? This issue can answer in two perspectives:
1. linguistic training and the level of understanding
If we just try to analyze why the pupils find difficulties in the understanding of a given materia, as a primary problem for them will be the linguistical difficulties.
The pupil does not understand the assignment that is given to him (“what do i have to do?”). This is often a result of the verbs used in the exercise request. So describe in language is not the same thing to describe in subject matter of chemistry or biology.
The pupil has language difficulties in terms of vocabulary (“what does this mean?”). Different subjects represent specific vocabulary. The teacher should facilitate the work of the students by explaining the vocabulary.
2. the combination of linguistic knowledge with those obtained in other subjects
“Learning the Albanian language at school aims to equip the students for a general intellectual development, to carry out an act of communication in all his habits- Seeing, speaking, writing, reading, and all the the other skills, language skills and habits are related to its grammatical system and all the other skills of writing and reading correctly ... (Programi i gjuhёs shqipe, ISP, 2003)”.
When it comes to subjects with a didactic character it is customary to speak even for their connection with other school subjects, thats why we should stop on the specific of this subject, startinf from its own character and its aim. — So, given the above definition, we understand that the learning of the Albanian language must be seen as a process that enables learning in all the school subjects and beyond. This makes us to accept and disassociate the links created between this subject with other subjects, starting from the subjects with a strog scientific character, up to those with a creative applicative character.
We can say that the links of the Albanian language didactics with the other sciences are very important, because their knowledge makes that in the
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Issues acquiring scientific knowledge as a result of language problems that the pupil manifests
structure, content and methodology of teaching this subject at school, to enable treatment and interpretation of principles today, very important, such as subject integration, a principle that has begun to be implemented and provide the latest model result in substantial curriculum structure of the Albanian language in school. Although initiatives to improve the quality of education proposed addition of didactic component, remember that linguistic competence is a basic prerequisite for a quality teaching.
The methodology and analysis of the study
The purpose of this study are language problems and their impact on the acquisition of knowledge in other subjects. The method used is the one that analysis of homework and class in the subjects of history and geography. As the subjects of this research were selected 50 students research from Tirana. The methodology of this study, except analytical, It is quantitative and qualitative, focusing on the students and their views in connection with the acquisition of language skills and written expression olso other problems with wich the pupils face in reality. The interpretation of the collected data is in function of the study’s assumptions.
Analysis and interpretation of study data
During the analysis of the homework and class-work, problems encountered are of different types. Among them we can mention:
The incorrect composition of the sentences
In these cases we are dealing with sentences that distort the meaning giving us nonsense sentences.
Question: What was the value of the invention of the machine to oppress books? The student replied:
- Extension of writing a letter would be shortened. There was no need to copy the books by hand.
Using a verb instead of an other verb distorts the meaning of the sentence and the transmission of the message.
- The Catholic Church created the protests.
- The Catholic Church held protests.
The division of a sentence into two separate sentences:
- As the believers began to leave the Catholic church. It lost its powerful position.
- As the believers began to leave the Catholic Church, it lost its powerful position.
Construction of long sentences and lack of punctuation bring sentences of the nonsense, which makes it more difficult for the acquisition of geographical knowledge.
- Christopher Columbus gave the idea that the earth was round and decided to go to India but when stopped he thought he had reached India but in fact he had discovered a new land.
The correct sentence would be:
- Columbus gave the idea that the earth was round and decided to go to India. He stopped thinking he had reached India, but in fact he had discovered a new land. These countries began the conquest of the new world. As these countries spread across America. European monarchies became so European countries.
The non usage of the short form brings the deformation of meaning in sentences:
- They were sentenced to death, burned alive in the city center, in the presence of citizens.
- They were sentenced to death, burning alive in the city center, in the presence of citizens.
Use of the wrong conjunction with the articles:
- Rivalry between the new states and old states began because though the new states had their military strength, the old countries were colonies, markets and influence large areas.
- Rivalry between the new states and old states began because new countries had their military strength, while old countries were colonies, markets and areas with major influence.
Often, it is noted that the student does not respond to his question. He copies mechanically what is written in the book without being able to understand what is required. This proves learning mechanically, reproducing the material in the text.
Example
Question: Why started the rivalry between the new states and the old states?
Answer: In the year 1870, besides old states they were created two new states: Italy and Germany. New states were developed soon. They came up with new demands. In Europe was set the balance between states, but also began their rivalry.
In the response given by this students of class of the VIII th grade, he has been talking about the rivalry
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Section 6. Language and Literacy Learning
between states without showing cause of the birth of this rivalry.
20 % of 6 th grade students do not comply to the made question. In these cases pupil tries not understand what is required. Students do not attempt to summarize the material provided and give an answer of their own. They try to copy the book in details. It makes us realize that students learn it by heart, without understanding what they write and speak.
Example
Creating and strengthening the fleet helped England to expand the show especially the society of India. Especially raged commercial society of the East India company.
From class to class we notice that the requirements strat growing If in the sixth grade are required only to mention some simple names or facts given in the text, which the pupil should copy mechanically, at the 8 th and 9 th grade are required also the justifications. By means of sentence construction and language used, the student demonstrates knowledge gained during teaching hours. 25 % of the analyzed pupils write correctly respecting the rules
of writing of different texts. These pupils list the reasons when you are required, They express their opinionsby argumenting, highlight key terms, use appropriate verbs, respect the rules of spelling and punctuation. All these linguistic aspects not only help in the acquisition of geographical or historical knowledge, but demonstrate the great importance that they have at the the teaching learning process.
Conclusions
Mother tongue and the proper usage of it are the main elements of the sucess in school. It forms the basis of thinking of as an individ.
The training of the pupils in understanding and expression in Albanian language positively impacts the learning of knowledge at the science subjects, that is why the teachers in addition of the control for the subject that they teach must pay a lot of attention to the language errors and sentence construction.
Since the scientific knowledge acquired in different subjects are expressed through language skills, that the student has acquired during his lifetime, these two componentsgo hand in hand complementing and assisting each other.
References:
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