<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/1005">
    <dcterms:title><![CDATA[LANGUAGE AND IDENTITY IN FOREIGN LANGUAGE CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The current sociolinguistic study focuses on Language identity in foreign language classes. This research primarily focused on practical study for the constructs of language, culture, and identity in foreign language classes. In addition, this research also provided theoretical contributions for identity while embracing the existing body of knowledge. With a growing number of cosmopolitan cultures sending students into new locations, the need for knowledge about how individuals and students effectively combine and connect to their host country is paramount.    Have you ever considered what number of diverse languages, religions, cultures there are on the planet? Make that inquiry or maybe goggle it; however we are certain the response won&#039;t really can&#039;t be observed that effortlessly. The relationship between language, identity and social distinction is a significant sympathy toward numerous sociolinguists and analysts.    As it is well-known, language, identity and cultural variation are nearly joined and influence one another. Individuals who talk more than one foreign language, or who basically talk a foreign language realize that itis not simply enough to know that specific language. At the point when getting a foreign language it is exceptionally vital to think about the province where that specific language is talked, and afterward to learn something about the society displayed in that nation. Since there are various diverse languages and they all fit in with a certain group where certain outflows are not quite the same as in alternate groups.    Consider British and American English, for some individuals they are one language having distinctive articulation, for some they are totally diverse dialects, and maybe   for some these two speak to something completely different. What is identity and how it identified with the language we talk, are a few perspectives that are managed throughout this paper.    This study suggests a need to draw stronger theoretical connections between the constructs of language and identity. On the individual level of study, language and identity form and reform constantly to emerge as new individual. However, as this study has suggested, the entity may greatly influence the group’s fundamental ideas of culture and identity.    Key words: Language, culture, foreign language teaching language, identity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2868]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/375">
    <dcterms:title><![CDATA[LANGUAGE AND INTERCULTURAL EDUCATION FOR MOBILITY: INSIGHT FROM THE IEREST PROJECT]]></dcterms:title>
    <dcterms:abstract><![CDATA[The increase in the number of students taking part in study abroad programmes worldwide has highlighted the need to offer intercultural preparation for this specific group of students. The IEREST European project (Intercultural Education Resources for Erasmus Students and their Teachers) has produced a set of teaching resources to help students benefit from their sojourn in terms of personal growth and intercultural learning.   The theoretical approach underlying such resources is linked to a concept of interculturality that promotes the idea of multiple identities, and to the notion that identities are co-constructed in interaction (Holiday, 2011, 2013). Furthermore, the learners are taught to recognize the subjectivity and instability of worldviews. In this sense, the activities are culture-general, and can be taught to students regardless of their specific destination.  This paper presents the activity “Meeting people abroad”. Although originally not designed for the language classroom, it was adapted for use in an Englishlanguage course for a group of future Erasmus students. Central to the activity is the learners’ engagement with other mobile students through the task of carrying out an interview from potentially non-essentialist perspectives. The target language is thus seen not as an aim in itself, but as the means to develop the learners’ intercultural communication skills and understanding.    In their new format for the foreign language classroom, the activity was tested at the University of Bologna in September 2014. Feedback was collected through focus groups at the end of the course, and was used to evaluate the materials and reflect on ways of introducing the intercultural in foreign language education (Byram, 2008), in particular in the context of student mobility.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2885]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/885">
    <dcterms:title><![CDATA[LANGUAGE ATTRITION AND CODE-SWITCHING AMONG KURDISH PEOPLE LIVING IN SOUTHEASTERN ANATOLIA  OF TURKEY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is in the process of change in the course of time. Most of the languages have taken several steps of modifications by changing or by borrowing words. Kurdish language like other languages in the world passed through a number of stages until reaches the present position. We can see different words in Kurdish language which were borrowed from different languages , such as, Persian, English, Turkish and Arabic. The aim of this study is to examine the first language attrition, code-switching words from Turkish to Kurdish. Owing to geographical influence and being neighbor of each other, Kurdish language has taken a good deal of Turkish words. There are numerous causes behind availability of Turkish words in Kurdish language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3431]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2773">
