نبذة مختصرة : ENAfter the overcome of the state of emergency which arose in the years of transition in Albania (1991-2000) the educational system has been the subject of radical reforms in terms of universities and school system. In the field of linguistic education new methods have been accomÂplished too. Finally, one became aware that the teacher’s ability and expertise is not solely deterÂmined by his pure knowledge of the curriculum but depends in a much higher degree on his eduÂcational strategies which enable the student to develop not only a learning aptitude but to create a critical personality. This modern psychoeducational approach which takes into consideration the students’ intellectual development yields tremendous effects in teaching Albanian as L1 and other forÂeign languages. Since up-to-date theoretical considerations were missing for a long time in the field of language teaching, teachers felt impelled to simply base on memorizing techniques. For a long period teaching mother tongue as well as foreign languages was primarily conducted on written texts. Only in recent times new approaches based on the latest findings in language teachÂing have been adopted.<<>>Superata la fase dell’emergenza nel corso del periodo della transizione albanese, in campo educativo sono state avviate delle riforme radicali sia nell’à mbito universitario che in quello dell’istruzione scolastica. Si sono affermate nuove metodologie anche nel campo dell’educazione linguistica, e si è diffusa la consapevolezza che l’abilità e la competenza professionale dell’educa¬tore non sono determinate solamente dalle conoscenze relative ai contenuti dell’insegnamento, ma anche dal possesso delle strategie didattiche che consentono di sviluppare nell’alunno appren¬dimenti significativi e la progressiva costruzione di una personalità che accolga e elabori in ma¬niera critica e consapevole le nozioni apprese. Questa moderna impostazione psico-pedagogica, attenta allo sviluppo mentale e psicologico dei ...
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