Web viewBotime “Përpjekja”. Tiranë, 1997. Ismajli, Rexhep, Shumësia e...

REPUBLIKA E SHQIPERISË

UNIVERSITETI " FAN S . NOLI "

FAKULTETI I EDUKIMIT DHE I FILOLOGJISË

KORÇË

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Adresa: Shëtitorja "Rilindasit" Tel/Fax: ++355 82 242230; ++355 82 248944 http://www unkorce.edu.al/fedukimit/indexedukimi.html e-mail: [email protected]

ECTS INFORMATION PACKAGE DETAILED COURSE CATALOGUE

PROFESSIONAL MASTER IN SECONDARY EDUCATION IN ENGLISH LANGUAGE WITH A MINOR PROFILE IN ARTS

ACADEMIC YEAR 2015 - 2016

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http://www/

TABLE OF CONTENTS

I. FAN S. NOLI UNIVERSITY .....................................................................................3

a. Mission....................................................................................................................3

b. Student Admission.................................................................................................4

c. The admission of the students at the first cycle in Fan S. Noli University........4

d. The admission of the students at the second cycle in Fan S. Noli University...5

e. The admission of the students at the third cycle.................................................5

II. OBJECTIVES OF THE STUDY PROGRAMS OF THE FACULTY OF

EDUCATION AND PHILOLOGY ………………………………………………...6

III. THE ORGANIZATIONAL STRUCTURE OF THE FACULTY OF

EDUCATION……………………………………………………………………...…7

IV. PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (FULL TIME)

…………………………………………………………………………..……..8

V. PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (PART- TIME)

…………………………………………………………………………………8

VI. PROGRAMS OF THE SECOND STUDY

CYCLE…………………………………………………………………….…………8

VII. COURSE OBJECTIVES WITHIN THE STUDY PROGRAM

FRAMEWORK……………………………………………………………………………9

VIII. THE CENTER OF EXCELLENCE………………………………………………10

a. The Mission of the Center …………………………………………..…………10

IX. ACADEMIC AND OTHER COOPERATIVE STRUCTURES ………….11

X. DESCRIPTION OF STUDY PROGRAMME………………………...……11

XI. COURSE DISTRIBUTION FOR THE ACADEMIC YEAR 2015-2016………12

XII. ANALITICAL DESCRIPTION OF THE COURSES ……………………………..17

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I. FAN S. NOLI UNIVERSITY

I.1. Mission: “The University must create, transmit, develop and protect knowledge through its teaching, scientific research and other educational services.”

Fan S. Noli University of Korça was first established after the approval of the Council of Ministers Nr.5, dated January 07, 1992, based on the Higher Agricultural Institute (1971-1992) under the name “The Polytechnic University of Korca” composed of three units: Faculty of Agriculture, Faculty of Economics, and Faculty of Education. In 1994 it was given the name of one of the most significant figures of Albanian history and culture, Fan Stilian Noli. Since then the University has broadened its educational and administrative structure. Actually the University consists of 4 faculties: The Faculty of Agriculture, The Faculty of Economics, The Faculty of Education and Philology and the Faculty of Natural and Human Sciences. The faculties are organized in 14 departments and one educational-research group (section group).

The University opened a branch in the city of Pogradec in 2009. At the beginning it offered only one study program, Tourism Management, but it was soon followed by another one, that of Elementary Education and English Language, and since 2013 it qualifies its students for the Elementary Education Grades I-VI.The university has two centers of excellence, as basic research and training units whose mission is to train teachers of pre-university system as well as quality trainings of specialists in natural and human sciences. Part of the Faculty of Agriculture is an Didactic Experimental Economy, which possesses 33 ha, where the students and the pedagogues develop their scientific research and professional practice.

The studies in the University of Korca are organized in three levels according to the criteria of the Bologna Declaration: - first level Bachelor with 180 credits; - second level Professional Master with 90 credits; and, Master of Science 120 credits; and,- the third level Doctorate/PhD.

How does the Bologna process work?Bologna process is a series of university reforms that aim to ensure a transparent, comparable and coherent system of higher education, based on three levels: diploma-master-doctorate. The Bologna process dated on 19 June 1999, with the signing of the Declaration from 29 European Countries.

Since 2008 Albanian universities have undertaken a series of reforms for the academic freedom of universities as well as the free student movement to other universities for the following reasons:

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to exchange experience with other students abroad; to change the study contexts; to exchange educational and school experiences; to integrate the study structure and systems; to compare the learning achievements at different universities, by respecting the tradition

and the priorities of each university.

The European Union has assessed the students’ mobility as an important aspect of the cooperation between universities.

How does the equivalency work?

The European Union elaborated a new common evaluation system called The European Transfer System to compare and transmit quality. This system enables the measurement of learning achievements. The credit system that is the base of this declaration measures the work done by the student in order to achieve the objectives of the Study Program.

For example: If a subject has 3 credits this means that a student needs 75 study hours to achieve positive marks. 37 study hours are spent in within the university auditors (during lectures, seminars, laboratory classes, etc.) and 38 individual study hours should be spent outside the auditors, for research in libraries, practical training, preparation for papers, partial subject check-up, final exams, etc.

Marks from 4-10 measure the quality of the student’s work, while credits measure the quantity of work done by the student. If a student wants to go to another partner university he must transfer his credits. The partner university should be part of the agreements that both institutions have signed.

University of Korca has approximately 7500 students from all regions of Albania, who attend 24 full time study programs of the first cycle Bachelor; 15 part time study programs (Bachelor); 15 full time and 2 part time Professional Master study programs; 5 programs in Master of Science and 1 Doctorate program at the Faculty of Agriculture. There are 138 full time lecturers (70 per cent of whom hold titles and degrees) and a considerable number of part time academic staff.

I.2. Student AdmissionI.2.1. The admission of the students at the first cycle in Fan S. Noli University

- Every individual who has successfully finished high school and has passed the state examinations, has the right to apply for the first study cycle at Korça University. - Foreign student can study on the first cycle of the study programs, based on bilateral or multilateral agreements.

I.2.2.The admission of the students at the second cycle in Fan S. Noli University

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All the candidates who have finished a study program of the first cycle and have fulfilled the academic admission standards that are defined in the study program criteria of every faculty, have the right to apply for registration in the study programs of Professional Master or Master of Science.Only the students who have finished the first cycle and have been awarded a diploma in this program in certain fields of study at the University of Korça, as well as students from other universities who fulfill the criteria and want to get second cycle diploma can participate in this study program according to the respective profiles.Students who possess a Bachelor's degree issued by the Faculty of Education and the Faculty of Agriculture in the study programs of: Albanian Language and Literature, Social Sciences, English Language, Mathematics, Teaching, Agro-nutrition, Agro-business and Horticulture, can attend Professional Master studies with no need of supplementing exams.The admission of the students in the study program “Professional Master” is done during September. The applications are submitted from 20-25 of September at the secretary. Within one week from the time of applications, the Faculty Evaluation Committee reviews applications and provides relevant assessments.Students cannot be transferred from one university to another within the same study program in the same academic year, but they may be transferred between programs of the same cycle, within the institution or other institutions of higher education, as well as from previous programs to study programs of the first cycle.

I.2.3.The admission of the students at the third cycleDoctoral study programs are programs of the third cycle with academic nature, which are based on scientific research and creative activities; the candidates must have the university degree of "Master of Science". These program lasts for at least three academic years and includes 60 credits for the theoretical organized studies. Based on the achieved results in these sorts of studies the University of Korça has settled criteria for the candidates who have the right to develop a research work project and to prepare the doctorate thesis.

Starting from 2008, we organize the academic day which is a traditional one for the distribution of the diploma and the awards for the distinguished students. In this day, at the same time, we do promote the students who have achieved excellent results and the new academic staff who have achieved scientific degrees.

Sport and art activities of the students are part of the everyday life of the university.

Our university has a modern laboratory infrastructure, teaching auditoriums with video projectors, modern department halls, four libraries, over 300 computers with internet access, green free space, etc. Every faculty has its own library, laboratories, suitable spaces

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for the development of the staff professional work. There are 120 seats for the studets to use the internet.

The Faculty of Education and Philology was first established with a decree of the Ministry of Education and Science, based on the Constitution Act nr. 102 and the Article nr. 41 of the University Education Law in the Republic of Albania. This laid the foundation of the Education Faculty that was first opened in 1992. Since that time on, 4375 students have been graduated in its study programs.

II. OBJECTIVES OF THE STUDY PROGRAMS OF THE FACULTY OF EDUCATION AND PHILOLOGY

The Faculty of Education and Philology has supplied the eagerness of the region of Korça for the teaching methodology and qualified staff needs in different fields. Since the region reflects a continuous love for education, this Faculty (ex-Faculty of Education) has supplied the schools of the region with teachers of different profiles for more than 13 years.

As a cradle of young teacher education, this Faculty has maintained through years its collaboration with the Regional Education Directory of Korça and the Education Offices within Korça district. Furthermore, it has enhanced its communication with them through the organization of common activities of reciprocal interest.

The main objectives of the study programs in the Faculty of Education and Philology are:

to prepare successful teachers that reflect professional qualification and appropriate moral and social qualities, in order to be inspiring models for their pupils to follow;

to qualify future teachers able to provide the community with the necessary assistance;

to prepare motivated teachers, ready to serve the development of different regions.

These objectives can only be reached through the continuous update of the following aims of the study programs:

to provide graduated students with further professional training in teaching and learning issues;

to offer new teaching trends of education in Albania, which fit the European concepts and experience;

to create a new status for the teachers that will need to adapt their methodology with the new social and economic situation in the country;

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to bring concrete alternatives for the development of the education within the framework of the national strategy of development, which aims at featuring qualitative and professional education staff.

III. THE ORGANIZATIONAL STRUCTURE OF THE FACULTY OF EDUCATION

The Council of the Faculty stands on top of the organizational hierarchy of the Faculty. It is headed by the Dean of the Faculty, Prof. Dr. Ali Jashari and its members are all representatives of the teaching departments and the student corpus of the Faculty.