    <dcterms:title><![CDATA[Language Change]]></dcterms:title>
    <dcterms:abstract><![CDATA[Every language changes constantly. English has been changing throughout  its history and it is still changing today. New words are coming into use every day.  The input of those words changes vocabulary, pronunciation, grammar and spelling of  language. Of course, old forms and old pronunciations are dropping out of use as time  goes by. This work is about language change. There is a great variety of reasons for  language change: influence of the mass media, influence of travel and global  communications, computers and technology, social change, scientific and  technological discoveries, new concepts. First language has an effect on the  pronunciation of the English as a Second language as well. This work gives brief  answers to questions: why language changes, what are types of language change, how  language changes spread through communities, how historical circumstances  influence language change, what is the relationship between language learning and  change, what is the evolutionary path of a language etc.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[23]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/381">
    <dcterms:title><![CDATA[LANGUAGE ECOLOGY RE-ORIENTATION IN A CONTEMPORARY METROLINGUAL FRAMEWORK:  A CRITICAL PARADIGM SHIFT TO AN EXPANDED, COMMON STANDARD ALBANIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Given present emergent trans-local new media in de-territorialized and poly-lingual milieus, an approach to the current Unified Literary Albanian (ULA) that integrates elements of Gramscian-esque and Bakhtinian-esque optics on language would be more in sync with contemporary poly-glossic realities of numerous Albanian speech communities in 21st century linguistic marketplaces than the language’s present standard. Such reforms could serve as partial remedies for current linguistic injustices and insecurities regarding various purported dysfluencies of marginalized and disenfranchised speakers of stigmatized Albanian varieties, thereby averting returning to past repressions. This alternative positioning allows younger generations of language learners to exercise their agency in arriving at “their own emergent orders of normativity” (Leppänen et al., 2009, p. 1080). Espousing this perspective encourages language guardians with ortholinguistic tendencies to refocus their energies from “deeply entrenched dogmas” (Del Valle, 2014, p. 370) of standard language ideology focusing on linguistic imposition and denigration, and exclusionary policies that neglected to integrate rich socio-historical realities of the languagers, to an inclusive linguistic regime that embraces the present linguistic diversity of polycentric sociolinguistic spaces. Instead of perpetuating outdated language policies involving inflexible linguistic intolerances of bygone eras that (still) attempt to hermetically seal language and prevent any leakage, cross-contamination, trans-languaging, or codemeshing from one variety (in)to another, mutual accommodation and communicability are advocated here. Given the diffusion of polycentric sociolects in various locales where Albanian is employed, “putting the toothpaste back in the tube” could be rather challenging and futile. Thus, various gatekeeping pedagogies, including many current replacement and appropriateness paradigms, could be ineffectual given contemporary metrolingual realities of many Albanian languagers and learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2012">
    <dcterms:title><![CDATA[Language in Culture and Culture in Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents  ABSTRACT  Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1972]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2468">
    <dcterms:title><![CDATA[Language Learning as a Space for Understanding Oneself and the Other]]></dcterms:title>
    <dcterms:abstract><![CDATA[For a long period of time, an imperative of acquiring cross-cultural competence has been the most important thing in the contemporary approach to language teaching. In the process of SLA students’ knowledge and experience is being put in the foreground and during the process of learning they are activated and stimulated so students could be able to acquire additional skills. Here linguistic competence becomes both - the aim and the mean that enables the growth of general communication skills.    All above mentioned occurs at Croaticum - The Center for Croatian as L2 in Zagreb where the members of different cultures have been learning Croatian for 50 years.  Courses are held in extremely heterogeneous groups and the students are not just getting the knowledge on the culture of the Croats whose language is being thought, but the teacher and students are exposed to the intensive process of becoming aware of the differences among the “Others”.    The last is especially emphasized in the groups with the large number of Third World asylum seekers whose specific perception of reality is burdened with their own traumatic experience (loss of all family members, gender discrimination and abuse etc) and thus have effect on topics chosen for their courses, as well as to the approach of language methods that will be used.    Techniques and approaches that lecturers use in the work of Croaticum in order to develop their own, as well as students’ cross-cultural competence, will be shown in this presentation.    The focus will also be at information exchange among students, pairs or groups. Furthermore, it will be shown how the game, well argumented discussion and projective teaching can serve not only as a way of acquiring language knowledge, but as a space of scenery didactics where the process of cross-cultural learning is being held  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[878]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2448">
