http://dspace.epoka.edu.al/handle/1/2143 Thu, 16 Apr 2026 17:49:28 GMT 2026-04-16T17:49:28Z http://dspace.epoka.edu.al/handle/1/2149 Gender Equity In Education: Teacher Visions And Classroom Practices In Albania CELA, Eriada Pedagogy entails teacher-student interaction which influences the learning process more than any other educational component. Teachers play a crucial role in helping children understand how gender roles work and can encourage pupils to challenge the gender stereotypes or simply conform to them. Teacher awareness of gender equity in education can influence children’s classroom practices and their performance to great extents. This research aims at discussing teachers’ expectations of pupils’ classroom behavior and analyzing classroom practices using a gender equality perspective. Classroom observation and interviews conducted with teachers aimed at discovering the reality behind classroom doors regarding gender stereotypes and teachers’ interaction with children. Some of the teachers’ visions and perceptions are openly expressed; others are more subtle and indirect. The research methodology consists of classroom observations and key informant interviews with teachers in different schools. Results show that teachers who have received additional qualification tend to articulate more easily and show higher levels of awareness regarding gender equity practices in the classroom. Thu, 01 Sep 2016 00:00:00 GMT http://dspace.epoka.edu.al/handle/1/2149 2016-09-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2148 The Development Of Education In Kosovo By The End Of Serbian Dominion And In The Beginnings Of Ottoman Rule LOKA, Nikollë The condition of education in Albanian territories before and after ottoman invasion of the country reflects the change of existing social structures and the beginning of the process of building new ones. These changes were reflected in education system as well. Due to the contradiction that Papati and catholic powers of Europe made upon Ottoman invasion in Balkan, the High Gate held a hostile attitude towards Catholic Church, while Patriarchana recognized the Ottoman rule and the rights of the orthodox people to govern a spiritual life for them. In the first years of Ottoman rule, the Catholic Church and schools financed from it, survived only in several civic centers and in rural areas where the authority of Ottoman administration was not settled yet. Meanwhile, schools that were kept from orthodox clerics still continued their activities, although they decreased in number, as a result of the dominion. In the meantime, with the beginning of the process of Islamization the first Ottoman schools were born. The presence of Muslim religious schools in Turkish-Arab languages, of catholic ones in Latin and orthodox ones in Slavic, influenced a growth in the educational level of population. But, the presence of Slavic schools in pressure conditions of Islamization made that a part of Albanian community to assimilate in Serbs. In these occurrences, religious education of this period was linked tight with the development of the events in the land and had a distinct political character. In this case it should be emphasized that due to the specifications of the historical development in Kosovo, Islamic education did not follow the natural process of transition to national education. In conclusion, it ought to be noted that, in the brink of the ottoman conquest and in the first years of the Ottoman rule, it continued educational tradition and Albanians had their clerics and their educated men, who performed the function of the teacher and they gave the education in foreign language the features of the environment and of the Albanian tradition. Thu, 01 Sep 2016 00:00:00 GMT http://dspace.epoka.edu.al/handle/1/2148 2016-09-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2147 Is The Teacher A Facilitator Or A Monitor? COSKUN, Lokman The study aims to identify the factors concerning the teacher`s role for making students' learning effective in language learning environment. Through qualitative method, the study was done in order to give the details of those factors, which are influential for drawing the attention/interest of the students towards learning language in the classroom. This is a comparative study concerning correlation between two significant factors, since the study is related to human behavior that helps for predicting likely outcomes between facilitator and monitor as variables. The significance of facilitating and monitoring is known well by the teachers. In this regard, the views of John Dewey shed lights to the researcher for finding out the role of the respective teacher as facilitator or monitor. With the help of the present study, which behavioral role as a teacher would be helpful for meeting the needs of the students in language learning process or for making the lesson be loved by the students? The data were collected from the views of various researchers including the views of the researcher of the present study, since the researcher had a long term teaching experience in language teaching in various countries. The limitation was that the study involved in the views of the researcher and the others and lacks of any questionnaire and interviews with anybody. The study shows that the teachers need to exhibit the behavioral role of both facilitator and monitor. The researcher is of the opinion that John Dewey used the word the teacher as facilitator meaning that the particular teacher has the role of making learning process easier and also directing learning activity overall. Both role causes actively participating of the students towards the learning language. Thu, 01 Sep 2016 00:00:00 GMT http://dspace.epoka.edu.al/handle/1/2147 2016-09-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2146 Strategies In Translating Idioms And Fixed Expressions From English Into Albanian POSHI, Ilda; LACKA, Fari The purpose of this paper is to identify the problems and explore the methods, strategies and techniques related to the translation of idioms and the fixed expressions, based on main translation theories. In the translation field there is still a lot to do especially regarding publications or works dealing with both theory and/or practice of idiom translation. As part of a language, usually idioms have been included within the body of bilingual dictionaries, being treated as part of an entry and not as a separate unit. This can be improved by publishing specific dictionaries for idiomatic expressions. Translation in general presents a lot of difficulties and issues to deal with. Still the process becomes more complicated when we deal with idioms and fixed expressions, which at first seem to be untranslatable. The issue of translatability or untranslatability in general and of idioms in particular has always concerned the researchers of translation studies and translators in particular. This is an important concept on how one is to translate them in different contexts. Different methods, techniques and shifts used by numerous translators, scholars and illustrations taken from theoretical and practical field show that there are some procedures which may be applied in idiom translation. This paper will first deal with the definitions of idioms. Such definitions are taken from well-known linguists, translators, scholars and dictionaries. In the next chapters it will explore the characteristics of idioms and their use. Following the classification of difficulties set out by Baker in In Other Words: A Coursebook on Translation, this paper endeavours to analyse and practically apply them largely for translation of English idioms and the equivalent Albanian pairs. The findings show that in order to translate idiomatic expressions as correctly as possible, a number of factors should be taken into consideration. By comparing how idioms pertaining to several European languages have been translated, we conclude that the translation of idioms and fixed expressions is possible and depends on the approach we consider to embrace towards the translation process. Thu, 01 Sep 2016 00:00:00 GMT http://dspace.epoka.edu.al/handle/1/2146 2016-09-01T00:00:00Z