Learning Strategies of Greek Language Vocabulary in Albanian-Greek Bilingual Schools

Abstract

Objective: This study aims to investigate the strategies employed by students in Albanian-Greek bilingual high schools in Albania for learning Greek vocabulary. The goal is to identify and analyze these strategies to enhance the teaching process in bilingual settings.   Theoretical Framework: The research is grounded in language learning strategy theories, including memory, cognitive, metacognitive, definition, and social strategies. These frameworks provide a comprehensive understanding of the mechanisms students use to acquire vocabulary in a bilingual context.   Method: The study follows a mixed-methods approach. In the first phase, 50 students from various backgrounds (Greek minority, bilingual, and monolingual Albanian families) were identified and categorized based on their Greek language proficiency (beginner, intermediate, advanced). Two questionnaires were developed: one to assess language levels and another to identify vocabulary learning strategies.   Results and Discussion: Results suggest diverse strategy usage among students, influenced by their language proficiency and family background. These findings are contextualized within the theoretical framework, highlighting key implications for vocabulary acquisition. The discussion also addresses potential discrepancies and study limitations.   Research Implications: This research offers practical and theoretical insights into effective vocabulary teaching methods in bilingual schools. It suggests tailored strategies to improve language instruction, benefiting educators and policymakers in multilingual educational settings.   Originality/Value: The study contributes to the literature on bilingual education by providing a detailed analysis of vocabulary learning strategies in Albanian-Greek schools. Its originality lies in its focus on a unique bilingual context, offering valuable recommendations for enhancing Greek language teaching.