    <dcterms:title><![CDATA[Language Learning Strategies and English Language Proficiency: An Investigation of IUS Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal. Many researchers have been writing on language learning strategies use in language acquisition (O’Malley and Chamot, 1990; Oxford 1990; Wenden and Rubin 1987). In these studies it has been found that effective learning strategies might contribute to successful language learning. Rubin (1975) and Stern (1977) were concerned about good language learner, and in their studies show that good language learner employ certain language learning strategies in the language learning process. This paper explores Language Learning Strategies used by IUS students when learning English language. The paper will also investigate the relationship between strategy use and proficiency in English between the students of different ethnic background. The gender differences will be look at as well to see if there are any differences in strategy use between male and female students at IUS. Oxford (1990) Strategy Inventory for Language learning (SILL) will be administered to measure learning strategy preferences and proficiency in English language will be based on results on Proficiency English Test.  A multiple regression analysis will be conducted to examine relationship among six types of learning strategies and scores on Proficiency Exam Test. The t-test will be employed in order to determine differences between male and female students in strategy use.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1031]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/886">
    <dcterms:title><![CDATA[LANGUAGE LEARNING STRATEGIES IN A NEW ERA: DO MOBILE PHONES HELP?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language is a long and demanding process that requires a great deal of perseverance as learners need to be actively involved in all stages of it. In their search for finding ways to alleviate the difficulty of this process, which may sometimes be extremely challenging, many students use some language learning strategies (LLS), namely, the behaviours, steps, or techniques that learners apply to facilitate the language learning process. Studies have shown that using effective LLSimprove language students’ academic performance. The present study aimed to examine the role of mobile phone technology in the employment of LLS. For the purpose of the study, the students of a state university in Turkey were selected. The participants consisted of first and second year undergraduate students majoring in English Language Teaching. Quantitative data analysis methods were employed to find out the answers to the research questions.The results indicated that the students exploited mobile phones to improve their English language proficiency levels by using different types of language learning strategies. Affective strategies were found to be favored by the research participants, and these were followed by Compensation, Cognitive, Metacognitive, and Memory strategies, whileSocial Strategies were the least preferred strategies. The findings also suggested that the students’ use of mobile phones to employ LLS did not exceed their computer use for the same purpose. However, in the future, this may change if all the students are given the opportunity to use mobile phones withmore advanced features.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3516]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/196">
    <dcterms:title><![CDATA[Language learning through Facebook: A descriptive case study]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the statistics as of 15 November 2015 in Italy there are about 28,000,000 Facebook subscribers, which means a 46.1% penetration rate.  Facebook is also the most commonly used social networking tool among university students: their involvement and the hours they spend on this popular networking site should encourage educators in higher education institutions to consider it as a place for learning and to integrate it in the academic practices. This paper reports and analyzes the data collected using a questionnaire concerning students’ perceptions of language learning possibilities on Facebook. The survey was conducted at the University of Naples “L’Orientale” (Department of Literary, Linguistics and Comparative Studies) during the academic year 2015-2016 and involved students enrolled in three different courses. At this step, students’ perceptions and attitudes were measured through a questionnaire including several questions about demographic information, their perceptions of Facebook and their use and behavior on this social network site. The main purpose of this study was to find out the role and benefits of Facebook in students’ language learning processes, whether Facebook is able to improve students’ language skills and whether students use specific Facebook groups to facilitate language learning. The study was limited only to the generic social networking site Facebook, excluding all the other social networking sites (including the relatively new Language Learning Social Network Sites (LLSNSs) too, such as Babbel, Busuu, italki; Polyglotclub, etc.)    Keywords: Social networking sites, Facebook, Foreign language learning, Engagement]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-10]]></dcterms:date>
    <dcterms:extent><![CDATA[3265]]></dcterms:extent>
</rdf:Description></rdf:RDF>