<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/472">
    <dcterms:title><![CDATA[Learning foreign and indigenous languages: The case of South African universities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language through another language is trivialto any type of language learning, whether it is the learning of a local or a foreign language. South Africa’s language policy for higher education recommends the study of foreign languages (FLs) and indigenous languages.A decade after its adoption, the learning of a foreign or indigenous language in that foreign or that indigenous language, respectively, at universities has been overlooked. In essence, the learning of foreign languages at the country’s universities dates back to the 19th century, when the first higher education institution,the South African College was established. At that College a Department of General Literature that offered Dutch, English, Latin and Ancient languages was established. English and Dutch teachers provided instruction in the English and Dutch language, respectively. The instructions involved theory, history and practice of English grammar and literature or Dutch grammar and literature. The learning of indigenous languages at the country’s universities began in the 20th century under the departments of Bantu Studies. They were learnt through English, and then later through English andAfrikaans. The instructions involved theory, history and practice of English grammar and literature. The aim of this study is to gain knowledge on the different approaches that may be used to learn a foreign language and an indigenous language. The study focuses on the complex challenges facing the country’s universities to adopt new, different and best models for the teaching of foreign and indigenous languages after many decades of using English and Afrikaans mediums. A case study method is used for this study. The emphasis is on the learning of foreign versus indigenous languages in South African universities (SAUs). The paper consists of an introduction, the theory of Grammar Translation Method (GTM), a case study on the learning of foreign versus South African indigenous languages (SAILs) at the SAUs, and a conclusion.    Keywords: foreign language, indigenous language, learning, English, Afrikaans]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2796]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1069">
    <dcterms:title><![CDATA[LEARNING FOREIGN AND INDIGENOUS LANGUAGES: THE CASE OF SOUTH AFRICAN UNIVERSITIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language through another language is trivialto any type of language learning whether it may be the learning of a local or a foreign language. In South Africa the country’s language policy for higher education recommends the study of foreign languages (FLs) and indigenous languages.After a decade of its adoption, the learning of a foreign or indigenous language in that foreign or that indigenous language, respectively, at universities has been overlooked. In essence, the learning of foreign languages at the country’s universities dates back to the 19th century when the first higher education institution – the South African College was established. At that College a Department of General Literature that offered Dutch, English, Latin and Ancient languages, was established. English and Dutch teachers provided instruction in the English and Dutch language, respectively. The instructions involved theory, history and practice of English grammar and literature or Dutch grammar and literature. The learning of indigenous languages at the country’s universities began in the 20th century under the departments of Bantu Studies. They were learnt through English, and then later through English and/ Afrikaans. The instructions involved theory, history and practice of English grammar and literature. The aim of this study is to gain knowledge on the different approaches that may be used to learn a foreign language and an indigenous language. The study focuses on the complex challenges facing the country’s universities to adopt new, different and best models for the teaching of foreign and indigenous languages after many decades of using English and/ Afrikaans medium(s). A case study method is used for this study. The emphasis is on the learning of foreign versus indigenous languages in South African universities (SAUs). The paper comprises of an introduction, the theory of Grammar Translation Method (GTM), a case study on the learning of foreign versus South African indigenous languages (SAILs) at the SAUs, and a conclusion.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3522]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2010">
    <dcterms:title><![CDATA[Learning Style Preferences and Language Learning Strategies - An Input to Course Design]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learning styles, language learning strategies, course design  ABSTRACT  This study aims to examine the learning style preferences and language learning strategy use of the 1st year undergraduate students of English language and literature at a Croatian university. A total of 41 students attending the same core English language course were asked to complete the Style Analysis Survey (SAS), a questionnaire which was used to identify the following aspects of learning styles: how they use their physical senses to study or work, how they deal with other people, how they handle possibilities, how they approach tasks and how they deal with ideas. In addition, the participants completed Strategy Inventory for Language Learning (SILL), which was used to determine the extent to which the following strategies are used: memory, cognitive, compensatory, metacognitive, affective and social.  The data was obtained at the end of the 1st semester course and will be used as input for the 2nd semester course, which directly builds on the previous one. In order to provide opportunities for all students to achieve success and fulfill their potential, course activities will be centered on the students’ learning styles. The findings regarding learning strategies will be the basis for implementing Styles- and strategies-based instruction (Cohen, 2002), which is intended to help the students complement their current strategy repertoire with language learning strategies that match their styles]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1880]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2502">
    <dcterms:title><![CDATA[Learning Turkish as a Foreign Language via Electronic Tandem (eTandem)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Technological developments present various opportunities to foreign language learners. On the other hand, teaching and learning a foreign language should not be solely based on a classroom teaching environment after witnessing such technological developments. These developments provide foreign language learners with more communicative interaction and natural environment. One of the opportunities which technological developments bring in learning of a foreign language is electronic tandem (eTandem). In eTandem, language learners learn a foreign language from their learning partners and teach their main language to their learning partners through telephone, e-mail or other media tools. This paper introduces eTandem and describes how eTandem was used to facilitate the learning of Turkish as a foreign language. There hasn’t been any study concerning eTandem in the field of teaching Turkish as a foreign language yet. For this reason, it is thought that this study will contribute to the field of teaching Turkish as a foreign language. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[854]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1019">