The faculty of Education and Philology consists of four main units:

1. The Department of Language and Literature

- Prof. as. dr. Elona Çeçe (Head of the Department)- Prof. dr. Ali Jashari- Dr. Dion Tushi- Dr. Anyla Saraçi- Dr. Jonela Spaho- Msc. Ilir Shyta- Msc. Hysnie Haxhillari- Msc. Alma Pogoni- Msc. Olger Brame- Msc. Neli Naço-2. Department of Foreign Languages - Dr. Pavllo Cicko (Head of the Department)- Doc. Vasilika Pojani- Doc. Robert Stratobërdha- Dr. Benita Stavre- Dr. Erinda Papa- Dr. Lindita Kaçani- Dr. Suela Koça- Dr. Daniela Stoica- Dr. Eriola Qafzezi- Dr. Olsa Pema- Dr. Fabiola Kadi- Dr. Alda Cicko

- Dr. Alma Karasali- Dr. Juljana Çyfeku- Msc. Dorela Konomi- Dr. Edlira Xega- Msc. Lorena Robo

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3. Department of History and Geography

- Prof.as.dr. Bashkim Jahollari (Head of the Department)- Msc. Rezarta Hoxhallari- Msc. Orjon Ago- Msc. Ermira Jashiku- Dr. Metin Venxha- Dr. Edlira Menkshi- Msc. Alba Kreka

4. Departament of Education - Doc. Donika Dardha (Head of the Department)- Prof.as. dr Aleksandra Piluri- Prof. as. dr Irena Nikaj- Doc. Marjela Burda- Msc. Anjeza Vila- Msc. Evionda Pylli- Msc. Arjan Kamburi- Msc. Ilia Bello

IV. STUDY PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (FULL TIME)

PRIMARY EDUCATION TEACHER CLASSES I-VI. PRESCHOOL TEACHERS. LANGUAGE AND LITRATURE. ENGLISH LANGUAGE. ALBANIAN AND FRENCH LANGUAGE AND LITERATURE. HISTORY AND GEOGRAPHY. PRIMARY EDUCATION TEACHER CLASSES I-VI. (POGRADEC BRANCH).

V. STUDY PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (PART- TIME)

PRIMARY EDUCATION TEACHER CLASSES I-VI. PRESCHOOL TEACHERS. LANGUAGE AND LITRATURE. HISTORY AND GEOGRAPHY.

VI. STUDY PROGRAMS OF THE SECOND STUDY CYCLE PROFESSIONAL MASTER IN TEACHING LANGUAGE AND LITERATURE WITH

A MINOR PROFILE IN “ARTS”

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PROFESSIONAL MASTER IN TEACHING ENGLISH LANGUAGE WITH A MINOR PROFILE IN “ARTS”

PROFESSIONAL MASTER IN TEACHING LANGUAGE AND LITERATURE WITH A MINOR PROFILE IN “SPORTS”

PROFESSIONAL MASTER IN TEACHING HISTORY AND GEOGRAPHY PROFESSIONAL MASTER IN TEACHING (PART-TIME) PROFESSIONAL MASTER IN PRIMARY SCHOOL TEACHING (PART –TIME) MASTER OF SCIENCE IN TEACHING PRIMARY EDUCATION CLASSES I-VI. MASTER OF SCIENCE IN HERITAGE AND TOURISM CONTINOUS FORMATION STUDY PROGRAM “ALBANIAN LANGUAGE FOR

FOREIGNERS”

VII. COURSE OBJECTIVES WITHIN THE STUDY PROGRAM FRAMEWORK Providing students with appropriate theoretical and practical teaching knowledge

in order to help them increase the education standards in primary, secondary and high schools to fit the learners age characteristics, the particular features of education in Albania and the role of the teacher in a changing social context.

Explaining and developing different methods and means to enhance active teaching.

Increasing the students’ ability to solve problematic issues of the educational context.

Supplying an academic context of educational issues, currently emerging in the national and international discussion in order to shape the future theoretical perspective and the specific professional attitude of the teachers-to be. The courses are continuously updated to include the current trends of the communication and teaching technology.

Training students to increase their professionalism through testing, classroom management, learning strategies, research and lifelong learning.

Providing practical skills for the students through using interactive learning tools during the discussion classes and the management of the fieldwork period in the schools.

Enhancing critical thinking and data evaluation in specific fields of the teaching and learning framework and increasing the student’s awareness in terms of personal responsibility and independent research work, by making a good use of the information sources (dictionaries, internet websites, didactic manuals, ect. )

The above objectives are all reflected in the syllabuses of the study programs of the Faculty of Education and Philology, in order to prepare and train professional teachers that could satisfy the needs of the public and private job market.

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The Faculty of Education and Philology offers modern infrastructure that satisfies the teaching, learning and research needs. There are eight lecture halls equipped with video projectors, one amphitheater, one video-conference room, one Foreign Languages Laboratory, one Laboratory for the Experimental Phonetics and Speech Pathology, 75 computers for the academic staff and the students. The library of the university “Kongresi i Manastirit” offers 20.000 titles of academic books in Albanian and other languages, as well as the access to use online libraries of universities abroad. The Faculty has already organized 7 international scientific conferences and it maintains reciprocal cooperation with 12 homologous faculties in Albania, in the Balkans and in Europe. Well-known personalities of the Albanian and European academic world have been invited to share their knowledge and experience with the teaching staff and students of the Faculty.The Faculty of Education and Philology publishes “Scipta manent”, a periodic reflection of the research work of its academic staff and of the proceedings of the conferences it organizes.

VIII. THE CENTER OF EXCELLENCE

On 24 July 2012, the Commission of the Training Programs Accreditation entitled the CENTER OF EXCELLENCE, in the Faculty of Education and Philology, to train the staff of the educational institutions in 32 modules of about 95 credits for all the profiles of the teachers already in service.

VIII.1. The Mission of the Center:

THE CENTER OF EXCELLENCE intends to develop training and qualification activities for the teachers. It mainly focuses on enhancing teaching and innovation skills in education, in methods and practices used by the professional teachers, in rebuilding the social concept of the collaboration with school, etc.

The Center is the main training institution for the qualification of the teaching staff in the schools of Korça region and further. It has a continuous collaboration with the Directory of Education and the Education Offices in the area. It offers training programs for eight teaching profiles and helps them to improve their professional qualifications and apply them in their teaching experience.

The Center can be found within the premises of the Faculty of Education and Philology (the video conference room, nr. 334, 3rd floor). It offers a modern infrastructure appropriate for the qualification trainings of the teachers in service. The trainings may be organized in other rooms: in the Faculty library, in the internet room, in the Laboratory of the Experimental Phonetics and Speech Pathology and in the Laboratory of the Foreign Languages.

The Center is managed by a qualified staff of experienced lecturers of each of the departments of the Faculty as well as of other educational and administrative institutions.

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IX. ACADEMIC AND OTHER COOPERATIVE STRUCTURES

Faculty or other teaching and research structures Faculty of Education and Philology, Fan S. Noli

University

Other Cooperative Structures in and out the institution

1. Department of Language and Literature, Faculty of Education and Philology

2. Department of Informatics, Faculty of Natural and Human Sciences

Other public or private enterprises Educational Regional Directorate, Korçë

X. DESCRIPTION OF STUDY PROGRAMME - Length of studies 1.5 (one and a half) years, 3 semesters, 45 weeks- First Semester: 15 weeks work load in auditorium- Second Semester: 15 weeks work load in auditorium- Third Semester: 5 weeks professional practice, 10 weeks thesis preparation- Minimal week load: 25 classes

TYPE SASIA E KREDITEVE

(mimimum 90 ECTS)

Professional Master 90 ECTS

According to the regulations of the Academic Senate

Nr. 18

Date 11.7.2013

Starts at: October 2015

Ends in : Janary 2017

INTERNAL OR EXTERNAL MASTER FOR THE INSTITUTION

X Internal Master (organized by the institution)

¨ External Master (organized by another institution)

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PROPOSING STRUCTURE AND OTHER STRUCTURES

Faculty or any other supporting structure FACULTY OF EDUCATION AND PHILOLOGY

Other cooperative structures REGIONAL EDUCATIONAL DIRECTORATE

Foreign Higher Education Institutions or Foreign Research Centers

TEACHING LANGUAGE

X Albanian, English, Other English, Albanian

XI. COURSE DISTRIBUTION FO THE ACADEMIC YEAR 2015--2016

PROFESSIONAL MASTER IN SECONDARY EDUCATION IN ENGLISH LANGUAGE WITH A MINOR PROFILE IN ARTS

NR

DISCIPLINES Semester

Workload in the auditorium

Work load outside the auditorium

(ETCS) Person Responsible

A. GENERAL FORMATION DISCIPLINES

1.Cultural Basis in Education

2Development and Learnig Process

3.Critical Thinking

4.Teaching Methododlogy

5.Language Culture

6.Research Methods in Education

1

1

1

1

1

1

38

50

38

50

50

50

38

50

38

50

50

50

3

4

3

4

4

4

Prof.as.dr A. Piluri

Prof.as.dr A. Piluri

Prof.dr. A. Jashari

Prof.dr.B. Musai

Prof.dr. A. Jashari

Dr. Magdalini Vampa

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7.Research Seminar 3 38 38 3 Dr. Benita Stavre

B.

