Abstract:
According to Kosovo Curricula one of the key competencies that students should possess during the pre-university education is communication competence by which the student is considered as an effective communicator. The main objectives of Kosovo Curriculum are: Students should be challenged to master the English language correctly in different situations of communication through writing as well as speaking. Kosovo Curriculum mentions problems such as the lack of qualified teachers. Our opinion is that English teachers may be less qualified teachers’ compared to others. It is also said that the methods that need to be used by the teachers are CLT and Task-based learning. However, in the field it was seen that there is a lack of implementation of these two methods. Communicative Language Teaching, often considered the methodological foreign language teaching approach of the 21st century, has recently gained prominence in Kosovo secondary education curricula. While, the efficacy of this approach has shown several advantages in comparison to other standard methods. However, this method’s implementation has not yet been empirically proven in the Kosovo context.
The research was based on three regions Prishtina, Fushë Kosova and Lipjan. Observation method was used in order to gain data about the teachers’ qualification, the method used, and implementation of Kosovo Curriculum.
