<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/346">
    <dcterms:title><![CDATA[INTERCULTURAL EDUCATION AS AN INTEGRAL PART OF MODERN LEARNING PROCESS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The process of the world globalization leads to the enlargement of intercultural and interlingual connections among the representatives of different countries, nations, religions and cultures. Herewith, there is a special interest towards the study of intercultural communication and its reflection in the educational sphere. That is why the problem of including cultural information into modern educational programmes and compilation of cutting edge teaching materials has acquired great importance.  Modern methodical complexes acquaint students with the changing realities of the English-speaking countries and fixed expressions that describe various aspects of life. The main task is to avoid misunderstanding, caused not only by purely linguistic reasons but also by lack of cultural knowledge, misunderstanding or simply unfamiliarity with the key concept of the culture being studied.  Taking into consideration the changing status of foreign languages as a source of intercommunication and mutual understanding, methodology underlines the necessity of intensification of pragmatic aspects of the language acquisition. Nowadays, the main purpose of the educational process is to get acquainted with the foreign language as a whole unit, including grammar and lexical data, as well as cross-cultural information. It helps to understand natural, historical and social realia, spiritual values and assists in the formation of the linguistic consciousness.  At the present stage educational courses solve the problem of a textbook, as well as a reference resource, highlighting all the lexical, grammatical and cultural information, and meeting the students’ needs. These directories support effective lesson and make it possible to get deeper into the culture of the foreign language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2957]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2713">
    <dcterms:title><![CDATA[Intercultural Learning and Non-Formal Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The modern world of globalization offers a vast field for bringing cultures  together and making the previous distances disappear. Nowadays, people with  different cultural backgrounds share the same neighborhood. The question is whether  people representing different cultures live next to each other hating the others and the  diversity or whether they appreciate the value of intercultural society; whether the  interaction between the two presupposes an inevitable clash or it is rather a process  leading to harmony; whether different cultures can coexist based on mutual  acceptance or respect; whether there are some processes to go through and whether  there are certain difficulties to cope with.  The paper introduces the dimension of cultures, the possible fusions and clashes  among the societies or individuals representing different cultural backgrounds and  sharing different mindsets on reality. It targets the question of how to deal with  difference; how to build trust and tolerance between the representatives of an oriental  culture with that of western; how to have a Christian live next to a Muslim? How can  we valorize those cultures and learn throughout the process?  Speaking of learning in intercultural communication, the paper underlines the key  competences that should be developed in the ―citizen of the world‖. When doing so,  we introduce alternative approaches to the process of information acquisition, sharing,  and breaking the barricades – non-formal education tools found in the paper tend to  bring interculturality to the level of consciousness and develop the sense of  ―devouring diversity‖ from a more practical point of view.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[80]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2660">
    <dcterms:title><![CDATA[Intercultural Linguistic Competence and EFL Immersive Environments]]></dcterms:title>
    <dcterms:abstract><![CDATA[Currently, we are witnessing a new emphasis on the inseparability of language and culture in the development of policies and programs for the teaching of foreign languages. For language learners, an awareness of the cultural facets of language makes it easier to comprehend the topics and situations they encounter when reading or listening. Exposure to the culture of the people who speak the language being learned also leads to increased understanding and tolerance.    There are many excellent sources to help teachers connect culture with the language learning process. For example, to develop an English as a foreign language (EFL) program at our university, we consulted the linguistic communicative benchmarks from the Council of Europe. Additional guidelines are available from the national Standards in Foreign Language Education Project, which provides valuable information on how to help students (1) understand the perspectives of other cultures, (2) compare of others with their own, and (3) use the foreign language outside the school setting. These cultural objectives enhance an EFL program where ″the true content of the foreign language course is not the grammar and the vocabulary of the language, but the cultures expressed through that language″ (National Standards in Foreign Language Education project 2006, 47-48).    When developing our program, we felt that literature modules would be a great way to incorporate U.S. and British cultural elements while strengthening English reading abilities. We also recognized that using literature offered the potential to create an interesting multimedia experience and to introduce variety and more extensive exposure to English. Although unabridged literature is typically appropriate for advance learners, there is a renewed interest in integrating graded literary materials such as simplified novels that are written especially for beginning and intermediate level students. Therefore we structured our program around graded literary readers, in this case simplified novels, as well as associated audio recordings, films, and other supplementary texts and exercises. The aim of this article is to describe the implementation and results of two cultural multimedia modules that center on the simplified novels 1984 by George Orwell and Of Mice and Men by John Steinbeck.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[990]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1956">
