2025_14_02_04 - PegasJournal
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2025_14_02_04
Issues > Issue n2 2025 > section2_2025
EXPLORING TEACHERS' EXPECTATIONS OF DISCIPLINARY LITERACIES: AN ANALYSIS OF INSIGHTS FROM ALBANIA
Emilda Roseni – Anita Muho
doi: 10.18355/PG.2025.14.2.04
Abstract
This research aims to examine the expectations of Albanian educators regarding disciplinary literacies, emphasizing the specific skills necessary for successful participation in various academic fields, including reading, writing, and communication. The main research question investigates: How do Albanian teachers perceive disciplinary literacy, and in what ways do these perceptions affect their teaching methods? Employing a qualitative research approach, data were gathered via detailed individual interviews with educators and observations of the classroom. The main findings indicate that educators view disciplinary literacy as essential for students' educational achievement and future goals, highlighting the importance of vocabulary relevant to the discipline, critical thinking skills, and effective communication. Challenges noted include insufficient instructional time, oversized class sizes, restricted access to resources, and professional development focused on disciplinary literacy. Educators often utilize direct teaching of subject-specific vocabulary and group learning exercises to fill these gaps. Suggestions include incorporating disciplinary literacy goals into curriculum designs, offering specialized professional training, and reducing class sizes to enhance individualized teaching. These results seek to guide policymakers and educators, aiding in wider initiatives within the CLILNetLe European network to enhance disciplinary literacy instruction.
Key words
teachers' expectations, disciplinary literacies, analysis, Albania
Pages: 121-128
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