<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2601">
    <dcterms:title><![CDATA[Multicultural Curriculum as a Solution to Racist Movements at Schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines the importance of developing multicultural curriculum to curb the raising racist trends in the word. Since September 11, there has been an upsurge of racist and religious extremism in different parts of the world. One proactive measure that might be taken toward racism is creating a classroom atmosphere to reduce prejudice through mutual dialogue between different races and religions. Students must be properly informed about racial problems and their colossal effects such as wars and ethnic clashes. Personal experiences of authors also provide solid examples of racist prejudices. The article ends with a conclusion that shows directions for teachers and school how to effectively address racist problems in their schools. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1021]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2600">
    <dcterms:title><![CDATA[Global Simulation of a Global Understanding Course: Developing language competence and raising cultural awareness]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims at presenting how a Global Understanding course syllabus can be used in an EFL classroom using the Global Simulation Method.   The Global Understanding course has been offered to students from different faculties at the University American College Skopje, Macedonia in collaboration with the East Carolina University, USA and other partner Universities from countries all around the world. The course fosters global understanding and intercultural communication through direct contact with students from different Universities from various countries.  Students communicate with their colleagues through chat session and  conference links, and discuss previously assigned topics dealing with college and family life, educational system in their country, personal plans for their future, traditions, customs, food, holidays, celebrations, religion, the meaning of life. Students write diary entries on their sessions, create joint papers on a chosen subject matter with their partner student, give Power Point presentations, and do quizzes on the partner country facts. The objective is becoming more intercultural, being able to collaborate with people from different culture than your own, shattering prejudice and stereotypes, and diminishing ethnocentrism.     In this paper we would like to suggest ways how to adapt the GU course syllabus for TEFL purposes through the Global Simulation Method developing language skills in an interactive and playful atmosphere. The Global Simulation Method is a communicative approach to language learning which has not been exhaustively explored in the EFL classroom compared to its popularity in the FLE classroom. However, it enables the students to develop language competences in a motivating, true-to-life atmosphere, where they become active participants of the learning process. The global simulation of the GU course gives the students the opportunity to work on their speaking, writing, and listening skills, learn language in context and through practical usage, become more independent learners, and raise their cultural awareness.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[869]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2599">
    <dcterms:title><![CDATA[Alienated Characters in Ernest Hemingway’s The Sun Also Rises]]></dcterms:title>
    <dcterms:abstract><![CDATA[The term ‘alienation’ continues to be a central concept summarizing salient facets of life in contemporary societies in spite of the obscurities, even contradictions that encompass it.  This phenomenon has acquired an important role in philosophy, psychology, sociology, anthropology, theology, literature and economy after the works of Hegel and Marx. For many American citizens, the years instantly following World War I were indicated by outrage, disillusionment and resentment. After the First World War, survivors of this era were termed the Lost Generation. This essay tries to provide valid explanations to the term “alienation” and pursue the traces of alienation in Ernest Hemingway’s novel The Sun Also Rises. All of the major characters in Hemingway’s novel experience distinct and numerous stages of alienation, seeking a sense of community and recognition]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1033]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2598">
    <dcterms:title><![CDATA[English Teaching Policies in Turkey: An Evaluation from a Native English Teacher]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching foreign language has been an important issue in the agenda of Turkish education system for lots of reasons. Globalization is one of these reasons which brought about an unprecedented spread of English in Turkey as in many other non-English–speaking countries. English, currently, is the only foreign language that has become a compulsory subject at all levels of Turkish education, but the spread of English has created serious challenges to Turkey’s language policy (Kırkgöz, 2009).     One the considerable negative effects of spread of English is on the stability of Turkish language teaching policy. Lots of changes might easily be seen in time. For instance, once foreign language courses were made elective courses; then these courses were decided to be compulsory after a while; in the past foreign language courses were started from the 6th grade now it is thought from the 4th grade of primary schools; total weekly hours of the courses have been changed and so forth.     Due to the differing policies; course curriculum, course books sometimes teaching methods have been changed in time. Despite the efforts, it could be realized that the students taking English courses from primary school to higher education are commonly unable to reach the desired level and low foreign language proficiency level has remained a serious problem (Çelebi, 2006; Işık 2008).     In this study, language teaching policies (mainly English Teaching policies) are mentioned, an evaluation of these policies are made in the first part of the study; and in the remaining part strong and weak points of English teaching based on the experiences of a native English teacher together with the solutions to overcome the problems related with the issue.      ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[855]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2597">
    <dcterms:title><![CDATA[From ‘Public sphere’ to the ‘Crowd Symbols’. How Serbian Students of Modern Greek Language Perceive Greek Culture.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present paper investigates the way cultural aspects are formatted through learning of a foreign language. It focuses on the views Serbian students possess on Greek culture. More specifically, it examines the way Greek culture is perceived by the students of the Department of Modern Greek Language in the University of Belgrade. The study is realized in two levels. On the one the research investigates the way 1st year students perceive Greek culture. In a sense, they carry the norms provided by their secondary schooling, along with a mentality cultivated in the Habermasian ‘public sphere’ of the Serbian life-style. In parallel the research examines on the way 4th year students of the same department perceive Greek culture, which takes the form of a more normative perception, based on the ‘crowd symbols’, i.e. the theoretical frame of Elias Canetti.    The difference appeared in the way Greek culture is reflected among students, indicates the catalytic role a foreign language plays on the way culture is perceived, in a more holistic approach.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1028]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2596">
