LANGUAGE ERRORS IN TRANSLATED TEXTS OF PRIMARY EDUCATION

Shejnaze Ajdini-Murtezi, Dëfrim Saliu, Besa Saliu

Abstract

The textbook, as a central element in pedagogical practice, is considered one of the most effective factors in improving the quality of teaching/ learning, especially in countries where education systems lack other tools. At the same time, it also serves as a major resource for learning standard language. In this context, for the success or failure to achieve the aims set out in the curricula, for the acquisition of knowledge from different subjects, as well as for the study of the standard language, textbooks play the main role in schools. The process of compiling and publishing textbooks, as in many other countries, in North Macedonia too, is an institutional responsibility and is based on a program and policy approved and implemented by the Ministry of Education. During the compilation and publication of textbooks, special importance is given to the full implementation of the rules of the norms of standard language. Unfortunately, it should be noted that even after almost half a century since the Orthography Congress, textbooks for primary and secondary schools, for most subjects, continue to be translated mainly from the Macedonian language. In these translated texts, we observe many deviations from the literary norm of the Albanian language. Precisely for this reason, in this research, the language of the texts translated for the primary education will be treated, whereas, as a basis will use the book: Society for the fifth grade of nine-year primary education.

Pages: 242 - 249