The Programmatic Framework of Initial Reading, Writing, and Language Instruction within the Subject Macedonian Language

Abstract

In order for students to achieve the goals set forth in the curricula for the subject Macedonian Language, the programs are structured into four or, in some cases, five thematic areas. The research focus of this paper is directed toward the examination of two of these areas: Initial Reading and Writing and Language for grades one through three. To that end, a comparative analysis is conducted between the current curricula and those established in 2007. The aim of this paper is to analyze the programmatic framework of the thematic areas Initial Reading and Writing and Language, with the overarching goal of improving the teaching of Macedonian Language. For the successful realization of the objectives and assessment standards set within these areas for grades one to three, adequate preparation, application, and classification of teaching materials are required. These materials should serve as pedagogical support both for teachers and for students, assisting them in learning the Cyrillic and Latin alphabets, practicing reading and writing, mastering linguistic and orthographic rules, and properly using punctuation marks. The study’s findings indicate that the complexity of the assessment standards and the content (including conceptual scope) that students are expected to master begins to increase as early as the first grade under the new curriculum. However, this increase is not accompanied by a corresponding expansion of instructional hours allocated to the Macedonian Language subject. On the contrary, while assessment standards and content in the first grade become more demanding, the number of instructional hours decreases. This discrepancy raises questions about the feasibility of achieving the prescribed assessment standards, as formalized in the Concept for Primary Education adopted in 2021.