<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/1818">
    <dcterms:title><![CDATA[Is Interculturalism as a European Value?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Integration, Values, Ethnicity, Socio-Cultural, Europe  ABSTRACT  For the past 50 years the increase of immigration in Western Europe has been viewed as a necessary part of the economic development of these nations. Migrant workers have provided cheap labour when most needed, keeping West European economies competitive in an increasingly global market.  However, since the beginning of the current economic crisis the issue of immigration has become a central political feature. In 2011, the UK Prime Minister, David Cameron, attacked British Multiculturalism echoing comments made by Angela Merkel, the German Chancellor, in 2010. Concurrently, there has been a rise in the election success of nationalist parties in Western Europe and opinion polls often place immigration as one of the main concerns of voters.  In recent times the biggest issue is immigration from fellow EU nations as it is difficult to control the right of EU citizens to freedom of movement. Non-EU immigration can be capped and restricted by law, but recent patterns have led some Western governments to consider quota laws for migrant workers and even going as far as discussing the reintroduction of European borders and the renegotiation of the Schengen Agreement to prevent immigrants moving from one country to another once they have entered the European Union.  At the same time, the EU is promoting greater acceptance and cross-cultural tolerance programmes in Eastern European states, such as Poland, Slovakia and the Czech Republic, with the aim of developing greater harmony between ethnic groups who live and have migrated to the region.  On the one hand it would appear that the message from certain Western European countries is “No more immigration” while at the same time encouraging Eastern Europeans to be more tolerant and accepting of immigrants.  The aim of this paper is to examine some of the historical aspects of European immigration and migration as well as examine the political comments being made at present. Most importantly, the paper will address the issue of whether or not the idea of a multicultural society is part of European values and why, after more than fifty years of successful cross-European immigration, this issue has suddenly become a central problem in most EU nations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1724]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1819">
    <dcterms:title><![CDATA[How to Teach Paragraph Structure]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: downshifting, abstraction, critical ,thinking, paragraph development  ABSTRACT  One of the biggest problems in teaching paragraph writing, to both non-native and native English speakers alike, is the concept of adequate development. Too often students write “paragraphs” of only one sentence, or of multiple but only loosely related sentences. We urge them to write a more general topic sentence and more specific supporting details, but what does this mean? Many international students are not familiar with writing in paragraph form and have difficulty distinguishing general from specific. A concrete technique for teaching paragraph development stems from the semanticist S. I. Hayakawa’s “Ladder of Abstraction” and his concept of “downshifting.” It consists of four steps, starting with word pairs and sentence pairs, then the abstraction ladder itself, sample paragraphs, and finally, students’ own paragraphs. Consensus on the level of generality of a particular item is less important than understanding the interplay between levels. For many students the visual aid of the abstraction ladder and the act of numbering sentences fit well with their learning modalities. Participants in this hands-on demonstration will analyze and rewrite examples for all four steps, taking home several concrete ways to teach paragraph writing. This paragraph development technique improves not only writing, including significance, support, unity, and coherence through adequate transitions. Students can see the whole essay as a macrocosm of paragraph structure. The technique also improves reading, note-taking, and exam preparation by helping students distinguish main ideas from evidence, generalizations from supporting details, and inference from fact. It can even help students separate the woods from the trees in their personal lives!]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1846]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1820">
    <dcterms:title><![CDATA[Same Structure, Different Disciplines]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:templates, concordances, &quot;moves,&quot; ,collaboration, academic writing  ABSTRACT  Few would challenge the statement that the hallmark of success for any university student or professional person is mastery of academic writing. Yet most student writers, particularly those with linguistic, cultural, and academic diversity, have great difficulties entering any intellectual debate because they cannot generate or even understand the rhetorical patterns of academic prose.These difficulties often remain if they enter the professions and must write for publication. Templates (stock words and phrases) provide accessible ways for academic writers to generate research papers because despite discipline-specific variations, most academic writing is rigidly structured, especially in the sciences.Templates help writers create sentences from a “bottom-up,” or inductive perspective; and at the same time to grasp the “moves,” or basic sections of a research paper, from a “top-down,” or deductive perspective. Although they pivot on the “They say/I say” paradigm, templates also help generate summarizing, paraphrasing, quoting, and other functions of academic discourse. Grounded in classical topoi, templates harmonize with current classroom and writing center perspectives of writing as collaboration, rather than inspiration or regurgitation.They receive strong support from Writing Across the Curriculum and English for Special Purposes. As a corollary to facilitating writing, templates can enhance skills in reading academic prose and in all-important critical thinking. They can also be applied to the currently popular corpus linguistics.Participants in this hands-on session will identify and analyze the function of templates in an excerpt from a treatise about language policy, and then find types of templates in their own or another piece of academic writing which they are encouraged to bring to the session. Lastly, they will see a demonstration of concordance software used to analyze templates on both the phrasal level and the “moves” level, using two excerpts from juried journals in applied linguistics and biology.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1883]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1821">