    <dcterms:title><![CDATA[LEARNING WORDS THAT MEAN NOTHING: USING REAL CONVERSATIONS FOR TEACHING ENGLISH DISCOURSE MARKERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper deals with teaching English discourse markers to native speakers of Bosnian who learn English as a second language. We present a corpus of realistic audio and video recordings of every-day Bosnian and British English conversation and argue that using these recordings in ESL classroom instead of constructed text examples is crucial for successfully teaching the conversational phenomena such as discourse markers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3416]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2197">
    <dcterms:title><![CDATA[LEGACY of TURGUT ÖZAL and THE SUSTAİNABLE TRANSFORMATİON of  TURKEY with AK PARTY GOVERNMENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Turgut Özal is one of the most important actors in the Turkish Political life. He made  fundamental changes in Turkey between 1983-1993 as a Prime Minister or President of  Turkish Republic. He not only tried to liberate Turkish economy but also political sphere.  Özal, especially focused on freedom of speech, freedom of belief and freedom of enterprise.  At the same time, the latest refers to the free market economy. Until Özal&#039;s period Turkish  political leaders applied the model of mixed economy, not free market economy, that is, the  structure of Turkish economy wasn&#039;t entegrate with global markets. İnitially, Özal changed it  and he started to set up export-oriented economic model, free interest rates, privatization,  etc... and then, made political reforms; like freedom of speaking the Kurdish language,  dissolution of 141, 142 and 163. articles of Turkish Ciriminal Code, application for full  membership to the European Union. Unfortunately, his succesors could not able to sustain his  revolutionary political and economic vision. İn this respect, 1990s can be considered as lost  years for the Turkey. Until AK Parti governments Turkey encountered deep economic and  political crises such as April 1994 and 28 February 1997. After from this miserable period,  with the AK Parti government Turkey returned to the Özal&#039;s reformist politics both politically  and economically. According to the arguments which are mentioned below, Özal&#039;s  transformation efforts will be examined from today&#039;s view. Besides, what are the main  characteristics of Özal and the AK Parti leader Recep Tayyip Erdoğan, can we say continuity  or divergence between them. İn Today&#039;s Turkey, what is the importance of Turgut Özal, can  we say that, Özal&#039;s ideas particularly in economic field-is being applied by the AK Parti  government.  Keywords: Özal, AK Parti, Free Market Economy, Economic Crises, Political Reforms,  Turkish Economy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1158]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2956">
    <dcterms:title><![CDATA[Legal and Financial Regulations to Create New Investment  Opportunities in Macedonia]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a small, open economy, Macedonia continues to take active steps to attract  foreign direct investment (FDI). The country has enacted legislation that not only ensures an  equal footing for foreign investor‘s vis-à-vis their domestic counterparts, but also provides  numerous incentives to attract such investment. The legal system in Macedonia is undergoing  substantial reforms. However, it is still slow, inefficient, lacking the adequate resources, and  sometimes subject to political pressures and corruption. Enforcement of the law and upholding  of contracts is inconsistent and not always impartial. This paper examines the legal changes in  Macedonia and its effect on FDI from the historical perspectives and forecast on strategic  management changes simplifying the administrative decisions on investment. New legal and  administrative regulations on investment incentives for FDI and business regulations will  provide a new momentum for the economic development of this EU candidate state.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[158]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2727">
    <dcterms:title><![CDATA[LEGAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Legal aspects of ESL/Bilingual Education Program currently implemented  in K thru 12 US Public School System that may be applicable to educational systems  of other regions and countries are discussed within the context of basis on federal  and state laws, Bilingual Education vs ESL (English as a Second Language)  Education, hiring certified personnel, training of employed personnel, identification  of ESL/Bilingual Education students, ESL/Bilingual Education nomination process,  testing for ESL/Bilingual Education, testing criteria to be selected LEP (Limited  English Proficient), LPAC (Language Proficiency Assessment Committee), LEP  notification of LPAC decisions, accommodations, Documentation and  Confidentiality, Standardized Testing of LEP students based on federal AYP  (Adequate Yearly Progress) Requirements, LEP exemptions, LAT (Linguistically  accommodated testing) test that LEP exempt students take replacing regular  standardized tests, Exit Level LEP Postponement, TELPAS (English Language  Proficiency Assessment System) tests that all LEP students take based on federal  NCLB (No Child Left Behind) Act and Annual Measurable Achievement Objectives  (AMAOs), TELPAS Raters, TELPAS Verifiers, Summer Programs for LEP students,  LPAC Annual Review/ LEP Status Exit Criteria.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[674]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2728">
    <dcterms:title><![CDATA[LEGAL ASPECTS OF SPED PROGRAM  IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Special Education program is implemented in each and every US  Kindergarten thru 12 public schools and it is the major educational program that is  subject to extra funding. In this review, legal aspects of Special Education Program  currently implemented in Kindergarten thru 12 US Public School System that may be  applicable to educational systems of other regions and countries are discussed within  the context of basis on federal and state laws, ARD (Admission, Review, and  Dismissal) committee, Disability categories, ARD meetings specific to disability  categories, identification of eligible students, confidentiality, documentation,  Modifications and Accommodations, Discipline Issues]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[675]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3118">
    <dcterms:title><![CDATA[Legal Discussions in Data Privacy and the Environment in Bosnia-  Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dramatic increase in importance of data privacy came with advance of information  technology. Global domination of information exchange is forcing governments to establish  international standards and regulatory mechanisms in order to protect data privacy. These efforts  resulted in general principles of data privacy, which have been widely accepted, but also difficulty  for diverse legislations.  While Europe has highly developed and human rights oriented data privacy regulations, USA has  less regulated and business enhancing oriented approach. Such discrepancy resulted in continious  international discussions and agreements towards regulation‘s harmonization.  Data privacy regulations in BiH has radical boost recently. The main push was protection of data  privacy as condition for visa liberalization with EU countries, making BiH data privacy in full  compliance with EU standards. However, when it comes to practical application, there‘s  significant amount of data privacy interference and lack of awareness, while most serious breaches  are conducted by public administration.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[263]]></dcterms:extent>
</rdf:Description></rdf:RDF>