CHARACTERIZING DISCIPLINES

1. Methods of teaching English Phonetics

2. Methods of teaching English Grammar

3.Methods of Teaching Vocabulary

4.Methods of Teaching Literary Texts

5.Methods of Teaching Non-Literary Texts

6. Methods of Teaching English Language

7. English for Specific Purposes

2

2

2

2

2

2

2

25

25

25

25

25

45

60

25

25

25

25

25

45

60

2

2

2

2

2

4

5

Doc. Vasilika Pojani

Dr. Suela Pici

Doc. Vasilika Pojani

Dr. Erinda Papa

Dr. Daniela Stoica

Dr. Benita Stavre

Dr. Linda Kacani

Dr. Suela Pici

C. INTEGRATING OF SIMILAR DISCIPLINES

1. Translation Theory and Practice

3 38 38 3

Dr. Alma Karasaliu

D. ELECTIVE DISCIPLINES

1.Psychology of Learning a Foreign Language

2.Professional Development in Education

3. Educational Management and Administration

2

2

2

38

38

38

38

38

38

3

3

3

Doc. Hilda Lubonja

Prof.as.dr. P.Cicko

Prof.as.dr.B.Jahollari

E. OTHER DISCIPLINES

1.Communication and Information 2 38 38 3 Dr. Lindita Kacani

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Technology in Education

2.Theatre

3.Natural Heritage and Cultural Tourism

4.Figurative Education

5. Material Culture

6. Musical Education

2

2

2

2

2

38

38

38

38

38

38

38

38

38

38

3

3

2

3

3

Doc Vasilika Pojani

Prof. dr. J. Papagjoni

Dr. F.Pazari

Tatjana Caca

Agron Xhangolli

Prof.as. .Josif Minga

F. PROFESSIONAL PRACTICE AND THESIS PREPARATION

1.Diploma Thesis 3 10 Lecturers of the Foreign Language Department

2. Professional Practice 3 12 “FEF” Center of Excellence lecturers

Note: Professional Practice : 5 weeks in the third semester

FORM OF STUDY

X Full time studies

¨ Part time studies

¨ Distance learning

AUDITORIUMS

Classses are held in Faculty of Education and Philology

Center of Excellence Office

Responsible structure for the administrative and financial management of Master studies

Faculty of Education and Philology

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Scientific Commitee

Responsible structure for the management of post-graduate students’ career

Respective departments of the Faculty of Education and Philology

ADMISSION CRITERIA

Minimum student number 30 Max. student number

40

Degrees needed for the admission ¨ Old system diploma

X Bachelor Degree in English Language

¨ Second Level Diploma

¨ Other

Other criteria in case of a selection a. Grade average (5 = 1 point, 5.1 = 2 points, 10 = 50 points)

b. Interview points

XII. ANALYTICAL DESCRIPTION OF THE COURSES

Course Title: Cultural Foundation of EducationCourse Code: A-BKEType of the course: CompulsoryCourse level: AdvancedYear of study: 1st

Semester: 1st

ECTS: 3Course Load Work: Lectures 50 hours, seminars 3 hoursName of Lecturer: Prof. asc. Dr Irena Nikaj

Course Goals: By the end of this course students should be able to:Bazat Kulturore të Edukimit është mundësi për të studiuar dhe fituar dijet, aftësite dhe zotësitë e nevojshme për të interpretuar rëndësine e edukimit dhe shkollës në kuadrin lokal, global e ndërkombëtar si dhe zgjidhjen e çështjeve urgjente nga një perspective shumëdimensionale. Studimi i bazave kulturore te edukimit i ndihmon mesimdhënësit profesionistë të mësojnë të zhvillojnë perspektivat interpretive, normative dhe kritike të edukimit. Objektivat themelorë janë kuptimi, shpjegimi, analiza, dallimi i ndryshimeve, ilustrimi dhe aplikimi i dijeve të fituara nga studimi dhe puna individuale, reflektimi në kuadër natyrës, karakteristikave të edukimit dhe parimeve kulturore mbi të cilat funksionon ai.

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Kursi ka format kryesor leksionin dhe seminarin, dhe inkurajon diskutimin në orët e seminarit dhe të leksionit. Mësuesit që përgatiten për t’u punësuar në këtë profesion duhet të përvetësojnë në mënyrë të vetëdijshme perspektivat dhe të kuptojnë identitetet kulturore në një mjedis multikulturor dhe multiracor në rritje. Kursi i pajis kandidatët për mësues me dijet, shprehitë dhe qëndrimet që ju nevojiten për të kuptuar dhe trajtuar ndryshimet kulturore dhe individuale me qëllim që të shfaqen si mësues efektive dhe qytetarë aktive të vendit dhe botës. Ky kurs ka një rol bazë në edukimin e mësuesve dhe certifikimin e tyre si të aftë për të qenë të tillë.

Course Contents: 1. HYRJE Ҫ’ёshtё edukimi, çfarё do tё thotё studimi i bazave kulturore tё edukimit, paraqitje e temave, objektivat, pritshmёritё, procedurat, mjetet.2. KULTURA E DISKUTIMIT DHE DIALOGUT Etika, Kultura, kuptimi dhe koncepte pёr tё, simbolet, gjuha, gjestet, vlerat dhe normat, dinamikat e bashkёveprimit tё origjinave kulturore nё edukim, multikulturalizmi.3. SHKOLLA, KOMUNITETI DHE MARRЁDHЁNIET ME PRINDЁRIT Pёrgjegjёsi tё ndryshme pёr mёsuesit, prindёrit dhe komunitetin pёr tё pasur rezultate nё edukim, ku shkёputen shkollat nga komuniteti, unitet nё diversitet, si mund tё komunikojnё mё mirё familjet dhe shkollat.4. TE njohim ndryshimet dhe kompleksitetin nё edukimTё inkurajojmё studentёt dhe mёsuesit tё afrohen me perspektiva tё ndryshme, koncepte tv ndryshme pёr inteligjencёn, tё mёsuarit pёr gjatё gjithё jetёs, edukimi si shёrbim.5. Teknologjia nё edukimRoli i teknologjisё nё edukim, a mund ta revolucionarizojё teknologjia edukimin, si ta pёrdorё teknologjinё mёsuesi nё klasё, cili ёshtё roli i mjeteve tё informimit social nё ofrimin e instruksioneve pёr pёrdorimin e teknologjisё.6. Ndryshimi nё edukimin dhe e ardhmja e edukimitPerspektiva tё ndryshme pёr ndryshimin, si tё marrim rezultatet qё dёshirojmё nga edukimi, roli i standardeve, ndryshimet nё forcёn aktive tё punёs, çfarё disiplinash vshtё e nevojshme tё studiohen, ndryshimet nё dijet shёndetsore dhe tё edukimit fizik, tё gjuhёve tё huaja, ndryshimet nё financim, si tё zhvillojmё tek studentёt aftvsitё krijuese, inovacionin dhe nismёn e lirё nё biznes.7. Kultura, shkollimi dhe procesi i edukimit, Kultura dhe shkollimi, Kultura dhe procesi i edukimit të mësuesve, Kultura dhe procesi i të mësuarit.

Basic Literature: Nikaj, I. Ligjёrata nё fushё tё KulturёsNikaj, I. Expectations from Future Technologies and E-Learning in Higher Education in Albania në 2015 Handbook of Mobile Teaching and Learning, Editor: Yu (Aimee) Zhang, ISBN: 978-3-642-41981-2 (Online) Other References: Bowers, C.A. The Cultural Dimensions of Educational Computing: Understanding the Non-Neutrality of Technology. New York: Teachers College Press, 1988. Mead, G. H. (2001) Mendja, Qenia dhe Shoqëria. Dija, Prishtinë.Merxhani, B.(1996) Formula të Neoshqiptarizmës. Apollonia, Tiranë.Nikaj, I. 2004. Sociologji Edukimi, Kotti, Korçё.

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Nikaj, I.(2002) Pikëpamje të përfaqësuesve të neoshqiptarizmës për zbutjen e kundërshtive shoqërore. Pajtimi 1/2002.Apple, Michael W. Ideology and Curriculum. 2nd ed. New York: Routledge, 1990. Banks, James A. Multiethnic Education: Theory and Practice. Needham Heights, Mass.: Allyn & Bacon, 1988. Bernstein, B. 1977. "Social Class, Language and Socialization." In Power and Ideology in Education. Ed. J. Karabel and A.H. Halsey. New York: Oxford University Press, 473-486. Bourdieu, Pierre. Reproduction in Education, Society and Culture. Tr. Richard Nice. Beverly Hills: Sage Publications, 1977.

Methods of Teaching: Lecture, interactive Seminars and practice classesAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian Language

Course Title: PSYCHOLOGICAL BASICS OF EDUCATIONModule: DEVELOPMENT AND LEARNINGCourse Code: BPE-AType of the course: Compulsory Course level: Advanced Year of study: 1st

Semester: 1st

ECTS: 4Course Load Work: Lectures + seminars 48 classesName of Lecturer: Prof. as. dr. Aleksandra Piluri

Course Goals: By the end of this course students should be able to:obtain knowledge on the main problems of general psychology better understand the problems of development and pupils’ learning know the characteristics and principles of development evaluate the problems that are connected with their age and individuality obtain knowledge on the key theories of development explanation know the factors which affect development in general and different aspects of development in particular know how to encourage puplis’ active learning, participation, involvement and motivation in learning process

Course Contents: Psychology and the explanation of behavior Methodology of psychological studiesBiological bases of behaviorSocial environment and behaviorCognitive and emotional processes Feelings, perceptions and consciousness Thinking and problem solving, intelligence, emotions Psychology of development and its problems

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Meaning and development principles, development factorsMechanisms and aspects of developmentCognitive development and environmental theories, ethological theoriesAspects and factors of developmentPhysical, sensor, perceptual developmentCognitive developmentTheories of information processing, psychomotor treatmentLanguage and speaking development Social development, theories, attachment, the first step to socializationStyles of parental care, temperament and social development Personality understanding and developmentPsychodynamic theories, featuresLearning and phenomenological theoriesMoral and gender development, theoriesReasoning and moral behavior, pro and anti-social behaviorGender development Biological and environmental theoriesAdolescence, characteristics of cognitive development in adolescence Characteristics of moral and social development, actual problemsLearning and teaching, teaching profession, understanding and dimensions of learning Development, learning and teaching, learning and intelligenceLearning theories, behaviorist theories of learning, theories of classic and operant conditioningCognitive theories of the learning process, information processing and cognitive processesAttention and learning, didactic, cognitive modelsConstructivism, cognitive, psychological, social constructivismLearning in a digital worldSocio cognitive viewpoints on learning, self efficiency and unilateralism, self regulating modelMotivation, its meaning, motives and needsTheories of motivation, school motivation, attribution theories, motivation and emotionLearning of students with special needs and disabilitiesGifted pupils, social aspects of special education, comprehensiveness