    <dcterms:title><![CDATA[Intercultural Linguistic Competence Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: beliefs; intercultural awareness, new implementations  ABSTRACT  With new developments in applied linguistics, foreign language teacher preparation programs come under a great deal of scrutiny. Teachers have to grasp the different degrees of difficulty and the different amounts of detail involved in acquiring professional know-how and at the same time understand that these have to be balanced accurately across cultures. A number of suggestions have been made for the processing of information in an intercultural context through a step-by-step mental approach . In today&#039;s global knowledge economy some parameters take on crucial importance in situational contexts (Gee, 2006; Myers, 2012; Olson, 2004). Developing awareness of self and of how people interact in their native language is a crucial aspect of this approach. In order to enhance comprehensibility, for clearer output on language teaching issues, we have proposed an integrated model derived from two perspectives (looking at linguistic and intercultural aspects) and including a number of processes with a focus on a &#039;new grammar approach&#039;, culture and assessment of intercultural linguistic competence. We investigated teacher endorsement of new implementations through written contributions. Data were collected and analyzed to uncover emergent themes. The findings point to the perceived importance of the following three main topics namely, the new grammar approach based on developments in applied linguistics, a new way to integrate culture knowledge in teaching and the new approach to assessment of linguistic competence. These findings will be discussed in light of the literature and contextual elements. The results indicate that these new implementations required a change in beliefs. Overall we found that the students in the courses put on &#039;new lenses&#039; and most of them accommodated in their mind&#039;s eye.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1847]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2466">
    <dcterms:title><![CDATA[Interculturalism in Croatian Language Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Important goals of a modern language classroom are development of intercultural competence and sensitivity to other cultures (CEF 2001). The majority of research about multiculturalism/intercultural competence in language teaching and learning has been undertaken in a foreign language classroom (e.g. Goebbel, Helmke 2011, Byram &amp; Feng 2006), since that is the place where the &quot;other &quot; culture is most often encountered. Therefore today intercultural education is an integral part of programs for educating foreign language teachers.  However, the question is whether interculturalism is/ should be a part of a mother language classroom and what are mother language teachers&#039; experiences with interculturalism and intercultural pedagogy.     This paper deals with attitudes and believes that mother language teachers in Croatia have about interculturalism. Even though Croatia is perceived as a culturally and linguistically homogenous country with 96% of its population speaking Croatian as a L1 (www.dzs.hr), the reality is very different. Some regions and communities in Croatia are ethnically and linguistically more diverse than the others. Also, there is a growing number of immigrants, i.e. foreigners in Croatian big cities. This results with the fact that Croatian classrooms are not any more monocultural and monolingual (Jealska &amp; Cvikic 2009, Kuvac &amp; Cvikic 2004), and interculturalism is recognized and emphasized as a special value in Croatian National Curriculum as well.     On the bases on research conducted among teachers in Croatian primary schools and student teachers, this paper will answer following questions: How well are Croatian teachers prepared to work in multicultural settings? What are teachers&#039; believes and attitudes toward interculturalism? Do they integrate intercultural content in their teaching and how?  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[894]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1073">
    <dcterms:title><![CDATA[Interes i izazov: Teorija, politika i stvarnost regionalizacije i kooperacije]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regionalna nauka, kao što je poznato, kreira teorijski okvir za definiranje regija, regionalizaciju, regionalni razvoj i politiku regionalnog razvoja. S obzirom na ograničeni prostor, osnovni cilj rada je naznačavanje, s jedne strane, interesa, mjerenog brojem objavljenih radova u nekim relevantnim bazama, za regionalizaciju, kao i za specifične subteme: administrativnu regionalizaciju, statističku regionalizaciju, euroregije, evropske makroregije, a  s druge strane, naznačavanje nekih osnovnih odrednica bosanskohercegovačke stvarnosti u vezi sa ovim temama. Kada je riječ o vremenskom okviru onda je to period posljednjih četvrt stoljeća. Dužina vremenske serije determinirana je konkretnom temom. Osnovna metoda je historijska i deskriptivna, kronološko izlaganje, kao i analiza vremenskih serija. Rad, pored uvoda i zaključka, sadrži teorijski okvir, rezultate pretraživanja relevantnih baza i osnovne informacije vezano za specifična pitanja regionalizacije Bosne i Hercegovine. Sastavni dio rada je popis korištenih izvora. Rad sadrži šest slika, 87 fusnota i referira se na 41 izvor, kao i 53 linka.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3128]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1062">
