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BY DISSERTATION Submitted in Partial GLOBAL PRESSURES AND THE DYNAMICS OF LOCAL CHANGE: A CASE STUDY OF AN ENGLISH DEPARTMENT AT AN ALBANIAN UNIVERSITY BY IRENA KOLA DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor Fazal Rizvi, Chair Professor Liora Bresler Professor Fred Davidson Professor Marilyn Parsons Professor Bill Cope Abstract This dissertation is a case study of an English Department at a leading university in Tirana, Albania that investigates the Higher Education reforms resulting from the Albanian Government’s commitment to the Bologna Agreement and the subsequent reforms in English Language Education. Both reforms are products of emerging neoliberal global trends, designed to produce a new kind of English-speaking human capital with the necessary knowledge and skills to ensure successful national and individual competition in the global markets. The globalization of English and diverse global pressures framed the study. These global pressures gave rise to both continuity and change in policies related to English Language Education and guided the Albanian Higher Education reforms. As a higher education institution involved in the negotiation, interpretation, and implementation of higher education reforms as well as those in the English Language Education due to the centrality of ELT and the training of English teachers for all levels of education, the English Department was the perfect research site. The study findings shed light on the Albanian manifestations of global processes and policies, shaped by the local history, economy, politics, and cultural traditions as well as by institutional features such as organizational arrangements and practices, the faculty and students, university key administrators, all with their respective roles in policy negotiation, interpretation, and implementation. Further the findings highlight the influence of the European Union and other similar organizations on the Higher Education and English Language Education polices of Albania, which led to the reorganization of curricula and increasing demands for faculty professional development. Such effects ii were in response to policy discourses that emphasized the preparation of young Albanians to be successfully mobile within European and global education institutions and labor markets. The study has implications for the understanding and the development of higher education not only in Albania but also in countries with a similar history, economy, and politics which have to negotiate, interpret, and implement in their national and local arenas policies driven by global trends, policies, and organizations. iii To my father, for encouraging me to learn English iv Acknowledgments The completion of this dissertation has been a long journey from its inception to its fruition. For all the knowledge, skills, and experience I have amassed, I am indebted to many more people than I can mention here by name. First, I am grateful to my Committee: Professor Rizvi for setting an example of a prolific writer and scholar; Marilyn, for the amazing ability to demystify the most daunting of tasks like dissertation writing and for nurturing students and cheering them on through their academic career and life milestones; Fred, for the much needed nudge and the pep talks at key points of the project; Liora, for the thoughtful and encouraging feedback as well as the contagious enthusiasm; and, Bill, whom distance did not prevent to ask insightful questions and make valuable comments on my thesis. My friends: Ilir, Josh, Cynthia, Ndimande, Marco, Ilkay, who accompanied me through the ups and downs of the dissertation writing and helped propel me forward towards the finish line; My former professors, colleagues, and students at the University of Tirana, Albania: Shpresa D, Albert, Viola, Orges, Bruna, Maksi, Nora, Esmeralda, Inis, Shpresa R, Elona, Mondi, Savi, Klara, Nikoleta, Moza and many others, who wholeheartedly and generously contributed their time, valuable thoughts, and experiences; and not least importantly, my deep gratitude to Ilir Kanini for the tremendous assistance with locating relevant documents. Without your help, this study would not have been possible. Special thanks are due to Evelyn Grady for making a good part of this endeavor a pleasure by skillfully navigating the procedures and facilitating the paperwork with a v reassuring smile, and to Debra Gough who made the last leg of this journey enjoyable with her professional help with thesis formatting. Finally, my deepest and most heartfelt thanks go to my family, brother, and parents, who stood by me through the highs and lows of such an endeavor, and supported me in my achievements and setbacks, never questioning my decisions, rather always encouraging me to be the best I can be and do the best I can do. I could never thank you enough! vi Table of Contents Chapter 1 Framing the Issues.......................................................................................................1 Introduction........................................................................................................................1 English in Albania..............................................................................................................3 Educational Policies...........................................................................................................7 Bologna process......................................................................................................7 English-speaking Albania......................................................................................9 Research Questions and Interpretive Framework .......................................................10 Dissertation Outline.........................................................................................................12 Chapter 2 Literature Review ......................................................................................................18 Introduction......................................................................................................................18 A Brief Overview of the Development of English Language .......................................19 Globalization: Old Wine in New Bottles?......................................................................20 Globalization and English Language .............................................................................21 Economic globalization and English ..................................................................23 Political globalization and English .....................................................................27 Institutional European Union language policy and practice ......................................................................................................28 Non-institutional European Union language policy...............................31 English language’s associations with politics, colonialism, and post-colonialism....................................................................................................33 World Englishes and the hegemony of English language ................................................................................................................36 Cultural globalization and English ....................................................................43 Internet and English ............................................................................................46 Access to knowledge and English language ......................................................51 Science, Universities, and English Language Teaching (ELT)....................................................................................................54 Conclusion ........................................................................................................................57 Chapter 3 Higher Education Development in Albania ............................................................59 Introduction......................................................................................................................59 Historical Overview of Higher Education in Albania ..................................................60 Structure and Organization of Higher Education System in Albania..............................................................................................................................65 Tertiary Educational Reforms in Albania.....................................................................67 Educational Programs and Initiatives in Europe and Albania’s Participation.....................................................................................................................76 Implementation of Bologna Reform in Albanian Higher Education..........................83 The Place of English in Albanian Education -- English-speaking Albania..............................................................................................................................86 Conclusion ........................................................................................................................89 Chapter 4 Methodology...............................................................................................................90 vii Introduction......................................................................................................................90
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