IMPLEMENTING THE PRISM MODEL IN TEACHING MACEDONIAN AS A SECOND LANGUAGE: A CASE STUDY AT “TEFEYYÜZ” ELEMENTARY SCHOOL IN SKOPJE
DOI:
https://doi.org/10.47054/IJERT2571124kKeywords:
second-language instruction, Macedonian language, Prism Model, multilingual education, classroom climate, textbook evaluationAbstract
This study examines the effectiveness of Macedonian language instruction for Turkish-speaking fourth-grade students at Tefeyyüz Elementary School in Skopje through the lens of Collier and Thomas’s (1997) Prism Model. The research investigates classroom climate, teaching methods, teacher roles, and the adequacy of current textbooks for students from other linguistic communities. Data were collected via Likert-scale questionnaires and a semi-structured focus group. Descriptive analysis revealed positive teacher-student relations but limited opportunities for active language use and differentiated instruction. Students valued the Macedonian textbook yet desired more visuals and contextualized activities. Findings highlight insufficient exposure to Macedonian and minimal curricular integration with other subjects. Aligning instruction with the Prism Model’s four interdependent dimensions: linguistic, cognitive, academic, and sociocultural can foster more effective bilingual development. The paper concludes with recommendations for curriculum redesign and teacher training to promote additive bilingualism and inclusion in multilingual Macedonian schools.
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