Basic Literature: Anita Woolfolk, Psikologji Edukimi, CDE 2011Other References: Bardhyl Musai; Psikologji edukimi (zhvillimi, të nxënët, mësimdhënia) Tiranë, 1999Charles G. Morris, Albert A. Maisto: PSIKOLOGJIA, (Shkenca e proceseve mendore dhe e sjelljes njerëzore) CDE, Tiranë 2008Johana Myftiu, Psikologji Edukimi (Mësimdhënia dhe të nxënit) Shtëpia botuese Dija-Pogradeci, 2013Vasta, Haith, Miller, “Psikologjia e fëmijës, UEGEN 2007Recka L. “Psikologji zhvillimi” Tiranë 2005Karaj Th. “Psikologji zhvillimi” Tiranë 2004Gjini F. “Bota sociale e fëmijëve” Elbasani 2008

Methods of Teaching: Lecture, SeminarsAssessment Methods: Written examination by the end of the course

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Language of Teaching: Albanian

Course Title: CRITICAL THINKING IN TEACHINGCourse Code: TMK - AType of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 1st

ECTS: 4Course Load Work: Lectures + seminars 48-50 classes Name of Lecturer: Evionda PylliCourse Goals: By the end of this course students should be able to:obtain knowledge on the method of critical thinking which is increasingly used in the teaching process in our schoolsunderstand and interepret important problems such as the role of environment for the development of critical thinkingmake use of the technique of questioningmake use of free writing techniqueknow how to use the techniques that develop critical thinking through writing and reading processes

Course Contents: The process of thinking, the environment of critical thinkingThe risks of non- objective mind, subjective outlookCritical thinking and writingPercetions, definitions and explanations on critical thinking Phylosophical bases of critical thinkingThe process through which critical thinking is achievedExplanation of the term “ knowledge blast”From obtaining information to reasoningThe environment for critical thinking developmentThree-stage structure ERR through which critical thinking is developedTeaching through brainstorming techniqueReading-in-pairs techniqueCategorizing reviewPair and group discussionThe technique of questioning and assessmentTeacher as a model for childrenFrom factual to high- level-of-thinking questionsAdderssing encouraging questionsCritical writing and thinkingThe process of writing and its components ( writer, environment, subject)The stages critical thinking passesWriting as a powerful tool for the development of critical thinking

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Techniques that develop critical thinking in the process of writingProcessing and the analysis of writing processClustering and opportunities for aplicationFive verses, construction and its fruitful useOther types of writing for critical thinkingOther twelve techniques used for critical thinking development during the processes of reading and writingPair thinking and working, tell to the group, key words and termsAdvanced lecture and its aimsBrainstorming in groups, associating ideasThe process of re-questioningGuidelines for studying processTwo-part diary, keep the last word fro me, learning logosGrafic organisers and their application in the development of critical thinkingThe analysis of semantic featuresTables of concepts, Venn diagram, cubes, practical applications Basic Literature: Jashari A. Për gjuhën shqipe dhe të menduarit kritik, Tiranë 2000Jashri A. Lexo gjithçka, arsyes vendin e parë, përmbledhje artikujsh, AEDP, Tiranë, 1998Metodologji për mësimdhënie të suksesshme, AEDP, Tiranë, 2001

Other References: Fuqia e të “Menduarit kritik” Lewis Vaughn dhe Cris Mac Donald, Tiranë 2010Methods of Teaching: Lecture, SeminarsAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

Course Title: TEACHING METHODOLOGY Course Code: MM – AType of the course: CompulsoryYear of study: 1st

Semester: 1st

ECTS: 2Course Work Load: 25 classes (Lectures + seminars)Name of Lecturer: Donika Dardha

Course goals: By the end of this course students should be able to:To analyze the process of teaching and its competences, the characteristics of productive teachingTo understand the educational goals, purposes and objectivesTo recognize the objectives of all levels of knowledge, affective and psychomotor onesTo determine the importance of planning teaching and the usefulness of including objectives during educational planningTo recognize and distinguish the main methods of teaching whose centers are the teacher and the student

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To classify the methods according to psychological characteristics of age, educational objectives, didactical tools, physical environment

Course Contents: Teacher, teaching and its competences in the society of loreCreativity and development of the wont of thinking of the studentProfessional knowledge of teacherCurriculum and its modelsPurpose and objectivesPlanning of productive teachingMethods of teaching. Direct and indirect teaching.Wonts of communication. Methods of asking and discussing.Learning in group.Teaching according to the needs of students. Inclusive education.Students assessment Class management and discipline.

Basic Literature: - Bardhyl Musai “Metodologji e mësimdhënies”, Tiranë, 2003.- Bardhyl Musai “Metodologji e mësimdhënies”,botimi i dytë, CDE, Tiranë 2014.Other References: Modeles of Teaching, New Jersey, 1980, Jyce, Bryce & Well MarshaA. Woolfolk, Psikologjiedukimi, CDE, Tiranë 2011.R. F. Biehler, I. Snowman, Psikologji e zbatuar në mësimdhënie, ISP, Tiranë 2004.

Methods of Teaching: Project work, power point presentations

Assessment Methods: Portfolio, Presentation

Language of Teaching: Albanian

Course Title: LANGUAGE CULTURECourse Code: MSH-MH-AF-105 BType of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 4Course Load Work: Lectures + seminars 48-50 classes Name of Lecturer: Hysnie Hyska Course Goals: By the end of this course students should be able to:- obtain knowledge on the expressive values of the language- know the orthographic, spelling and ethnographic norms of communication - know certain codes of discourse according to the conditions, traditions and problems of modern sociolinguistics

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- create clear contemporary ideas on the values of the unified literary language- write and read appropriately, use the registers and different styles of the Albanian language - expand the lingusitic knowledge gained in secondary education on the necessary elements of writing, different models of writing and speaking - know the attitude of the Albanian society to the Albanian language and what is included in the report Albanian language and the culture of writing and speaking - better learn and acquire knowledge in other languages

Course Contents: Language and the time when it emergedLanguage as the crucial means of communicating and exchanging ideas and thoughtIndoeuropean character of the Albanian languageAlbanian language written documentation, the Albanian alphabet and its historic way of formationSpoken and written language; similarities and differencesAlbanian orthography and its principlesOrthography and spekkingAlbanian language dialects and their role in enriching the standard of languageThe orthography of vowels and their classificationClusters of vowels and diphthongsApostrophe and stress, exercises The orthography of consonants Clustres of consonants and their occuranceBorrowings and their useGrammatical aspects, the plural of nouns and adjectivesThe front article and the way it is written Particles and prepositionsThe rules single, separated and hyphened words are written The use of capital letters, writing dates Punctuation in Albanian language; colon, semi colon, points, inverted comma, comma, brackets, hyphon and apostrophe Text redaction, editing

Basic Literature: Shkurtaj Gj., Kultura e gjuhës, SHBLU, Tiranë, 2006.Gjovalin Sh., Si të shkruajmë shqip, Tiranë, 2008.Gjovalin Sh., Shqipja e sotme, Tiranë, 2010.Shkurtaj Gj., Kultura e gjuhës në skenë dhe në ekran”, Instituti i Lartë i Arteve, Shtëpia botuese e Librit Shkollor, Tiranë, 1988.Shkurtaj, Gj. Kahe dhe dukuri të kulturës së gjuhës , Shtëpia Botuese “Kristalina-KH”, Tiranë, 2003; Jashari A.- Biba E., Praktikum për drejtshkrimin e gjuhës shqipe, Kotti, 2000;Jashari A.- Kryeziu Bahtiar, Gjuhë amtare (Njohuri për gjuhën.Fonetikë. Morfologji.Sintaksë), Prishtinë 2010.Jashari A., Fjalor me shprehje të huazuara në gjuhën shqipe, Botimet Dudaj, Tiranë, 2007.

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Kryeziu Bahtiar, Si të flasim dhe si të shkruajmë drejt, Prishtinë, 2006.Drejtshkrimi i gjuhës shqipe, Tiranë,1973.

Other References: Akademia e Shkencave e Shqipërisë, Atlasi dialektologjik i gjuhësshqipe, Tiranë-Napoli, vëll.I, 2007, vëll. II, 2008. Autorët: J. Gjinari,B.Beci, Gj. Shkurtaj, Xh. Gosturani.Akademia e Shkencave e Shqipërisë, Fjalor sinonimik i gjuhës shqipe,redaktor shkencor Jani Thomai, Tiranë, 2004.Akademia e Shkencave e Shqipërisë, Fjalor i gjuhës së sotme shqipe,Tiranë, 2002.Abazi Hajdin, Hyrje në shkrimin akademik, Prishtinë, 2008.Ann Jeferson David Roby, Teoria letrare moderne. Një paraqitjekrahasuese. Përktheu: Floresha Dado. Botim i dytë. Albas, Tiranë, 2006.Aristoteli, Retorika, botim i eBooks@Adelaide, 2007.Domi M.-Shkurtaj Gj., Pyetësor për mbledhjen e toponimisë shqiptare”,Dialektologjia shqiptare”, V, Tiranë, 1987.Eko Umberto, Si bëhet një punim diplome. Përktheu nga origjinali, Dr.Kristina Jorgaqi. Botime “Përpjekja”. Tiranë, 1997.Ismajli, Rexhep, Shumësia e tekstit, Prishtinë,1980.Jashari A., Fjalor me shprehje të huazuara në gjuhën shqipe, Botimet Dudaj, Tiranë, 2007.Memushaj Rami, Shqipja standarde, Tiranë, 2005.Kostallari A., Gjuha letrare kombëtare shqipe dhe epoka jonë, (Referat),Tiranë 1984.Kryeziu Bahtiar, Si të flasim dhe si të shkruajmë drejt, Prishtinë, 2006.Leka F.- Podgorica F.- Hoxha S., Fjalor shpjegues i termave të letërsisë,Tiranë, 1972.Lloshi Xh., Gjuha, stili dhe redaktimi në shtyp, Tiranë, 1977.Lloshi Xh., Njohuri për stilistikën e gjuhës shqipe, Tiranë, 1987.Lloshi Xh., Stilistika e gjuhës shqipe dhe pragmatika“ , Tiranë, 1999 dheSHBLU, 2001.Mato Sulejman, Arti i të shkruarit, “Migjeni”, Tiranë,2002.Petriti K., Në poetikën e Martin Camajt, Tiranë, 1997.Petriti K.,Fjala poetike-kuti e Pandorës, Gobus R., 2008.Shamiq Mid’had, Si shkruhet vepra shkencore, (E përktheu ngabosnjakishtja: Nexhat Ibrahimi), Titulli i origjinalit: Kako nastajeaucno djelo, Svjetlost-Sarajevo, 1988, Botimi dytë, Logos-A, 2009,Shkup, Prishtinë,Tiranë.

