The Role of Dialects during the Teaching and Learning Process: The Case of Albania

This paper aims to identify and analyze the dynamics of the relationship between dialects and the standard language during teaching and learning Albanian upper-secondary schools (ML). The study was conducted at the "Ibrahim Rugova" Gymnasium in Kamez. This area represents one of the most typical examples of the Albanian population movement, where residents have settled from nearly all regions of the country. One of the key aspects where the diversity of Albanian culture is expressed is language, making it particularly interesting to explore how high school students maintain a connection to their place of origin through dialect speech. The standard language and dialects are often in tension during the teaching and learning process. This study aims to clarify the moments in which they complement or contradict each other. Teachers are also subject to this phenomenon. This paper explores the following research questions: Do dialects affect the accurate acquisition of knowledge through standard concepts? What is the teacher’s role when dealing with standard language and dialects in the educational process? What are the advantages and challenges that arise from the relationshipbetween the standart language and dialects? What contributions do dialects make to the academic learning process? How are social relationships shaped by the use of the same or different dialects among students? The analysis is guided by the sociological dimension of cultural transmission through language. Using direct observation, interviews with school staff and students, surveys, questionnaires, data analysis, and participant observation, this paper offers a comprehensive view of the dynamics involved. Additionally, a further research question is raised: Do dialects facilitate the teaching and learning process in literature subjects in Albanian high schools? Recommendations are provided on how to overcome the challenges that arise. Received: 23February 2025 / Accepted: 24 April 2025 / Published: 08 May 2025