    <dcterms:title><![CDATA[INTERKULTURALNA EDUKACIJA I MULTILINGVIZAM NA BALKANU1]]></dcterms:title>
    <dcterms:abstract><![CDATA[Iako je na Balkanu oduvek prisutan multilingvizam, karakteristika ovog dela evropskog kontinenta je ta da se balkanski narodi nikada nisu u većoj meri zainteresovali da uče i usvajaju jezike svojih neposrednih suseda. Činjenica je da su sve savremene balkanske države višejezične, odnosno da unutar granica balkanskih država žive brojne manjine i etničke zajednice koje su sačuvale kako svoje kulturno i etnično obeležje tako i svoje jezike. Ti jezici, nažalost, nisu u podjednakoj meri u svim državama Balkana priznati, ili su i dalje zvanično nepriznati. Ovo je direktna posledica podudaranja sa zvaničnom nacionalnom i jezičkom politikom koja se sprovodi u njima a koja i dalje propagira čvrst nacionalni stav o „jednoj državi, jednoj naciji i jednom jeziku“. Balkanski narodi još nisu naučili kako treba da komuniciraju između sebe, jer i pored viševekovnog suživota nisu uspeli da se upoznaju. Dodatno, komunikaciju između njih opterećuju brojni nerešeni problemi (teritorijalni, nacionalni, religijski, kulturni itd) kao i teško breme istorijskog nasleđa. Budući da su svi balkanski narodi usmereni ka ulasku u Evropsku uniju, jedna od prvih lekcija koju treba da savladaju jeste interkulturalna komunikacija. Samo na taj način moguće je sačuvati i jezički i kulturno-civilizacijski diverzitet Balkana kao važan deo ukupnog kulturno-civilizacijskog nasleđa ujedinjene Evrope.    Ključne reči: Balkan, multilingvizam, interkulturalna edukacija, balkanski jezici.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3524]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1029">
    <dcterms:title><![CDATA[Interkulturalno obrazovanje: Nužnost današnjice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autori se u radu bave neophodnošću uvođenja interkulturalnog obrazovanja u sistem visokog obrazovanja na prostoru bivše Jugoslavije. S tim u vezi, autori u radu najpre ukazuju na pojam interkulturalnost, praveći pritom poređenje sa značenjem ovog pojma i pojma multikulturalnost. Također, autori ističu važnost uvođenja predmeta Intekrulturalno obrazovanje, ljudska prava i pomirenje u kurikulume studijskih programa, kao neophodan uslov za upoznavanje različitih kultura i poštovanje različitosti. U drugom delu rada, autori prikazuju sopstvena iskustva u implementiranju predmeta Interkulturalno razumevanje, ljudska prava i pomirenje na studijskim programima Internacionalnog univerziteta u Novom Pazaru u sklopu trogodišnjeg regionalnog programa koji se realizuje u saradnji sa Helsinškim komitetom iz Norveške pod nazivom: „Gradimo mostove, a ne zidove: Uloga univerziteta u izgradnji mira“.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3155]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/857">
    <dcterms:title><![CDATA[Interlokalni sukob zakona u oblasti imovinskih odnosa bračnih partnera u Bosni i Hercegovini: Osvrt na buduća komunitarna koliziona pravila]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ustavom Bosne i Hercegovine izvršena je podjela nadležnosti između države i entiteta. Koncept od kojeg polazi navedeni ustavno-pravni akt je enumeracija nadležnosti institucija Bosne i Hercegovine, uz presumpciju nadležnosti u korist entiteta. Time je oblast privatnopravnih odnosa dovedena pod jurisdikciju Republike Srpske, Federacije Bosne i Hercegovine, te Brčko Distrikta.    Imovinski odnosi bračnih partnera u Bosni i Hercegovini uređeni su Porodičnim zakonom Federacije Bosne i Hercegovine, Republike Srpske i Brčko Distrikta, koji u pogledu zakonskog imovinskog režima sadrže imperativna pravila. Različita rješenja u pogledu regulisanja bračne stečevine mogu dovesti do nepravednih odluka u sudskoj praksi, kao i do neprovođenja bračnih ugovora.    Imajući u vidu različito zakonsko normiranje karaktera bračne stečevine, autori ukazuju na mogućnost pojave interlokalnog sukoba zakona u situaciji kada je jedan privatnopravni odnos obilježen prisustvom međuentitetskog elementa, nakon čega predlažu i rješenja za prevazilaženje istog. Dodatni doprinos rada je eksplikacija odnosa između budućih komunitarnih kolizionih normi i domaćeg zakonodavstva u ovoj oblasti, što je posebno značajno imajući u vidu obaveze usklađivanja domaćeg prava sa acquis communautaire.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3097]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/151">
    <dcterms:title><![CDATA[Internal Migration and Social Identity Construction: Implications for Prejudice and Stigma in Albanian Post-socialist Society]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Significant increase of internal migration in Albanian post-socialist society affected people’s connections and their identity. New social phenomena were differently perceived by the existing city inhabitants and the newcomers. On the one hand, the concept of social identity struggled between inclusionary/exclusionary boundaries; on the other hand, prejudice and stigma triggered from this complex reality. This paper applies Social Identity Theory to examine how internal migration affects social identity and its implications on prejudice and stigma in Albanian post-socialist society. This qualitative study is based on desk research and secondary data drawn by national statistics and cross-sectional research conducted in Albania during the period 1991-2017. It concludes that more longitudinal studies should be conducted to understand the dynamics of social identity construction within the context of internal migration in Albania. This is necessary to promote a more inclusive society in order to accommodate social diversity and view internal migrants as local agents of development rather than objects of prejudice and stigma.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2017]]></dcterms:date>
    <dcterms:extent><![CDATA[3746]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 1986-8499, ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>