<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/2643">
    <dcterms:title><![CDATA[Teaching other subjects through English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many children are now relatively proficient in general English by the time they reach secondary school and need something more than simple revision of what they have already learnt. Teaching other subjects through English provides a better preparation for professional life than teaching English as a subject empty of content. There are many motivational advantages in teaching English for a well-defined purpose which is considered to be relevant by the students. Content and Language Integrated Learning (CLIL) has attracted great attention in recent years, especially in Europe. In this paper we are going to show what the advantages of CLIL are and how efficient and useful teaching other subjects through English can be. We are also going to present some of the ways in which we can correlate other subjects and English.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[979]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2393">
    <dcterms:title><![CDATA[Teaching Political Correctness]]></dcterms:title>
    <dcterms:abstract><![CDATA[Political correctness is a term that describes language or behavior used when we do not want to offend someone, or to be insensitive to the feelings of another person or a group of people. The language may refer to someone’s religion, race, ethnicity, culture, gender, looks, sexual preferences, political views and the like. Its widespread usage started with emergence of the civil rights movements back in the middle of the 20th century. The intention was to contribute to the fair and benevolent society that most people want to live in. This phenomenon started in English and spread to many other languages always reflecting the changes in modern society, and the need to protect the rights of various minority and underprivileged groups.   Over the years it gained supporters and opponents because initially neutral words and expressions become devalued over time turning into euphemisms, and they needed to be replaced by new neutral terms. Opponents see it as censorship and a danger to free speech while supporters still perceive political correctness as an unavoidable part of any civilized society.    The authors believe that such an important issue cannot be ignored and that it is their obligation as EFL teachers to make their students familiar with it. Although in English and American society the term is often satirized, it is important for students to understand what all the sarcasm and irony are about. The ignorance on the subject may lead to expressing unintentional bias and offence regarding various groups of people. Making students aware of this, as well as of other important social issues, all leads to developing their communication skills and better understanding the cultural settings and background of the language they chose to study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[837]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1894">
    <dcterms:title><![CDATA[Teaching Pragmatic Competence in Business English Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: business English, pragmatic competence, students’ needs, tertiary education  ABSTRACT  Students’ needs in the 21 century are different from those ten or twenty years ago. They need more instruction and practice in sociolinguistic and pragmatic competence. Therefore the syllabi for business English courses at the tertiary level of education need to be revised and adjusted to the changing needs of students – future employees of global companies operating in a highly competitive business environment. The aim of the paper is to present these needs, assess and discuss the results of a research study into students’ self assessment of their competence and to give some recommendations on teaching the pragmatics of language use. Pragmatic competence is considered to be even more important now than ever before yet business English courses seem to offer very limited, if any, instruction on the most important pragmatic skills. Firstly, the paper gives examples of typical business situations in which pragmatic competence matters a lot, then it discusses the results of a study into students’ self assessment of their pragmatic competence, and finally it discusses the rationale of teaching pragmatic competence and suggests the ways of teaching it in business English courses at universities. It is hoped that the paper will contribute to increased awareness of the importance of teaching and learning the pragmatic skills in business English courses for adults.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1766]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3376">
    <dcterms:title><![CDATA[Teaching Religion in a Secular Society]]></dcterms:title>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[351]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1972">
    <dcterms:title><![CDATA[Teaching Science Vocabulary to Esl Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Without gaining knowledge of science vocabulary, understanding of scientific concepts can be difficult. Though, learning science vocabulary is a field of discomfort, and a difficult task for ESL learners, a student&#039;s understanding of vocabulary is essential in science classes. Through giving effective instructions that facilitate learning science vocabulary, learners can improve their vocabulary knowledge for a better comprehension of scientific texts. This article suggests some useful strategies to enhance learners’ science vocabulary.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2104]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1949">
    <dcterms:title><![CDATA[Teaching to Speakers of Local Dialects through Task-Based Syllabus: Requirements, Limitations and Applications (The Case Study of Teaching Persian to Speakers of Lari Dialect)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Task-based syllabus, Persian language, Lari, grammar, Contrastive analysis.  ABSTRACT  Today, tasks have been widely preferred in second language classrooms. Task-based syllabus yields a set of the target tasks that learners will need to do in the everyday life outside of the classroom (e.g. filling in a form for hotel reservation). The current study aims at studying the points which are to be considered in designing the task for teaching Persian grammar to Lari speakers (a dialect spoken in the southernmost of Iran and other Gulf countries by about one million people); furthermore, it examines the impact of such syllabus on applicants. The study was conducted based on quasi-experimental method. Two groups (experimental and control) were chosen through purposive selection, the first of which received the syllabus based on task-based to learn Persian (it is of great significance to note that the tasks are design according to the similarities and differences between Persian and Lari in the areas of Verbal and Nominal phrases) and the other received their regular syllabus in schools. Having implemented the pretest, treatment (for 24 sessions, each of which for an hour) and posttest, it was revealed that the experimental group outperformed in the posttest. The descriptive and inferential statistics (through SPSS) represented that the treatment was effective in enhancing the Persian grammar literacy of Lari speakers. Consequently, the researcher-made model of influential factors proved that tasks made grammar forms salient to the learner; namely this was achieved through communicative activities. In addition, the tasks promoted awareness in Lari speakers and their attention was drawn to the nature of the Persian structure and engaged Lari speakers in meaning-focused interaction. In fact, tasks required learners to communicate with each other about the grammar structures of Persian.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2105]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1120">
