This study deals with the natural order hypothesis in language acquisition, which posits that there is an order in which grammatical morphemes are acquired in the first, but also second language acquisition. There have been numerous studies addressing the order of acquisition of grammatical morphemes for major international languages. There have been no such studies for Albanian language, which could serve to improve acquisition of Albanian as mother tongue, improvement of the language curricula in schools, or to facilitate acquisition of Albanian as a second language. This research involved over 100 junior researchers in a crosssectional research observing more than 200 children of age 0-11 organised in four age-groups over a period of two weeks. The observation collected naturalist non-experimental data to find out whether there is a natural order of acquisition of grammatical morphemes and structures in Albanian as a first language. The existence of an order of acquisition of grammatical morphemes ranked by difficulty level was clearly established. An unplanned finding of the study was the significant role of dialect and vernacular in the process of acquisition of Albanian. The study however did not succeed in clearly establishing the role of school and environment in the process of acquiring Albanian as mother tongue.

This paper deals with the issue of collocations. More specifically, it investigates the role collocations play in achieving a native-like level of English language proficiency, and the essentials that advanced students of English should know to be able to overcome „collocational? hurdles. The paper proposes that advanced EFL\ESL students be provided with a solid theoretical background to be able to understand the concept of collocation, as this, in turn, can considerably alleviate the process of collocation reception and production. Based on a thorough literature review, the paper highlights aspects of collocations that should necessarily be brought to students? attention since the true mastery of English is unconceivable without a proper collocational competence. In that respect, first, different definitions of collocations are discussed; then, the most distinctive features of collocations which help in distinguishing collocations from similar phraseological expressions are presented; and, finally, the focus is placed on the different types of collocations. In addition, the paper lays out a selection of useful „tools? and practices such as regular and well-organized note taking (students? collocation glossaries); consulting collocation dictionaries, electronic language corpora and concordances, all of which are essential for advanced students of English to approximate native-like proficiency.

Preschool education, especially institutionalized preschool education, is exceptional for early childhood. In this context, cooperation with the parents is considered vital for children?s education. Very often, parents are not aware of their fundamental role in their children?s education and development, through different ways of cooperation. This research addresses the partnership between parents and preschool institutions (hereafter: PSI), and the relation of this partnership with factors such as communication, school environment, parents transferring their professional experience to children, and parents’ access to preschool education curricula and policies, all of which serve to improving children?s early education. The research is carried out through a quantitative approach with parents (N=60) and a qualitative approach with educators, examining the challenges and needs for the improvement of this cooperation, as well as the role and the opportunities of both parties towards the realization of a more effective cooperation.

The topic to be discussed here puts in focus the counter- induction approach – the conditions, circumstances and incentives, which made Feyerabend to constitute it, and the enlightening role that it plays, respectively, should play. This opposite perspective de jure lacked science and de facto has always been implemented but as an illegitimate approach. In the methodological aspect of scientific research, the dual role of the methodical rules will be considered, which also help the research to be successful and even turn it into a dogma by narrowing and limiting the search because of their exclusivity. Relatedly. the tensions, criticisms and methodological developments will be taken into account to make the research more efficient. The aim is to show that counter-induction is met by a great deal of shortage in the methodological approach, which, as it will be argued, makes the research itself more open and removes its obstacles.

The establishment of a good atmosphere in class is achieved through the interconnection of subjects and creative activities with children, which affects the motivation and development of the key learning competences, in order for them to better understand the world around them. Therefore, the cooperation between institutions makes the planning and accomplishment of the student educators’ practice possible, allowing them to become aware of their work with children during their studies. The analysis of the students’ work remains an important process during the receiving of theoretical information. It is also important in the accomplishment of their practice in preschool institutions and pre-primary classes within schools in order to motivate the children to learn. This study emphasizes the work of student educators in the following two courses: (1) Theory of Learning Through Practice and (2) Pedagogical Practice for the planning and realization of different activities in cooperation with the educators in the preschool institutions and pre- primary classes. Hence, we think that the interconnection between theory and practice greatly affects the creative work of students in the motivation and development of the children. The study analysis is based on the analysis of classwork.

Gjergj Fishta is one of the most extensively analyzed writers of Albanian literature. Although he was disowned during the communist period in Albania, his undeniable literary values brought about a restored interest into his work by many scholars. For a long time, during the communist censorship up. until 2014, many discussions and writings occurred regarding the ban of some writers during the period 1912 to 1939, including Fishta. Such a conclusion emerges due to the fact that various critical and literary works into the history of literature, as well as post-war anthologies, whether individual or group writings, failed to afford Fishta with his due place. Furthermore, following the democratization of Albania, the prohibition of Fishta’s writings over the course of half a century has been the subject of many writings. Therefore, this paper will analyze Fishta in communist times, his inclusion in histories of Albanian literature after 1968, which coincided with the year when the manuscript “The History of Albanian Literature 1912 – 1939” was prohibited. In particular, the proceeds with an evaluation and analysis of Fishta’s writings in these histories, including the manuscript itself.