ENGAGING LEARNERS THROUGH MULTIMODALITY INSIGHTS FROM FOREIGN LANGUAGE TEACHING IN ALBANIA
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In the dynamic landscape of contemporary education, foreign language teaching needs to adopt innovative practices that resonate with diverse learners and enhance language proficiency. This situation is particularly significant in the Albanian context, where efforts to improve student engagement and learning outcomes must navigate both promising pedagogical approaches and ongoing systemic barriers. By examining the integration of digital technologies and visual and performing arts, the paper aims to fill an empirical gap related to the use of multimodal strategies within the Albanian pre-university education. Drawing from empirical data collected through a self-reported survey of 67 foreign language teachers in different schools in the district of Elbasan, the findings underscore the perceived value of these methods. The paper recommends comprehensive policy reforms, targeted teacher training, and curriculum innovation to support sustainable, multimodal learning environments that reflect Albania’s evolving educational needs.
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