Innovation in Language Learning

This paper presents a study examining teachers' expectations of disciplinary literacies in Albania. The aim of the study is to provide insights of teachers' perspectives on disciplinary literacies across Albania. Disciplinary literacies refer to the specific reading, writing, and communication skills necessary for students to engage effectively in various academic disciplines.

The study utilizes a mixed-methods approach, combining surveys and interviews to collect data from a sample of teachers in Albania. The surveys focus on capturing teachers' beliefs, attitudes, and instructional practices related to disciplinary literacies. The interviews offer an opportunity for more in-depth exploration and clarification of teachers' perspectives.

The analysis examines several key dimensions of teachers' expectations, including their understanding of disciplinary literacies, instructional strategies employed, assessment practices, and the perceived importance of disciplinary literacies in students' academic success. The study also considers contextual factors, such as educational policies and cultural influences, that may shape teachers' expectations and practices.

Preliminary findings reveal both shared and distinct expectations among teachers in Albania. While teachers acknowledge the significance of disciplinary literacies, variations emerge regarding the emphasis placed on specific skills, the instructional approaches employed, and the assessment methods utilized. These differences may be attributed to variations in educational systems, cultural contexts, and historical backgrounds.

The insights gained from this study have implications for educational policymakers, curriculum developers, and teacher educators in Albania. By identifying commonalities and differences in teachers' expectations of disciplinary literacies, this research aims to inform the development of effective instructional strategies and support the enhancement of students' literacy skills across academic disciplines.

This study contributes to the existing literature by offering a cross-cultural understanding of teachers' expectations of disciplinary literacies in Albania. The findings shed light on the complex interplay between educational contexts and teachers' beliefs, providing valuable insights for promoting effective literacy instruction and fostering students' academic success in diverse educational settings. Furthermore, this study will contribute to the aims of CLILNetLe network to gain a better understanding of disciplinary literacies in the European context.