Methods of Teaching: Lecture, SeminarsAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

Course Title: RESEARCH METHODS IN EDUCATION Course Code: ------------Type of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 1st

ECTS: 4Course Load Work: Lectures + seminars 48 classes Name of Lecturer: Dr. Magdalina Vampa

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Course Goals: By the end of this course students should be able to:- obtain knowledge on scientific research in social sciences- identify the research problem and draft on-going stages for research process accoplishment- raise the awareness on the importance of research in each area and profession as a process which increases information and helps in finding the ways for effective work

Course Contents: Scientific research, traditional methods, the importance of research in scientific disciplines and professionsThe connection of research with theory and practicePhilosophical foundations of scientific research, terms definitionsThe stages of research process, the elements of formulating a research problemConceptual, methodological and empirical stagesResearch issues, defining the types of issues according to the level of knowledgeReasoning, the stages of formulating a research problemArticle reviewing, defining the aim of reviewing, information organizing and editing, Reference framework and the level of researchThe research goal and hypotheses, verifying hypothesesThe plan of research, defining the goal of the research plan, the elements of the research plan, research classifications and the levels of recognitionThe nature of data, measurement of concepts, ways, degree and mistakes of measurementsMethods of research, characteristics of descriptive type, methods and analyses, correlative type, hierarchic order of correlative planStudies on experimental type, pre-experimental planning The sample, general concepts, size, probable and non-probable sampleData collection, methods and habits of data collection, questionnaires, observations, evidences, secondary sources of the dataData analysis, features, statistical analyses, thematic analysis, speech analysis, content analysisThe use of computer programs for data analysis, statistical analysis, SPSS use, data codingDrawing conclusions, results presentation, interpretation, generalization, audience and clarityEthics in research, data privacy, endangered groups, illegal behavior, Nuremberg code, plagiarism Bibliography, rules of writing, reports and diploma theses

Basic Literature: Gjergji Pendavinji, Metodologjia e kërkimit, Korcë 2002.Gjergji Pendavinji, Projekti i kërkimit në shkencat sociale, Korcë, 1997.Gjergji Pendavinji, Nga mbledhja e të dhënave tek analiza statistike e të dhënave, Korcë 2008.Bob Matthews; Liz Ross, Metodat e hulumtimit, botim i CDE, Tiranë, 2010.

Other References: Research Methods in Education, Fifth edition, Louis Cohen, Laërence Manion and Keith Morrison, London 2000. Corbetta, P. (2003) Social Research: Theory, Methods and Techniques (Hulumtimet shoqërore: teoritë, metodat dhe teknikat). London: Sage.Kerlinger, F.N. (1970) Foundations of Educational Research (Bazat e hulumtimit në arsim), New York: Holt, reinhart and Qwinston.

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Pole, C. dhe lampard, R. (2002) Practical Social Investigation: Qualititative and Quantitative Methods in Social Research (Hetimet praktike në fushat shoqërore: metodat cilësore dhe sasiore në hulumtimet shoqërore), Harlow: Pearson Education.Research Assessment Exercise (2008) Guidanace on Submissions (Annex B), gjendet në http: //www.rae.ac.uk.pubs/2005/03/rae0305.doc (parë më 6 gusht 2009).


Course Title: RESEARCH SEMINAR Course Code: MMF – BType of the course: CompulsoryCourse level: AdvancedYear of study: 2nd Semester: 3rd

ECTS: 3Course Work Load: 38 classesName of Lecturer: Dr. Benita Stavre

Prof.as.dr Pavllo CickoCourse goals: The course aims to: - provide support for the students with the process of designing a qualitative research paper; it assist their focusing on the respective research graduation issue and helps them handle challenging writing difficulties; - enhance the critical reading and evaluation ability for an academic research paper;- offer literature advice about the research steps and writing stages of a research paper, as well as the basic principles of style that should be taken into consideration;- encourage the student to make safe choices on the research issues, to focus on the argumentative topics, to enhance critical pair and group evaluation through fair class debates and written evaluations;- to offer internet sites and literature sources in the form of practical and independent work that aim to strengthen his analytical analysis of a research paper.Course Contents: Section I - Introduction to academic paper writing. Designing your plan for writing. Setting your writing goals and anticipating and overturning writing obstacles.Starting your paper. Hammering your topic. Exploring library, bookshop and website resources. Reading and understanding literature written about it.Note-taking, skimming information, narrowing the focus of observation.Choosing a topic outline or a sentence outline. Identify the major sections; divide headings and subheadings. Writing the first draft. Proofreading and editing.Section II Presentations of papers written on education topics. Writing a short summary of the paper which includes the following issues: What is the problem, why does the author find it interesting?What specific claims does the paper make?

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What evidence is offered to support them?What questions do you have?Your opinion of the quality of the writing Class discussion on the findingsSection III Paper writing, and presentation of the individual reviews of papers on teaching and learning strategies, methods, tools, problems, etc.Basic Literature: Wendy Laura Belcher. (2009)“Writing your Journal Article in 12 Weeks; A Guide to Academic Publishing Success”, Princeton University Phyllis Goldenberg (2005) “Writing a Research Paper; A Step-by-Step Approach”

Other References: Hart, A.W. & Reinking, J.A (1998). Strategies for Successful Writing: A Rhetoric, Reader and Handbook. New YorkBoçe, E. (2004). Si tё Shkurajmё njё Punim Kёrkimor. Tiranё: CDE Musai, B. (2007). Si tё Shkruajmё Ese: Paragrafёt, Pyetjet dhe Vlerёsimi. Tiranё: CDENishku, M. (2004). Si tё Shkruajmё: Procesi dhe Shkrimet Funksionale. Tiranё: CDE Raimes, A. (1993). Techniques in Teaching Writing. New York: Oxford American English

Methods of Teaching: Discussion classes, oral presentations, written analysis

Assessment Methods: Continuous assessment

Language of Teaching: English

Course Title: METHODS OF TEACHING ENGLISH LANGUAGE PHONETICSCourse Code: MMF – BType of the course: CompulsoryCourse level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 2Course Work Load: 25 classes(Lectures + seminars)Name of Lecturer: Vasilika PojaniCourse goals: By the end of this course students should be able to:- extend theoritical knowledge on English Language Phonetics- develop practical skills on sounds, stress, intonation and other aspects of connected speech in English language classroom- raise students’ awareness on the importance of pronunciation for successful communication integrate pronunciation work with the treatment of grammar and lexis in order to help students give it its deserved importance- deal with various approaches to teaching pronunciation through integrated, remedial and practice lessons - know how to design lesson plans on particular aspects of pronunciation

Course Contents:

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- The main features of pronunciation- The physiology of pronunciation - The articulation of phonemes- Phonemic transcription - Why teach pronunciartion - Problems and approaches in pronunciation teaching- What pronunciation model to teach- Sample lessons (teacher’s practice lessons)- The characteristics of the “pure” vowel sounds- The characteristics of diphthongs - Raising awareness of vowel sounds, Sample lessons - Further ideas for activities - Models of integrated, remedial and practice lessons- The characteristics of the consonant sounds- Raising awareness of consonant sounds, Sample lessons - Rules of word stress; Levels of stress- What is intonation, why teach it? - Tones, tonic syllables and tone units- Grammar and intonation, Sample lessons- Attitude and intonation, Sample lessons- Discourse and intonation, Sample lessons - Assimilation, Elision, Linking and intrusion, Juncture, Contractions- Should we teach these aspects of connected speech? Sample lessons

Basic Literature: Gerald Kelly “How to teach pronunciation”Pearson Education Limited, England 2000, Series Editor Jeremy Harmer, Pearson Longman, Eleventh impression 2008

Other References: Roach, P. English Phonetics and Phonology, A Practical Course, Cambridge University Press, 1993Collins, Beverley & M. Mees, Inger Practical Phonetics and Phonology Daniel, J. A handbook on Phonetics and Phonology Cambridge University PressKoenraad Kuiper and W. Scott Allan An Introduction to English Language,1996Victoria Fromkin, Robert Rodman An introduction to Language International edition, 1993Roach, P. “Phonetics” Oxford Introductions to Language Study Oxford University Press, 2001

Methods of Teaching: Project work, power point presentationsAssessment Methods: Portfolio, Presentation Language of Teaching: English

Course Title: METHODS OF TEACHING ENGLISH LANGUAGE GRAMMARCourse Code: MP-MMG - BType of the course: CompulsoryCourse level: Advanced

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Year of study: 1st

Semester: 2nd

ECTS: 2Course Work Load: 25 classes (Lectures + seminars)Name of Lecturer: Suela KoçaCourse goals: By the end of this course students should be able to:- to extend theoritical knowledge on English Language Grammar- to develop practical skills on grammar in English language classroom- to raise students’ awareness on the importance of grammar in the process of learning a foreign language and communication- to integrate the use of grammar and lexis in order to help students give it its deserved

importance-to deal with various approaches to teaching grammar through integrated, remedial and practice

lessons -to know how to design lesson plans on particular aspects of grammatical issues

Course Contents:- What is grammar?- Why teach grammar?- How to teach grammar from rules- How to teach grammar from examples- How to teach grammar through texts- How to practice grammar- How to deal with grammar errors- How to integrate grammar- How to test grammar- How not to teach grammar- Explaining different English grammar issues

Basic Literature: George Yule, Explaining English Grammar, Oxford University Press, 2010.K. Lynn Savage, Grammar Matters, Cambridge University Press, 2010.Scott Thornbury, How to teach grammar Longman, 12th impression, 2008.

