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Çfarë Thatë?– INTRODUCTORY ALBANIAN for PROFICIENCY

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Çfarë Thatë?– INTRODUCTORY ALBANIAN for PROFICIENCY Çfarë thatë? – INTRODUCTORY ALBANIAN FOR PROFICIENCY A COMPREHENSIVE COMPUTER-DELIVERED PACKAGE FOR CLASSROOM INSTRUCTION AND INDIVIDUAL STUDY NOTE: While technology is an integral part of the project being proposed, the proposal format for does not allow inclusion of sample materials in electronic form. Some screen shots have been provided, but of course they cannot show the actual function of the technology. Therefore, and a working module of a sample lesson, samples of media files, and additional screen shots can be found via the link: <http://web.pdx.edu/~fischerw/albanian> 1. NEED FOR THE PROJECT Albania is a key country in a region of conflict and emerging economic, cultural, and political significance. Albanian is, therefore, a strategic language but, as a less commonly taught one (LCT), lacks sufficient instructional resources, much less a comprehensive introductory program delivered with modern technology. The primary target groups for which the materials are to be developed are language teachers and their students in colleges and universities; U.S. government agencies and similar organizations; students undertaking independent language study; and English-speaking heritage speakers of Albanian. Nearly 6 million people speak Albanian, the official language in Albania. It is also the main official language in Kosovo, a minority official language in Montenegro, and the language of significant minorities in other Balkan countries and migrant communities in places as disparate as the UK, Egypt, and Ukraine. Nearly all of these people speak one of two mutually intelligible dialects: Tosk and Gheg, with Tosk being official in Albania and Kosovo. Derived dialects are spoken by communities descended from 15th and 16th century settlers in Greece, along the eastern coast of southern Italy, and on Sicily. Many speakers are also found in Northern Europe, Turkey, Australia, New Zealand, Canada, and the US. Of the estimated 3 million Albanians living outside Albania, most live in Western Europe and North America where—estimates vary wildly—there may be from 500,000 to one million in the United States, mostly in major urban centers along the eastern seaboard, with growing communities in some southern states as well. Albanian is among the 70 preferred languages listed by the National Security Education Program in keeping with its government-mandated mission to promote language and culture proficiency among US citizens for countries and regions deemed critical to US national security. Consequently, ACTFL began training OPI interviewers in 2009. Additionally, the need for individuals proficient in Albanian is being felt at the state and local levels as governments seek to serve the needs of Albanian immigrants and the educational needs of their children. The need for Albanian oral proficiency programs is acute. Of the 204 languages listed as Less Commonly Taught Languages (LCTLs) by the Modern Languages Institute in its 2006 survey, Albanian was not taught at any institute of higher education in the US. Since then, a few universities have piloted Albanian language programs, but because Albanian forms a unique branch within the Indo-European language family, it is largely a target language for linguistics study at the university level. Since the collapse of the communist government in 1990, Albania and Albanians have become well known to the world. Albania and independent Kosovo are rapidly integrating with Europe and may both soon be NATO and EU members (Albania joined NATO this year, its EU Association and Stabilization Agreement took force this year, and it expects to apply for EU membership in June). These countries may be small, but as part of the European family of nations, their language, cultures, economies, politics, and populations will experience increasing Çfarë thatë? - Introductory Albanian for Proficiency 2 interaction with our own, increasing the already undersupplied demand for those proficient in Albanian to serve all the needs of national interest, ranging from social to economical to political within the United States and between us, our allies, and other important regions in the world. 2. POTENTIAL FOR THE USE OF MATERIALS IN PROGRAM TO OTHERS The quality and experience of the project team and the proposal’s evaluation plan ensure that the Albanian materials will be developed according to high standards and to fit the needs of teachers and students elsewhere. The program will be packaged in such a way that it can be distributed conveniently and at no undue cost – indeed, at a cost far below that of language textbooks heretofore, as is proved by the successful low-cost distribution of the other instructional materials upon which the proposed Albanian package is based. The dearth of other up-to-date, pedagogically appropriate instructional materials ensures that the package will be considered very seriously for adoption anywhere that Albanian is taught, and may well encourage other institutions to begin teaching the language. 