    <dcterms:title><![CDATA[Is the Trend of Using Apostrophe&#039;s to Form the Plural&#039;s of Noun&#039;s in English of Concern to Professor&#039;s of Writing?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English, apostrophes, plural, pedagogy, evolution  ABSTRACT  Using an apostrophe to form the plural of a noun in American English, according to traditional rules of grammar, is normally incorrect. Nonetheless, over the past few decades, it has become popular to do so, particularly in writing that is intended to be read by the public, such as signage and advertisements (e.g., &quot;Appetizer&#039;s&quot;). This usage is also becoming common among student writers in academic contexts, partially because of the broad influence of the public usage error, and partially because so little traditional grammar is taught in most American high schools. Consequently, the addition of apostrophes where they do not belong in standard written English is widespread and is an example of modern language orthography in rapid evolution. Coupled with a simultaneous trend to eliminate apostrophes where standard English demands them, the misuse of an apostrophe to form plurals has become an &quot;issue&quot; in classrooms such as mine (i.e., in legal writing courses for American law students), where we are training students to perform in a professional field where tradition dies hard. My presentation will quickly review the rules of pluralization of nouns in English, will provide many examples of the trends to eliminate or add apostrophes incorrectly in different contexts, and will discuss whether professors of writing in English - whether teaching native speakers or ESL students - should &quot;rally&quot; to prevent the trend from progressing further or whether this evolution is harmless and should be allowed to run its course, even in highly traditional professional contexts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2068]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1822">
    <dcterms:title><![CDATA[Intercultural Communication and Language in the Context of Halo Effect - Turks in France-Alsace Region]]></dcterms:title>
    <dcterms:abstract><![CDATA[The halo effect as a psychology term, occupies an important place in interpersonal communication. It defines the one’s judgement by the first impression to be permanent or to influence the following judgements.  Migration of Turkish workers into France started at around 1970’s. Workers who sought a role in a new society after migration, struggled for integration with the society. But some issues that were faced during integration process revealed the reality that integration was not a unilateral fact.  The perception of first group of workers by French society in the beginning influenced the judgments in the following years. However, tenacity of Turkish workers during their struggle for existence in business and social life occasionally caused some negative cases.  Experiences about conserving the cultural identity and usage of mother tongue caused some changes on the process of turning into a new society in the 2000s by the help of developing technology.  Now, a new process arose which doesn’t speak about integration but protects the culture and identity as a member of the society they live in and demolishes, more or less, the prejudicies about first generation created by the society.  Turks in Alzas region of France protected their cultural identity and mother tongue by watching television broadcast from Turkey and strengthening their relation with Turkey and Turkish language.  Educational successes scored by the third generation young Turks started to weaken the impression of previous generations as workers only working and earning money. This change has led them to be acknowledged in the society as educated individuals. As sensitive individuals about culture and identity issues, they helped to create “all different all equal” perception by their communication with the society.  In our research, we are going to analyse the evolution process of Turks in Alzas region of France, whose adventure starts being a worker, in accordance with intercultural communication, identity and native language terms]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1701]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1823">
    <dcterms:title><![CDATA[Alternative Assessment Tools in ELT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:alternative assessment, constructive testing tools, non-traditional testing, performance based testing  ABSTRACT  There are tests to measure the end-points of any teaching program. Assessment is an inevitable and integral part of teaching and learning process because it is the way teachers monitor student language learning development over time. However, due to the increasing emphasis on teaching the four skills and in an integrated way, testing is also evolving to be more constructivistic. Testing started to focus more on assessing learner’s ability to convey messages in written and oral form. Tests have become more similar to life. Such tests that are more similar to life situations could be regarded as “alternative assessment”, “non-traditional assessment” or “performance based assessment”. Alternative assessment has become an umbrella term for any type of test rather than standardized, high stakes exams. This paper presentation will briefly share alternative, constructive testing techniques with the audience, and provide some concrete samples from the presenter’s current work place: Istanbul Sehir University, School of Languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1750]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1824">