Other References: G. Leech, et al., Longman Grammar of Spoken and Written English, Longman, 2006.L. Cameron, et al., Bringing creative teaching into the young learner classroom,Oxford: OUP, 2010.Methods of Teaching: Lectures, discussions, power point presentationsAssessment Methods: Oral examination, Portfolio, Presentation Language of Teaching: English

Course Title: METHODS OF TEACHING ENGLISH LANGUAGE VOCABULARYCourse Code: MMV - BType of the course: CompulsoryCourse level: Advanced

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Year of study: 1st

Semester: 2nd

ECTS: 2Course Work Load: 25 classes (Lectures + seminars)Name of Lecturer: Vasilika PojaniCourse goals: By the end of this course students should be able to:- improve their knowledge and develop their clssroom skills in vocabulary area- raise their awareness on the importance of learning and teaching vocabulary - find ways in which the teaching of vocabulary can be integrated into lessons- analyze the way the knowledge on word is acquired, organized, stored and retrieved - know the sources from which the words are selected- know how the concept of the word is expanded forming components and larger chunks- know how to cope with the gaps in their vocabulary knowledge- develop practical skills in compiling lesson plans and organizing English language classes on the aspects of lexicsCourse Contents:How words are learnedThe importance of vocabularyThe way our word knowledge is organized, learned and rememberedThe bulk of words a learner needs to knowThe kind of mistakes learners makeClassroom sources of wordsLists, course books, vocabulary books, the teacher, other students, short texts, books and readers, dictionaries, corpus dataHow to present vocabularyPresenting vocabulary, using translation and illustration of the meaningHow to put words to work Integrating new knowledge into oldDecision- making tasks, production tasks, gamesTeaching word parts and word chunks Teaching word formation and word combination, lexical chunks, word grammar, phrasal verbs and idiomsHow to test vocabularyWhat to test, types of test, measuring word knowledge, assessing vocabulary size How to test good vocabulary learnersLearner training, word cards, guessing from context, using dictionariesSpelling rules, keeping record, motivation

Basic Literature: Scott Thornbury “How to teach vocabulary” Pearson Longman, Seventh impression 2008Virginia French Allen “Techniques in teaching vocabulary” Oxford University Press, 1983 Teaching techniques in English as a second language, Series Editors: Russell N. Campell and William E. Rutherford)

Other References:

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Michael Lewis “The lexical approach” The State of ELT and a WayForward, Language Teaching Publications 1999Michael Lewis “Teaching Collocation” Language Teaching Publications, 2000N. Schmitt “Vocabulary in Language Teaching” Cambridge University Press, 2000 R. Gairns and S. Redman “Working with words” Cambridge University Press, 1986N. Schmitt and Mc Carthy “Vocabulary; Description, Acquisition, and Pedagogy” Cambridge University Press 1997

Methods of Teaching: Project work, power point presentations

Assessment Methods: Portfolio, Presentation


Course Title: METHODS OF TEACHING LITERARY TEXTSCourse Code: MMLType of the course: CompulsoryCourse level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 2Course Work Load: 25 hours (Lectures + seminars)Name of Lecturer: Erinda PapaCourse goals: At the end of the literature didactics course, the students will be able to: master, procedurally, the modern concepts and theories on the development of schemes

of action and learning capacities; apply the modern concepts and theories on the development of learning capacities; identify the specific of the children’s literature curriculum for elementary school; plan, organize, and conduct didactic activities adequate to the educational-instructive

specific of didactic communication during literature classes for children in elementary school;

innovatively apply basic specialty knowledge in various adequate contexts, displaying, professionally, an innovative methodological conduct at all times;

acquire the didactic skills prerequisite to the teaching of children’s literature in elementary school;

create specific learning situations for the teaching-learning of literature in secondary schools;

operationalize the notions specific to the reception of the oral and written literary message and of the oral and written expression in the literature area;

adopt pertinent strategies for students and class assessment, in order to maximize the educational-instructive process within the parameters of the study of literature in secondary schools;

stimulate both individual and group creativity and promote originality in the didactic process by the formative implementation of the models provided by literature texts (integrating skills through formative exercises, establishing analogies based on internalized formative structures);

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recognize and use the values and functions of the study of literary text in elementary school, for their conveyance in the didactic process;

elaborate and effectively and imaginatively apply the educational materials and means characteristic to the study of literature in secondary schools;

display a reflective (self) conduct as to one’s own—secondary school specific—didactic activities.

Course Contents:Using Literature in the Language Classroom: The IssuesWhat is distinctive about the language of literature?Approaches to using literature with the language learnerStylistics in the classroom; literature as content: how far to go?Selecting and evaluating materialsMaterials design and lesson planning: novels and short-storiesUsing novels in language classroomsMaterials design and lesson planning: PoetryMaterials design and lesson planning: Plays

Basic Literature: McKnight, Katherine S., Teacher's Big Book of Graphic Organizers : 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas, San Francisco, USA: John Wiley and Sons. Inc., 2010.Miller, Marcia., Lee, Martin., The Big Book of Ready-to-Go Writing and Reading Lessons, USA: Scholastic Inc., 2000.Other References: Brumfit, C. J. and R. Carter. Literature and Language Teaching. OUP. 1985.Billmeyer, Rachel and Lee Barton, Mary, Teaching Reading in the Content Areas: If Not Me, Then Who? OUP Carter, 2000. R. R. Walker, and C. J. Brumfit. (eds) Literature and the Learner: Methodological Approaches. British Council, 1989.Falvey, P and P. Kennedy. Learning Language though Literature. Hong Kong University Press. 1997.Lazar, G. Literature in Language Teaching, Cambridge University Press. 1994.

Teaching Methods: Project work, power point presentationsAssessment Methods: Portfolio, Presentation Language of Teaching: English

Course Title: METHODS OF TEACHING NON-LITERARY TEXTS IN ENGLISHCourse Code:Type of the course: CompulsoryCourse level: AdvancedYear of study: 2nd Semester: 3rd ECTS: 2Course Work Load: 25 hours (Lectures + seminars)Name of Lecturer: Daniela-Carmen Stoica

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Course goals: By the end of this course students should be able to:- adapt non-literary texts with a view to using them in the process of teaching English as a foreign language

- to develop teaching plans (with the appropriate goals and activities) for each text type, which will be used in the English teaching processCourse Contents:- Techniques of developing reading/listening classes- Some aspects of reading: the communication process, the active involvement of the reader, making sense of the text- Schema theory- Reading skills and subskills- Classroom approaches to reading- Reading non-fiction: types and purposes- Teaching non-fiction reading. Criteria of material selection.- What pre-reading activities are, types of pre-reading activities (e.g. predicting meaning, guessing unknown words etc.) and how to design them .- What while-reading activities are, types of while-reading activities and how to design them: deducing meaning, questioning, recognising, matching, ordering, following instructions, comparing, note-taking, completing, decision-making/problem solving.- What post-reading activities are, types of post-reading activities and how to design them- Why and how letters may become useful resources for the process of teaching and learning English as foreign language. Main elements of a letter. Formal vs. informal letters. Follow up activities: how to write a (formal/informal) letter.- Why and how emails may become useful resources for the process of teaching and learning English as foreign language. Main elements of an email. Formal vs. informal emails. Follow up activities: how to write a (formal/informal) email.- Why and how essays may become useful resources for the process of teaching and learning English as foreign language. Types of essays: expository, persuasive, discursive, descriptive, narrative. Main elements of an essay. Main phases in teaching an essay. Follow up activities: how to write an essay.- Why and how biographies may become useful resources for the process of teaching and learning English as a foreign language. Main elements of a biography. Main phases in teaching a biography.- Developing lesson plans for letters and emails, including various types of pre-reading, while-reading and post-reading activities.- Developing lesson plans for biographies, essays, articles and reviews, including various types of pre-reading, while-reading and post-reading activities.Basic Literature:

Birch, Barbara,

English L2 Reading. Getting to the Bottom, Mahwah, New Jersey and London, 2002Other References:

Day R.,

Bamford Jay, Top Ten Principles for teaching extensive Reading, Reading in a Foreign Language, 2002

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Silberstein Sandra, Techniques and Resources in Teaching Reading, OUP, 1994.

Grabe William, Fredericka L. Stoller, Teaching and Researching Reading, Harlow, UK, Longman, 2002

Teaching Methods: Project work, power point presentationsAssessment Methods: Portfolio, Presentation Language of Teaching: English

Course Title: METHODOLOGY OF ENGLISH LANGAUGE TEACHING AND LEARNING Course Code: MMF – BType of the course: CompulsoryCourse level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 4Course Work Load: 44 classesName of Lecturer: Dr. Benita Stavre

Dr. Lindita KaçaniCourse goals: The course aims to: - provide students with basic information related to the teachers and learners in class and the role that foreign language plays in this aspect.- enable learners to acquire knowledge that exceed the boundaries of didactics, involving the students in a psychological, cognitive, social and physiological viewpoint of the foreign languages acquisition; - present, explaineand understande the strategies of learning, both in the theoretical and the practical aspect; - provide moments of reflection to students about similar positive teaching and learning situations in the past in order to enable them make proper judgment to them.Course Contents:Teaching And Learning The English LanguageEnglish Language Teaching MethodsRoles And Responsibilities in Language ClassroomsTeaching and Improving the Language SkillsClass Management: Grouping Arrangement, Special Techniques For Problem Classes Using Teaching Aids EffectivelyQuestioning, Explaining, Correcting Errors And Mistakes, AssessmentThe concept of the learner languageTheories of Second Language Learning Factors affecting second language learningResearch and claims on language learner strategies Intervening in the use of strategies Focus on sources of knowledge and on success A review of reading strategies focus on the impact of first language A review of vocabulary learning strategies; focus on language proficiency and learner voice

Basic Literature: Course of Lectures on the teaching and learning methodology of Englsih language

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Other References: - Cohen, A. & Maroco, E. (2007) Language Learner Strategies, Britain: Oxford University PressCrawford, A., Makinster, J., Saul, W., Temple, Ch. (2006). Strategjitё e Mёsimdhёnies dhe tё Nxёnit pёr Klasat Mendimtare. Tiranё: CDEEllis,R. & Barkhuizen,G. (2005). Analyzing Learner Language. Britain: Oxford University PressKnight, P. & Lindsay, C. Learning and Teaching English; A Course for Teachers. Oxford University Press.Lighbrown, P. & Spada, N. (1993). How Languages Are Learned. 3rd edition, Great Britain: Oxford University PressMadsen, H.S. (1993). Teaching Techniques in Testing English as a Second Language. Great Britain: Oxford American EnglishTafani, V. (2003). Language Teaching and Learning. Tiranё: SHBLUZwiers, J. (2006). Zhvillimi i Shprehive tё tё menduarit nё Klasat 6-12. Tiranё: CDE

Methods of Teaching: Integrated discussion classes

Assessment Methods: Oral examination


Course Title: TRANSLATION TECHNIQUES AND PRACTICECourse Code: B-FFType of the course: CompulsoryCourse level: ProficientYear of study: 2nd

Semester: 1st

ECTS: 3Course Load Work: 76 classes (lectures + seminars)Name of Lecturer: Alma KarasaliuCourse Goals: By the end of this course students should be able to:- Speak about the translation studies discipline and the main achievements of this field. - Analyze the source text at different levels, before deciding on the translation technique they are going to utilize, in conveying the text into the target language.- Present, argue and reflect on translated variants individually and in groups. - Get involved in conversations on different discrepancies faced during the process of translation, increasing, likewise, their interest in translation discipline.- Present alternative variants for a given text, besides the ones given by translators, taking, likewise, the position of a translation critic, basing their arguments in different translation techniques, suggested by prominent scholars. - Give arguments on advantages and disadvantages of teaching a foreign language through translation, referring to Albanian language and its lingustic feaures.