3. ACCOUNT OF RELATED MATERIALS Resources for teaching Albanian are very limited and often out of date. The thirty-year-old materials created by the Defense Language Institute with the help of Leonard Newmark and Peter Prifti, or some more recent ones created by Albanian linguists such as Çezar Kurti or Martin Camaj, all share the same general characteristics. None of the materials reviewed is proficiency oriented and all of them rely heavily on the instruction of grammar or on the improvement of articulation/speaking – that is, accuracy of pronunciation of words in isolation, but with no profiled concept of comprehensibility as a progressively acquired capability. As will Çfarë thatë? - Introductory Albanian for Proficiency 3 be seen, the materials presented below fail to correspond also to the acquisition sequence implied strongly by the ACTFL Proficiency Guidelines. Albanian: Basic Course (1974), a product of the Defense Language Institute, follows the Grammar-Translation Method, focusing specifically on extensive grammar analysis and repetitive use of mechanical drills with the goal of acquiring an understanding of the structure of Albanian. The presence of the dialogue in each unit serves more the purpose of introducing the grammar structure rather than creating a speaking model for the learner. Another work by the same author is Spoken Albanian (1980). Different from the previous one, this material follows the Audio-Lingual Method, focusing on the acquisition of native-like speaking and asking the learner to repeat the dialogues about thirty times. But at no point is there a focus on developing reading and writing or achieving proficiency in realistic communication. Unfortunately, the more recent Albanian teaching materials follow the same tradition. Learn Albanian: Mësoni Shqip (2006) by Çezar Kurti seems to be proficiency-oriented; it introduces situational topics that would serve a foreigner who is visiting Albania and is attempting to function in the target language. But the pedagogy follows the typical traditional methods: high focus on grammar explanation, memorization of expressions, and translation. Colloquial Albanian by Isa Zymberi, republished in 1999, uses the same approach. Despite the claim that the material is presented with a simpler language, dialogues and stories reach the Albanian native level very early in the units. For example, in the first unit, even though the grammatical structure focuses on the conjugation of the verb to be, the language pertains to the Intermediate level learner. So, in addition to the verb to be, the first dialogue includes the use of definite and indefinite articles, the genitive and nominative cases, demonstrative pronouns, a number of prepositions, and negative and interrogative structures. Çfarë thatë? - Introductory Albanian for Proficiency 4 In terms of current computer-delivered programs, of which there are of course only a few, the Pimsleur Method offers an introductory survival Albanian with the goal of acquiring proficiency for basic communication with local speakers. This program is audio only and focuses on developing listening skills and pronunciation. Different from the previous materials, the Pimsleur Method has no explicit grammar instruction, but the grammatical structures presented seem to be guided not by the learner’s linguistic level but by the need raised by the situation presented. The ten units fail to provide the ability for the learner to create with the language outside of the situations presented in the CD-ROM. Regarding online learning programs, a few programs such as International Language Course or Livemocha.com facilitate learning by communicating with native speakers, but our examination of them shows no evidence of a coherent pedagogical plan. Others of the few available resources do not offer a full-service courses. For example, Euro- Talk Vocabulary Builder focuses, as the name says, on building vocabulary, but has no significant grammatical component. However powerfully learners build vocabulary, they cannot rise beyond the ACTFL Novice level without acquiring the structural competence that allows them to move from the text type of fragment to that of the sentence and, eventually, beyond. Talk Now! (eurotalk.com/us) exhibits features that are indeed attractive to the interested learner: everyday vocabulary and a “Printable Dictionary with colour pictures.” But a closer look reveals many shortcomings, whether of pedagogical design or implementation of technology. A speech-recording facility that lets the
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