The Intercultural Approach in the Teaching Materials in Primary Albanian Schools in Ferizaj and Serbian Schools in Shteprce

Feride Lohaj


The results of this survey determine the stages of interculturalism of the school principals, teachers and students, the attitude toward the intercultural education, and the opinion of students about giving priority to learning English language to the languages of other ethnicities in Kosova. This work would proof hypotheses that applying intercultural education in classrooms can raise learners’ success in English language learning. Furthermore, intercultural education can help develop better relationship between all three ethnic groups, and finally, that English language can be a communication tool between all three ethnic groups which currently live isolated from each other. It shows to what extent prejudice of students influences English language learning; what is the attitude toward English language learning at all three communities and a stage of students’ intercultural competence, and whether the intercultural education is applied in English language classes by all three communities. The study conducted using quantitative and qualitative research methodologies with the use of instruments such as a questionnaire which determined student’s attitude toward English language and English speakers’ culture as well as their intercultural competence, and a test which assessed current knowledge of English language. This study deals with students of the fifth grade of the three elementary schools; Serbian elementary school “Staja Marković” in Shterpce, Roma class in elementary school “Naim Frashëri” in Zaskok and Albanian elementary school “Ali Hadri” in Mirash. The participants of this research were students of three fifth grade classes. From each school, one class participated; the ages of the students were 10 to 11 years old. This is their third year of English language learning.


interculturalism; Kosova; cultural differences; primary school; English language.

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