Course Contents:

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- What is translation? What is translation theory? - The analysis of a text. - Reading the text, the intention of the text, the intention of the translator. - The process of translating.- The textual level, the referential level- The cohesive level, the level of naturalness - The translation of proper names - Translation methods and procedures - Translation methods (P. Newmark)- Translation techniques (Vinay and Darbelnet)- Central issues of Translation Studies - What is Translation Studies?- Language and Culture. Types of translation.- Loss and gain, untranslatability - Translation from English into Albanian- Word groups, collocations, phraseological units- Polysemantic words, idioms and proverbs- Conditional sentences, passive voice constructions- Translation of infinitive and gerund constructions

Basic Literature: Hatim, Basil; Munday, Jeremy, Translation: An Advanced Resource Book. London and New York: Routledge, 2004. Newmark, Peter A Textbook of Translation Longman, 1993.

Other References: Munday, Jeremy Introducing Translation Studies – Theories and Applications, Routledge, 2008. Bassnett, Susan Translation Studies Routledge, 2002. Weissbort, Daniel; Eysteinsson Astradur, ed. Translation – Theory and Practice: A Historical Reader Oxford University Press, 2006.Eco, Umberto; Të Thuash Gati të Njëjtën Gjë – Përvoja Perkthimi. Dituria, 2006. Tupja, Edmond; Këshilla një Përkthyesi të Ri. Onufri, 2000. Tupja, Edmond Pro Translatore – Shënime Kritike për Përkthyesin dhe Përkthimin Shtëpia e Librit OMBRA GVG, 2003.Ristani, Viktor Kontribut në Studimet Përkthimore gjatë viteve ’90 Shtëpi Botuese-Shtypshkronjë Miryeeralb, Tiranë 2010

Methods of Teaching: Lecture, Seminars and practice classesAssessment Methods: Written examination by the end of the courseLanguage of Teaching: English

Course Title: PROFESSIONAL DEVELOPMENT IN EDUCATIONCourse Code: MSH-MH-AF-105Type of the course: OptionalCourse level: Advanced

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Year of study: 1st

Semester: 2nd ECTS: 3Course Load Work: Lectures 13 hours, seminars 25 hoursName of Lecturer: Pavllo CickoCourse Goals: By the end of this course students should be able to:- Expand the specific knowledge on teaching. - Apply the theoretical background. - raise awareness of the importance of professional development in education, teaching and of ethical teaching and the perspectives of this development in our universities.

Course Contents:

- The concept of professional development in education. Theoretical perspectives. Tipology of Shulman, Tardif, Lytle. Environment, demography, economy and development

- Obervations over the professional development and the teachinf profession.- The challenges of the teaching profession and their professional development.- Ethics and teaching- Morality, ethics and deontology and the professional identity of teachers- Construction of the teachers’ identity – a dinamic and interactiv process. Determination

of the professional identity of the teacher.- The relationship with the work, the responsabilities, colleagues and the school. - Teaching – a job that should be divided with the others.- The teacher’s relationship with the knowledge, students and the human environment.

Cooperation in the professional development of teachers. Self – regulation of learning and cooperative and professional development.

- Education of prosociality – an important part in the vision anf formation of the teachers.- Different views of teahcing. The contribution of behavioral psycology. - The view of the humanistic psychology. Strategic teaching. Its principles.- Cognitive strategies. Explicit teaching. Students’ motivation.

Basic Literature: Faire construire des savoirs. Pedagogies pour demain. Gerard de VecciN.C.magnaldi1996Apprendre. Andre Giordan1998Other References:DESAULNIERS, Marie-Paule et autres. Les défis éthiques en éducation, Sainte-Foy, Presses de l’Université du Québec, 1998, 236 p.GOHIER, Christiane et autres. L’enseignant : un professionnel, Sainte-Foy, Presses del’Université du Québec, 1999, 174 p.JEFFREY, Denis et Clermont GAUTHIER. Le défi éthique des enseignants. Document rédigé pour le Comité d’orientation de la formation du personnel enseignant (COFPE), Québec, 3 octobre 2003, 61 p.LESSARD, Claude. « Les conditions d’une nouvelle professionnalité dans l’enseignement », Vie pédagogique, 1991, no 71, p. 18-23.MEIRIEU, Philippe. « Éduquer : un métier impossible ? ou "Éthique et pédagogie" », Pédagogie collégiale, Vol. 6, no 1, septembre 1992, p. 32-40.

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PERRENOUD, Philippe. Dix nouvelles compétences pour enseigner, Paris, ESF éditeur, 1999,192 p.

Methods of Teaching: Lecture, Seminars and practice classesAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

Course Title: COMMUNICATION AND INFORMATION TECHNOLOGY IN EDUCATION

Course Code: KTI - EType of the course: CompulsoryYear of study: 1st

Semester: 2st

ECTS: 3Course Work Load: Seminars 45 classesName of Lecturer: Vasilika Pojani; Lindita KaҫaniCourse Goals: By the end of this course students should be able to:- become aware of the necessity of using modern technology- integrate technology into teaching- practise the four main language skills –speaking, listening, writing and reading- use computers as a source of information and classroom activities- use technology for classroom tasks and performance - have access to ready-made ELT materials- use websites in English classes, know how to find and evaluate them, as well as compile lesson plans by making use of the Internet- use e-mail and chat in and outside English language classes for teaching and individual preparation- recognize and refere to additional sources such as: vocabularies, translation programmes, encyclopedia for research and project work

Prerequisites: Know how to use word processoresCourse Content:Technology in the classroomWord processors in the classroom Word processor for teachers; creating materialsAdding text box and check box to the form; adding a drop-down menu to the formWord processors in the classroom Using track changes Word processing activities for learnersUsing websitesELT websites or authentic websites?Using websitesPlanning lessons using the Internet

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Working with lower levels of language proficiencyWeb teaching dos and don’tsInternet-based project work Basic projectsInternet-based simulations, Webquests creationThe benefits of emailBasic email skills; communication, technical skillsUsing e-mail with learners out of classHow to use e-mailUsing email with learners during classHow to use chatChat in language teaching, types of chat, chat programsText or voice chat with learnersA sample text chat lesson planBlogs, wikis and podcastsSocial softwareBlogs, wikis and Podcasts in language teaching Online reference tools Dictionaries and thesaurusesTranslators for language analysisEncyclopedias for research and project work Basic Literature:Gavin Dudeney & Nicky Hockly “How to teach English with technology”Pearson Education Limited 2007; Essex England, CD-ROM

Other Refernces: Gavin Dudeney “The Internet and the Language Classroom” A Practical guide for teachers, Cambridge Handbooks for Language Teachers, 2007Gordon Lewis “Bringing technology into the classroom” Oxford University Press, 2009

Methods of Teaching: Producing electronic materials, project work, Assessment Methods: Portfolio, power point presentationsLanguage of Teaching: English, Albanian

Course Title: THEATER – HISTORY AND PRINCIPLES Course Code: MP – THP - EType of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 3Course Load Work: Lectures + seminars 38 classes Name of Lecturer: Prof. dr. Josif Papagjoni Course Goals: By the end of this course students should be able to:

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- know the periods of theater development through centuries, its forms and poetics, main currents, authors experiences and novelties- recognize aesthetic principles of theater in general and participating arts in particular- do research on the original basic components of theater such as ritual, illusion, scenic convention, merging public with the hall, suggestion, feast, the report of perception with the act of play, formative character of theater, likings etc. Course Contents: Principles of theater art The origin of theater, the ancient Greek theater Aeschylus, Sophocles, Aristophanes, Euripides –features. Greek tragedy- its structure Comedy art European Renaissance Theatre, Shakespeare - thought, works, features Theater of the European Enlightenment, Diderot, Voltaire, Bomarshe, Sheridan, etc. Theater of French Classicism; Cornea, Racine, Moliere, thought, works, features Romantic theater; Byron, Goethe, Lessing Russian theater; Gribojedov, Pushkin, Gogol, Ostrovsky Realist theater of 20th century; Henric Ibsen, Strinberg; Russian theater of 20th century British theater of 20th century; Bernard Show, Obsborn, Oscar Wild, Harold Pinter etc. Theater systems, Stanislavski and his theory of theater Absurd theater; Beckett, Ionesco, Arabal, American theater Theater of the grotesque, aesthetic principles Social political drama, German drama of the 20th century Postmodernism, the theater of irony How a theater play is built (components, elements, stages of work) Criticism on a theater play, differentiations, classifications, types of theater Albanian theater, Renaissance and Monarchy periods, theater companies, main authors Albanian theater, socialist realism period, post-communist period Albanian theater in Kosovo and Macedonia World dramaturgy, integrating aesthetic reports Dramaturgy and the well-known dramaturges; K. Jakova, T. Dervishi, R. Qosja, B. Musliu, A. Pashku, F. Kraja, F. Pacrami, M. Jero, M. Kraja, etc. Principles of the actor's art; principles of director’ s art principles; principles of scenographer’s art

