1. Reading and Comprehension Challenges
A primary objective of education in Macedonia is to equip students with the ability to read various texts effectively, adapt their reading styles to different purposes, utilize reading strategies, and expand their vocabulary and general knowledge to improve text interpretation. To achieve this, students must cultivate skills for fluent and comprehensive reading, which includes recognizing letters and words, connecting new information with existing knowledge, inferring meanings, predicting content, identifying text structures, and understanding main ideas.
Key factors for text comprehension are reading fluency, vocabulary size, and subject knowledge. Fluent readers focus on meaning rather than the mechanics of decoding words. A robust vocabulary enhances comprehension and supports further vocabulary growth. Knowledge of the subject allows readers to quickly link new and familiar information, leading to more efficient and accurate reading.
Fluency increases when readers have a solid understanding of the topic and vocabulary, aiding in swift word recognition and comprehension of text structures. Advanced readers automate many aspects of reading, allowing them to concentrate on the text’s meaning. Skilled readers can process information quickly, reducing cognitive load and enhancing comprehension.
Vocabulary knowledge plays a vital role in understanding texts. Variations in vocabulary size among students can widen over time, impacting their reading skills and overall academic performance. Students with a richer vocabulary enjoy reading more and are more likely to engage in reading, further improving their skills and cognitive abilities.
Comprehension relies on both vocabulary knowledge and familiarity with the subject matter. Understanding the topic helps readers make accurate inferences and clarify complex sentences. Background knowledge aids in recognizing metaphors and irony, enriching the reading experience.
Unfortunately, over the past three decades, the Macedonian education system has faced significant challenges. Recently, students have been without textbooks and related teaching aids, complicating their learning process. Frequent changes in educational concepts, curricula, and programs have negatively affected the delivery of relevant theoretical education, failing to meet labor market needs and hindering the country’s overall development. There is a pressing need to address these challenges and create resources that facilitate better understanding and communication.
2. Initiatives for Clear Language
The codification of the Macedonian literary language involves establishing and explaining its literary norms. The official use of the Macedonian language began with the establishment of the Macedonian government in 1943 and was formalized in the 1944 constitution of the Anti-Fascist Assembly of the People’s Liberation of Macedonia (ASNOM). Key milestones in this legalization process include:
- The recognition of Macedonian as the official state language (ASNOM decision on August 2, 1944).
- The adoption of the Macedonian alphabet (decision by the People’s Government of Macedonia on May 5, 1945).
- The legalization of Macedonian spelling (decision by the Ministry of Education on June 7, 1945).
Significant works defining the norms of the literary language include:
- “Macedonian Spelling” (1945) and “Macedonian Spelling with Spelling Dictionary” (1950) by Blaze Koneski and Krum Toshev.
- “Grammar of the Macedonian Literary Language,” Volumes I and II (1952, 1953) by Blaže Koneski.
- “Dictionary of the Macedonian Language” in three volumes (1961, 1965, 1966) edited by Blaže Koneski.
The Macedonian alphabet, with unique letters for specific sounds, is a significant cultural asset. Its phonetic spelling system creates a clear connection between sounds and letters. The “Dictionary of the Macedonian Language” has played a crucial role in standardizing the lexicon and supporting orthographic norms. The use of the Macedonian literary language is mandatory in all public institutions in Macedonia, reinforcing proper usage across various sectors of society.
3. Current Initiatives for Clear Language
Currently, there are digital resources available for the Macedonian language, including a digital dictionary at drmj.eu, the official digital dictionary at makedonski.gov.mk, and additional digital resources that cover old books, historical development, dialects, grammar, and comparative studies of the Macedonian language.
4. Key Actors in This Field
Institutions overseeing these efforts include the Ministry of Education and Science, the Bureau for Education Development, the Institute for the Macedonian Language “Krste Misirkov” in Skopje, and the Macedonian Academy of Sciences and Arts. Schools and accredited higher education institutions also play a vital role. It is essential for state institutions to employ proofreaders to ensure correct usage of the Macedonian language in official documents.
Conclusion
To enhance text comprehension, efforts should focus on improving students’ vocabulary and general knowledge. Teachers should read aloud and discuss texts to foster understanding and vocabulary acquisition. As students advance to independent reading, extensive reading programs should be implemented, beginning with simplified texts and gradually progressing to authentic materials. Student motivation is crucial; they should select reading materials based on their interests. Regular reading nurtures vocabulary development, fluency, and general knowledge, making it a habitual and enjoyable activity.