    <dcterms:title><![CDATA[Development of Children’s Cultural Awareness in English Teaching Materials  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper focuses on the concept of cultural awareness in the context of teaching languages to young learners. The whole language approach and aspects of intercultural learning are popular in educational policies as children by the age of 10 develop holistically. Namely, young learners gain knowledge about social conventions, customs, and lifestyles and develop understanding of similarities and differences between different communities. They develop their attitude to their own culture and foreign cultures. Then, early foreign language education involves teaching culture. The following research problem was formulated: What are the ways in which cultural awareness is introduced in English materials for young learners? The idea is to analyse a selected number of syllabuses and course books to identify the latest approaches to teaching culture through English in Polish primary schools. The project will involve the analysis of goals, content and activities with a cultural focus in English teaching materials.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2595">
    <dcterms:title><![CDATA[Robin Lakoff Revisited – Male and Female Humor in Academic Settings]]></dcterms:title>
    <dcterms:abstract><![CDATA[Females have traditionally been characterized as unable to produce, or even appreciate, humor. Although there were numerous studies on female humor within different scientific disciplines, such as sociology, psychology, anthropology, etc., Robin Lakoff’s paper was among most significant ones:“…women can&#039;t tell jokes - they are bound to ruin the punchline, they mix up the order of things and so on. Moreover, they don&#039;t &#039;get&#039; jokes. In short, women have no sense of humor.” (Lakoff, 1975:56)    In the early gender and humor studies, the problem was that researchers did not rely on spontaneous joking, but on controlled public sphere, which was in the domain of males.  With general advancement in language and gender research, the attitudes on gender humor have changed. Humor has been related to women’s conversational styles (supportive and collaborative) as opposed to male conversational styles (referring to status and competition). Some newer studies have tried to look at this topic from a more feminist perspective – the main task in male life is to impress the opposite sex, they accept women as the audience, but not as rivals.    Within our Language and Gender course, we have tried to investigate the issue of gender humor in the academic setting. Some of the questions to be answered are gender differences in initiating and responding to humorous situations as well as cross-cultural dimension of humor.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2594">
    <dcterms:title><![CDATA[EFL Vocabulary Learning and Vocabulary Learning Strategies]]></dcterms:title>
    <dcterms:abstract><![CDATA[Vocabulary acquisition was for long considered to be the easiest aspect of foreign language acquisition for which no particular formal instruction was necessary. However, due to the emergence and development of the communicative method and Krashen’s Natural Approach during ‘70s and ‘80s of the 20th century, such attitudes began to change, largely on the basis of the following and similar premises: a foreign language learner at the beginner’s level benefits more from vocabulary than from grammar, a learner that possesses a rich vocabulary can avoid grammar in an attempt to communicate meaning, appropriate vocabulary may sometimes be far more important than appropriate grammar, and so on. That finally meant giving vocabulary the attention it deserves.    The aim of this paper is to present some of the results of an experimental research based on different methodologies, including classroom observation, questionnaires, interviews, and testing, in order to provide insights into some of the ways that foreign language learners in Montenegro approach vocabulary learning and use vocabulary learning strategies. The paper will also focus on the similarities and differences across learners, as well as on the implications of the research findings for foreign language vocabulary teaching.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[898]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2593">
    <dcterms:title><![CDATA[The Relationship between Learning Styles, Language Learning Strategies and Field of Study of Intermediate EFL Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study intends to identify the learning styles and language learning strategies of three groups of Persian learners of English in order to check whether there is a relationship between students&#039; learning styles, language learning strategies and field of study. The subjects consisted of 75 undergraduate students (each group 25) attending Najafabad Islamic Azad University. They were divided into three groups according to their major fields that are TEFL, Physical Education and History. The subjects were asked to complete two questionnaires. One was used to examine students&#039; perceptual learning style preferences and the other was used to identify their preferred language learning strategies.    The data analysis of the questionnaires revealed a significant relationship between students&#039; learning styles, language learning strategies and the field of study.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[890]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2592">
    <dcterms:title><![CDATA[A New Necessity in Foreign Language Teaching: Teaching   Children a Second Language  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Up until the 20th century, dissemination of English language by means of the colonies of England and the dominance of the United States of America resulted in the perception, acknowledgement and learning of English as the only language by millions of people. However, numerous studies have been conducted on the necessity of learning a foreign language in the last 30 to 40 years. Particularly resulting from the age of communication that our world experiences, and the insufficiency of speaking their own languages while different nations communicate with one another lead to the increase of the studies on foreign language teaching in number in recent years. The most significant aim of these studies is to promote the cooperation between the members of the European Union in any field. For that matter, the European Union raised the consciousness of a multilingual and multicultural European citizenship in order to ensure the protection and learning of different languages and cultures making up the richness of Europe. Accordingly, it laid down the educational policy of the European Union which is in force in many European countries. One of the issues on which the most numerous studies have been carried out is the “early teaching of foreign language”. In this presentation, we aim at answering such questions as what early teaching of foreign language is, why it is important and how it should be ensured, with special reference to the approaches to be taken into consideration and linguistic skills to be acquired during the early teaching of foreign language after touching upon the policies of foreign language being implemented in the European Union and in Turkey. In addition, we shall offer some suggestions on the actions to be taken in order to render this process more efficient for children and to improve their success.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[830]]></dcterms:extent>
</rdf:Description></rdf:RDF>