Basic Literature: Evaluating Effectiveness - A Framework for Assessing the Management of Protected AreasGlobal Overview of Mountain Protected Areas on the World Heritage List Prepared by Jim Thorsell and Larry Hamilton, UCN. 2002World Heritage in Danger Workshop - Amman Congress WCPA (2000)Centre du Patrimoine Mondial, UNESCO, Paris, 2008Adresa në internet: http://www.unesco.org/whc/fr/breves.htmOther References: Centre du Patrimoine Mondial, UNESCO, Paris, 2008Dida M. etj, Zonat e Mbrojtura në Shqipëri, Parqet Kombëtare, Tiranë 2004.Evaluating Effectiveness - A Framework for Assessing the Management of Protected Areas.Economic Values of Protected Areas - Guidelines for Protected Areas Managers

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http://www.unesco.org/whc/fr/breves.htm

Global Overvieë of Mountain Protected Areas on the Ëorld Heritage List Prepared by Jim Thorsell and Larry Hamilton, UCN. 2002Human Use of World Heritage Natural Sites – A Global Overvieë Prepared by Jim Thorsell and Todd Sigaty. IUCN.1997.IUCN, Guidelines for Protected area management categories.CNPPA with the assistance of CMC (1994), IUCN, Gland, Switserland &Cambridge, UK, 261 pp. Methods of Teaching: Lecture, SeminarsAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

Course Title: NATURAL AND CULTURAL HERITAGE Course Code: MP – TNK - BType of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 3Course Load Work: Lectures + seminars 38 classes Name of Lecturer: Dr. F. Pazari Course Goals: By the end of this course students should be able to:- know the main theoritical concepts of natural heritage and its classification according to IUCN definition- know the natural and cultural nomocracy of the heritage objects formation- know the geo heritage values (scientific, ecological, cultural, religious and turistic) - know how to evaluate, manage and maintain natural and cultural heritage - obtain knowledge on the national and international laws and institutions for the protection of natural heritage- identify the problems of the national, European and world natural heritage Course contents:The concept of natural heritage, the values of renewable environmental assetsSpecial natural heritage, the place it occupies in the general heritage offered by the nature of a countryThe necessity of protecting the natural heritage, the criteria of defining natural objects as special natural heritageBiodiversity, landscape as part of special natural heritageMain categories of natural heritage, world natural heritage, World Heritage Convention, its authorities, the rights and duties of the members of WHCThe list of world natural heritages and their sites, their problems, membership criteria of a site to be part of the world heritage listNational natural heritage, its origin and the spread of settlements in KosovoFeatures of urbanization in Kosovo, urban and rural settlements in KosovoProtected areas, legal basis, institutional support and stakeholders

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Ecological network and its creation, management of protected areasThe criteria of protected area classification, solution of the ownership problem Classification criteria for the protected areas according to IUCNProtected areas in Albania, the history of protected areas evaluation and declaration in AlbaniaThe condition of protected areas in Albania, problems and risks that threaten themThe most important categories of protected areas in Albania; natural reserves, national parks, managed natural reserves, protected terrestrial and marine landscapesCultural and turistic heritage, the concept of cultural heritage, cultural tourism, World tradition of cultural tourism, the role of tourism as a means of intercultural communicationValues and relationships between heritage and cultural tourismEcotourism and features of cultural tourism in our country, the most visited sites, traditions and evaluation of foreigners for Albanian cooking, Albanian crafts traditionsLegislation of cultural heritage, its history, the law of cultural heritageThe role of UNESCO in the protection of cultural heritage valuesUNESCO Convention for “natural and cultural heritage”, UNESCO Convention for “Spiritual Heritage”

Basic Literature: Agim Bido. (1991) Arti popullor në veshje e tekstile, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Alfred Uçi. (1983) Kultura tradicionale popullore dhe funksionet e saj etnike, Kultura popullore, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë, nr. 1, f. 9 – 32.

Other References: Andromaqi Gjergji. (2004) Ligjërata për etnologjinë shqiptare, Shtëpia botuese “Lilo”, Tiranë. “Folklori shqiptar” (Tekst për universitetin). (1972), Universiteti Shtetëror i Tiranës, Instituti i Folklorit, Tiranë, 1972.Gjergj Zheji. (1994) Hyrje në folklor, vëllimi I, Phoenix, Tiranë.Ali Muka. (2001) Banesa fshatare dhe familja e madhe, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Ismet Elezi. (2006) Kanuni i Labërisë, Botimet Toena, Tiranë.Kahreman Ulqini. (2003) Struktura e shoqërisë tradicionale shqiptare”, Idromeno, Shkodër.Mark Tirta. (1999) Migrime të shqiptarëve, Etnografia shqiptare 18, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Mark Tirta. (2003) Etnologjia e shqiptarëve, Geer, Tiranë.Mark Tirta. (2004) Mitologjia ndër shqiptarë, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Mark Tirta. (2001) Etnologjia e përgjithshme, Geer, Tiranë.Mark Tirta. (2006) Mjeshtëria e kërkimit shkencor në etnologji, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Spiro Shkurti. (2002), Tradita bujqësore të shqiptarëve, Akademia e Shkencave, Instituti i Kulturës Popullore, Tiranë.Zeqirja Neziri. (1997) Letërsia gojore shqiptare”, pjesa e parë, Universiteti “Sh. Cirili dhe Metodi”, Fakulteti Filologjik, Katedra e Gjuhës dhe e letërsisë Shqiptare, Shkup

Methods of Teaching: Lecture, Seminars

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Assessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

Course Title: FIGURATIVE EDUCATION Course Code: MP – EF-BType of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 2nd

ECTS: 3Course Load Work: Lectures + seminars 38 classes Name of Lecturer: Tatiana Caca Course Goals: By the end of this course students should be able to:- know the main concepts of figurative art as an important means for emotional, spiritual, cultural, social and intellectual expression - obtain knowledge on the history of the Albanian art in Prehistoric, Medieval, Renaissance and Contemporary periods- obtain knowledge on the European art of different periodsCourse contents:Prehistoric and medieval artIllyrian art, ancient mosaics in Albania, late antiquety mosaicsMedieval art in Albania, painter Onufri in the XVI th centuryCodex art and iconographyThe art of Albanian Renaissance, the characteristics of this periodRepresentatives and their worksContemporary art, Golden Renaissance, Leonardo da Vinci, Michelangelo, BuonarotiBaroque art, figurative art in the XXth centuryFigurative artists of Korça region, its representatives and their worksEuropean RenaissanceNeoclassicism, Romanticism, Realism


Course Title: MATERIAL CULTURECourse Code: MSH-MH-AF-105 Type of the course: Compulsory Course level: AdvancedYear of study: 1st

Semester: 2nd

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ECTS: 3Course Load Work: Lectures + seminars 38 classes Name of Lecturer: Prof. dr. Agron Xhagolli Course Goals: By the end of this course students should be able to:- obtain knowledge on the theory and practice of research in the field of Albanian etnocultural heritage- conduct research work and deploma theses by the end of their studies Course contents:Ethnography values and functions; cognitive, educative and artistic valuesConcepts on ethnology and Albanian folkloreThe science of Ethnology and its understanding, general and regional ethnologyThe connection of Ethnology and Folklore with other sciences (connection with linguistics, archeology, sociology, literature, musical and choreographic arts) The method of scientific research, its kinds, scientific criteria for reasearch work, ethics and research work Albanian ethnoculture and the contemporary trends, local specifics Food and way of feeding, food dependency on natural and climate conditionsThe main types of foods consumed by Albanians, traditional drinks Agriculture and livestockm, agricultural crops cultivated in Albania, animals breedingProcessing and conservation of agricultural and livestock productsAlbanian folk costumes, the criteria of their classification, men and women's dresses Traditional bulidings and the art of constructionPopular skills, pottery, wood carving, textile works, embroidery, metal worksFamily, kinship and blood ties, relativesExogamy and endogamy, Partiarchal family and its characteristicsLifecycle; birth, marriage and deathThe right of social mores, the Canon of Lek Dukagjini, the Canon of ScanderbegMigration and diaspora, kinds of migration, creation of Albanian DiasporaMyths, rites and popular beliefs, the nature, family, ancestral and deads cultsPopular art, the meaning of the applied popular arts, works in wood and stone, pottery etc.

Basic Literature: Other References:


Course Title: ARTISTIC EDUCATION Course Code: FAType of the course: CompulsoryCourse level: IntermediateYear of study: 1st

Semester: 2nd ECTS: 3Course Load Work: seminars 38 classes

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Name of Lecturer: Josif MingaCourse Goals: By the end of this course students should be able to: transmit to pupils everything that connects to art, artistic knowledge and practice in order to make them love the great inner world

Course Contents: Art as a form of human consciousness Art and humanity Teachers’ aesthetic education Artistic education Artistic education through main emotional categories Kinds of art Role and influence of artistic activities for children Music, the art of sounds Music writing Human voices Families of instruments Sounds within scales Emotional listening Visual – figurative arts Drawing Painting and application Practice classes for pre-school education Practice classes for primary education Scenic music Antic theatre of the present days Cinematography Talent and work in art Artistic practice Characteristics of primitive, classic, romantic and modern art Entertainment dancing Folk dancing Experience of world and modern dancing Artistic activities

Basic Literature: ARTISTIC EDUCATION”A. WEBER Vol. ( for children until 14 years old), “Storia della musica” Marie Clarie, Beltroudo- Partier , Lucarini editore., Other References: Praktika artistike me fëmijë nga Roehamton University, Gent University.“ Krijo, luaj, mëso me gjithçka që ke përreth” Save the children .“ Kohët e artit” vol 1, 2 “ Estetikë në tre pamje “ prof. F. HysiArtet vol 1 S. Nini, V. Duraj, M. Xhelili, B. Arbana “ Artet institute i i kurrikulës dhe i trajnimit A. Peqini, F. Hysi, J. Gjevreku, M. Xhelili“Trashëgimia kulturore “ V. Tole

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Methods of Teaching: Lectures, Seminars and practice classesAssessment Methods: Written examination by the end of the courseLanguage of Teaching: Albanian

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