    <dcterms:title><![CDATA[TEACHING TRANSLATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching translation is a widespread problem of nowadays schools and education system. Teaching a foreign language mainly focuses on acquiring new vocabulary and it is desirable for students to reach the point where they could freely communicate in a foreign language regardless to syntax and accuracy. On the other hand, translation as a study of the modern world requires truthfulness through writing skills and reading in order to deliver messages between two languages. How this functions in practice will be delivered in this presentation. Methodology involves teaching English in Bosnia and Herzegovina through grammartranslation method, with theory of translation, teaching and practice as a unity. The outcome represents the level which students nowadays reach by studying syntax of a foreign language before producing translation of it. Hopefully, this topic will efficiently be involved in the language acquisition and bring closer teaching and translation.    Keywords: methodology, grammar-translation method, translation theory, teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3406]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/485">
    <dcterms:title><![CDATA[Teaching Translation Theory outside Europe: Historical Specificity Versus Universal Applicability]]></dcterms:title>
    <dcterms:abstract><![CDATA[While teaching first in Singapore and now in Manchester, it has come to my attention that there are certain difficulties in teaching translation theory either outside of Europe or, in Europe, to students from outside of Europe who come here to study. This paper concentrates on the role of examples in theoretical works, the problems they pose in teaching theory and the implications for universalism in translation studies. I draw on Edward Said’s discussion of travelling theory, post-colonial critiques of the hegemonic role of English, and skopos theory to propose two courses of action to help overcome the problem: first, the incorporation of the translation of theoretical material both from and into European languages as part of practical postgraduate training; and second, the use of a radical substitution policy for examples, with new examples centred around the target language, rather than preservation of the original examples, which are centred around the source-language. Using the example of China, I will demonstrate how these two strategies push us to reconsider how we approach teaching theory. Firstly, the translation of Chinese theoretical texts into English will allow for a deeper appreciation of writings in Chinese and their wider dissemination. Secondly, the search for examples which involve the target language should lead to an engagement between the target culture and the theory. Translating Vinay and Darbelnet’s path breaking essay on translation processes, for example, immediately raises the question of what exactly is meant by ‘borrowing’ in the Chinese context, and for the need to distinguish between retaining the use of the roman alphabet and transliteration using Chinese characters, a distinction that would never arise between French, English and German.    Keywords: translation theory, examples, Chinese]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2790]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2438">
    <dcterms:title><![CDATA[Teaching Turkish From Multicultural Perspectives]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study explains why multicultural in-service teacher training is important for teachers, who teach Turkish as a foreign language, and proposes approaches  for their professional development. This in-service training is required for the purpose of constructing improved communication between teacher and students. The theoretical framework was based on Vygotsky’s sociocultural theory. It provides social and cultural basis of teaching through social mediation that provides teachers with a flexible instructional environment. This flexibility gives teachers several opportunities such as “modelling, contingency management, cognitive structuring, task structuring”, etc.  The research was conducted in Mustafa Germirli Anadolu İmam Hatip Lisesi, Kayseri, which was one of the multinational high schools sponsored by Ministry of National Education and Turkish Religious Affairs Foundation. This qualitative study examined the attitudes and beliefs of teachers towards language education in a multicultural environment. The five study participants were in-service, high school Turkish language teachers, who have made efforts to match the curricular objectives with students&#039; needs. Data were collected through semi-structured, face-to-face interviews using open-ended questions and classroom observation sheets.  As a result of interpretive analysis, we focused on understanding how in-service learning process could be shaped on behalf of professional growth, and could be more responsively implemented through multicultural education. Implementation of national curriculum, adaptation of textbooks, culturally adjusted activities, student writing portfolios based on CEFR were all responsibilities of teachers that they had to take care at multicultural instruction. We also studied how they adjusted to these components of  instruction through facilitations and collaborations they themselves discovered at this in-service learning process. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[850]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3403">
    <dcterms:title><![CDATA[Teaching VAK-abulary]]></dcterms:title>
    <dcterms:abstract><![CDATA[Research on the understanding of the brain and how people learn have introduced  the VAK learning styles model to the ELT world in the last two decades. The VAK learning   Style -  Neuro-linguistic programming model (NLP) - addresses a learner’s three main sensory  receivers - Vision, Auditory, and Kinesthetic. Teacher feedback and the findings of prevailing  research into the field indicate that teachers’ ability in simultaneous practice of all three styles  in their EFL classes boosts language learners’ success almost in all language skills, including  vocabulary teaching. Studies on brain and cognition also show that strength of memory  depends mostly on how deeply information is processed. The purpose of this presentation is to  demonstrate that we will not only maintain a lively foreign language class atmosphere but also  provide our students with strong memory when we teach new vocabulary by tapping learners’  VAK sensory receivers which are brain friendly learning styles. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[654]]></dcterms:extent>
</rdf:Description></rdf:RDF>