The Role of History in Learning Foreign Languages: A Special Focus On the German Language Jonida Bushi, Ema Kristo, and Palimpsest, 2025 Although the impact of historical and cultural factors on foreign language learning has long been recognized, history remains underrepresented in German language teaching. This article highlights the relevance of integrating historical content into language acquisition from both theoretical and empirical perspectives, demonstrating how such integration can enhance learners’ motivation, language proficiency, and intercultural empathy. A curriculum that systematically incorporates historical awareness—through texts, documents, or discussions of key events—can lead to more sustainable and meaningful learning outcomes. The article also provides practical recommendations for curriculum design and emphasizes the need for further research in this area.
Correction of Speaking Mistakes when Learning a Foreign Language - Analysis of the Most Common Mistakes and their Correction in Learning the German Language Jonida Bushi, Ema Kristo, Endri Papajorgji Journal of Educational and Social Research, 2022 Verbal mistake corrections occur frequently during the process of learning a foreign language and are usually initiated by the teacher. Foreign language teachers have a significant impact on the behavior of verbal correction, thus influencing the organization of in-class discussions and the acquisition of a foreign language. Making mistakes during foreign language learning is no longer seen as a deficiency of language skills. On the contrary, making mistakes is a completely normal part of the process during foreign language acquisition. Fundamentally, mistake correction should be seen as a good opportunity for the students. They show the current acquiring status of the student; teachers understand where it is necessary to replicate knowledge and profoundly acquire it. The main topic of this article is correcting mistakes when speaking in a foreign language. The article addresses issues closely related to the main topic such as: What mistakes do teachers usually correct and how? When do teachers correct mistakes? In what situation do they immediately intervene / not intervene? What do teachers do after the correction? Who corrects during the lesson? How do teachers encourage self-correction? In addition to the theoretical contributions in this field, we have tried to answer these questions through surveys and questionnaires by evaluating the answers we have received from 90 German language teachers. The analyses of the questionnaire as well as the conclusions are presented at the end of this article.
 
 Received: 14 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022
Translation in terms of law and communication: Difficulties regarding the translation of legal texts from albanian into german and vice versa Jonida Bushi, Endri Papajorgji Journal of Educational and Social Research, 2021 This article deals with the peculiarities of translating legal terminology from German into Albanian and vice versa. Legal texts constitute an important part of translation into both languages. Translations of legal texts in Albania have increased since the latter's attempts to join the EU. European Union translation materials are in large volumes and require a lot of work. Therefore, the request for translation of legal documents, such as provisions or court decisions into other languages of the Union, including German, has increased. Despite institutional efforts to draft a glossary of legislation with the cooperation of professionals led by the OSCE (Organization for Security and Cooperation), as well as some efforts made in compiling Albanian-German legal dictionaries, there are no genuine publications in the Albanian language that handle the problems of translation in this field. Since technical legal language is a practical or institutional language, it is characterized by a high percentage of technical terms as well as a standardized sentence structure. Legal language is characterized by accuracy and clarity. Received: 5 May 2021 / Accepted: 23 June 2021 / Published: 8 July 2021
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MOST CITED SCHOLAR PUBLICATIONS
The role of classroom observation, its impact on improving teacher’s teaching practices F Tarusha, J Bushi European Journal of Theoretical and Applied Sciences 2 (2), 718-723 , 2024 2024 Citations: 53
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Language Proficiency and Its Impact on Albanian Nursing Professionals in Germany: A Qualitative Inquiry J Bushi, L Neçaj International Journal of Education, Culture and Society 9 (1), 27-35 , 2024 2024 Citations: 26
A review on the role of feedback in foreign language teaching J Bushi, A Aliaj 10th International EUROPEAN CONGRESS ON SCIENTIFIC RESEARCH, 705-715 , 2024 2024 Citations: 25
New forms and techniques in foreign language teaching J Bushi Conference proceedings on International Paris Conference On Social Sciences … , 2021 2021 Citations: 25
The role of digital media in foreign language teaching J Bushi Proceedings of the Fifteenth International Conference on Social and Natural … , 2021 2021 Citations: 25
Interpreting/Translation in Virtual Reality: Student Engagement with New Technology-A Case Study E Kristo, J Bushi, M Likaj Journal of Educational and Social Research 11 (4), 55 , 2024 2024 Citations: 24
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Learner autonomy and the role of this competence in learning foreign languages in Albanian schools J Bushi, N Gjetani European Journal of Economics, Law and Social Sciences 7, 101-112 , 2023 2023 Citations: 23
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