    <dcterms:title><![CDATA[Professional Needs of Efl Teachers at Elementary Schools in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being a foreign language teacher requires a lot of peculiarities that should be acquired and performed appropriately in the class accordingly. This paper provides the results of research based on the professional needs of the teachers of English at elementary schools in Turkey. It also presents the recent description of teacher development and characteristics of foreign language teachers focusing particularly on the subject of professional needs of English language teachers. In this qualitative study, among the randomly selected participants, 152 teachers of English working at elementary schools in Turkey provided data for their professional needs. The data for this research were collected through the specifically designed survey entitled “Professional Needs Analysis Survey and the views obtained from semi-structured interviews with five participants. The analysis showed that a great amount of EFL (English as Foreign Language) teachers need to be professionally developed in order to be able to perform their professions appropriately, and to keep up with the rapid development in the ICT field that requires teachers to be continuously up to date.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1927]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1825">
    <dcterms:title><![CDATA[Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[ABSTRACT  In order to learn anything during teacher education, pre-service teachers must have personal concerns about teaching and they must have encountered concrete problems. It has been well established that learning only takes place if the learner has some personal goals (Skemp, 1979). The purpose of this study is to describe a course in a language teacher education programme that uses action research, and to provide evidence of the effects that action research had on pre-service teachers’ learning and practice through reflection, in particular, on the changes in their self-efficacy beliefs. Instead of providing a preset agenda, the prospective teachers are encouraged to study what is important to them in their own school situation for their own purposes. The course is designed in a way so as to help prospective teachers improve their classroom practice, understand of that practice, to contribute to the knowledge base of teaching and learning, and to help them adopt an inquiry based approach to learning and teaching. The classroom-based collaborative action research is adopted. In order to ensure pre-service teachers a more active role in their professional development, participants are provided opportunities for active interpretive processes that help them examine the complex contexts of classrooms and schools. Participants are fourth year students attending a language teacher education programme in Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1826">
    <dcterms:title><![CDATA[NAZİM DİVANINDA İSTEK ÜZERİNE YAZILAN GAZELLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: ısmarlama şiir, şiir yazma sebebi, şiir başlığı.  ÖZET  Bir işin yapılmasına yol açan gizli veya açık bir sebep vardır. Şairleri de şiir yazmaya sevk eden sebepler bulunması tabiidir. Her şiir için farklı bir durum veya olay o şiirin yazılması için şairi harekete geçirir. Bu sebeplerin bilinmesi şiirde yer alan ifadelere şairin kastettiği yönde mana verilmesinde yardımcı olur. Bazı şairler eserlerinin dibacelerinde şiir hakkındaki genel görüşlerini açıklar. Mesnevilerin sebeb-i telif bölümlerinde şairi o eseri yazmaya teşvik eden sebeplerin belirtildiği örnekler vardır. Şura tezkirelerinde şairlere ayrılan bölümlerde bazı şiirlerinin yazılış sebepleri ile ilgili bilgilere de rastlayabiliyoruz. Nazım şekli veya türü bir şiirin neden yazıldığı konusunda bir fikir vermesi bakımından yardımcı olur. Bazı şiirlerin daha yakından incelenmesi net olmasa bile yazılış sebebi hakkında tahminde bulunmamıza yarayabilir. Bazı şiirlerin başında neden yazıldıklarına dair açıklamalara nadir olarak yer verilir. Yazılanların tamamı dikkate alındığında bu bilgilere ulaşılabilen şiir sayısı oldukça azdır. Divan şairleri şahsi sayılabilecek bilgileri açıklamamayı tercih ederler. Var olan notlar da müellif hattı olan nüshalar veya müsveddelerde bulunur. 18. yüzyıl divan şairi Nazim Divanı’nda birçok şiirin başında yazılış sebeplerini açıklayan açıklamalar yer alır. Bunlardan bazıları uzun sayılacak ölçüdedir. Şair dört gazelinin başında o şiirlerini arkadaşlarının isteği üzerine yazdığını belirten açıklamalara yer verir. Ismarlama kabul edilen bu durumu şairin açıkça belirtmekden çekinmemesi önemlidir. Çalışmamızda Nazim Divanında istek üzerine yazılan şiirlerin şairin diğer şiirlerine kıyasla sanat değeri üzerinde durulmuş ve istenen hedeften sapmalar olup olmadığı ortaya konulmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1947]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1827">
    <dcterms:title><![CDATA[Instructional Materials Appreciated By EFL Teachers at Elementary Schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is an undeniable fact that teaching a foreign language is a hard task for foreign language teachers as it requires a well prepared teacher who is up to date. To facilitate this task both teachers and learners need to use a lot of instructional materials in EFL classes. Due to the rapid advancement of technology, several technological devices have appeared to be utilized for the benefit of language teaching. Most of the learners, digital natives, expect to be provided with these instructional materials as well as the traditional ones. This paper stresses on the question “what kind of instructional materials are employed by the foreign language teachers at elementary schools?” To do this, during the course of School Experience, 128 prospective English teachers majoring at ELT department observed 38 teachers of English working at 14 elementary schools. While observing, they were required to fill in the Classroom Evaluation Form which included the items regarding the use of instructional materials that a foreign language teacher should use. The descriptive results have revealed that most of the teachers are still reluctant to use many of the materials because of some reasons (excuses) such as overcrowded classes, lack of time for preparation, time constraint of the curriculum, working load, burnout etc. It is unfortunately true that coursebook still remains the only indispensible instructional material that most of the teachers posses whereas some other materials are rarely appreciated. The study suggests that apart from coursebooks teachers should use other instructional materials to motivate learners and offer an interactive teaching atmosphere.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1785]]></dcterms:extent>
</rdf:Description></rdf:RDF>