MODULAR TEACHING OF FOREIGN LANGUAGES - REVIEW OF EXPERIENCES IN THE REPUBLIC OF SRPSKA

Valentina Sovilj

doi:10.7251/NSK2318067S

Authors

Valentina Sovilj ЈУ „Угоститељско-економска школаˮ, Приједор

DOI:

https://doi.org/10.7251/NSK2318067S

Keywords:

modular teaching, module, foreign languages, reformed teaching, learning goals

Abstract

The aim of this article is to report on the оpinions of foreign language teachers related to the modular teaching in secondary vocational schools of the Republic of Srpska, after more than two decades since its official implementation through the EUVET program of the European Union. During the 2018/19 school year, а cross-sectional study was conducted in which fourteen foreign language teachers from Prijedor secondary vocational schools answered open-ended questions about the advantages and disadvantages of modular teaching. The results of this qualitative research confirmed the unique assessment of the teachers: at the beginning of the program, teachers were faced with two important obstacles. Namely, the first modules for teaching foreign languages were created for several professions, without correlation with the specific needs of each of them. Another mentioned obstacle is the fact that there was not a single foreign language textbook that would at least partially satisfy the requirements of modular teaching. The article, among other facts, presents the most important experiences of teachers, including the author himself, acquired after the introduction of the modular approach in teaching foreign languages.

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