<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/2788">
    <dcterms:title><![CDATA[PRE-SUFI NOVELS: DORIS LESSING‘S NATURAL INCLINATION FOR  SUFI THOUGHT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discusses the impact of certain sufistic ideas on one of  Doris Lessing‘s celebrated novels: The Memoirs of a Survivor. This novel is the  example that shall be analyzed as Lessing&#039;s markedly Sufistic novel in order to show  the characteristics of Lessing&#039;s works which scholars recognize as undeniably  influenced by Sufism. The discussion in this novel is important in order to examine  the differences on the craftsmanship of the novel even before Lessing incorporated  officially to Sufism in her succeeding novels right after she has known about Sufism.  This paper also argues Lessing‘s expected inclination to Sufism, or her visions before  she finally realized how Sufism has influenced her art and her holistic evolution.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[590]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2789">
    <dcterms:title><![CDATA[A Postmodern Study of Doris Lessing‘s The Golden Notebook  in the Light of Jean-Francois Lyotard ‘s Ideas]]></dcterms:title>
    <dcterms:abstract><![CDATA[It has become a virtual commonplace of contemporary criticism that  postmodern thought challenges the Enlightenment view of human reason,  especially its assumption of a stable, autonomous subject capable of directing the  forces of history. For this reason some theorists see postmodernism as pivoting  on a reformulation of anti-Enlightenment thought that surfaced during the  nineteenth-century and which remained active throughout the modernist period.  From this perspective, literary modernism&#039;s ambivalent stance toward the  integrity of the subject is in part the legacy of Marx, Nietzsche, and Freud--  precisely those nineteenth-century thinkers who situate much of the postmodern  project. Regarding all the previous criticisms, this study clearly assumes that  postmodernism employs quite different critical methodologies from those of  modernism. Nevertheless, as Jean-Francois Lyotard suggests, evidence of this  postmodern emphasis is latent in modernism itself, most particularly in those  highly experimental or transgressive works that challenge traditional notions of  referential language, rational order, or the autonomous subject. This study,  particularly, examines Doris Lessing‘s major work for which she was awarded  Nobel Prize in Literature in 2007, The Golden Notebook (1962), in which  postmodern elements especially Lyotard‘s exists. Ultimately, the paper hails this  most influential novel as a postmodern masterpiece.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[692]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2790">
    <dcterms:title><![CDATA[Creation of an Online ESP Course in Web 2.0 Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Internet of today offers almost unlimited options and tools for the creation  of various online teaching materials that can be used for all the needs of an ESP course,  both as main and as extracurricular (additional) materials.  After a brief introduction bringing some important facts about Web 2.0 and its use related  to e-learning, the central part of this paper will be dedicated to the creation of an online  course in English for Information and Communication Technologies (ICT) used as an  extracurricular resource for the students of the Faculty of Electrical Engineering in East  Sarajevo. The course will be described through the tools and services necessary for its  creation as well as through its organizational concepts and practical usage. Such a  description will be briefly preceded by the presentation of some general facts about the  English language, lessons, tuition and curriculum at the Faculty.  In the conclusion of the paper, some general conclusions and expected practical results  will be mentioned.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[49]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2791">
    <dcterms:title><![CDATA[Presence of Andragogical Principles in English Language Teaching Practice]]></dcterms:title>
    <dcterms:abstract><![CDATA[The contemporary market demand implies that the institutions training  English teachers need to equip them with the knowledge of teaching approaches and  techniques to be used in compulsory and non – compulsory educational settings with  the learner profiles ranging from preschool students to retirees. Malcolm S. Knowles  in his The Adult Learner (2005; 1973), while contrasting the pedagogical and  andragogical educational models, concludes: the pedagogical model excludes the  andragogical assumptions; the andragogical model includes the pedagogical  assumptions; and, an ideological andragogue should be able to use or apply the model  whose assumptions are more realistic in a given situation. One of the implications is  that the effective foreign language teachers are supposed to master both the models if  they are to teach adult learners. The second one is that the teaching styles will  oscillate on the continuum between highly teacher-centered and highly learnercentered  one due to the teachers‘ abilities and willingness to draw from both the  andragogical and pedagogical educational models. The assumptions have been tested  through a survey revealing that the teaching styles of the majority of the English  teachers of the language schools tend towards the teacher-centered pole, thus the  pedagogical model.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[64]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2792">
    <dcterms:title><![CDATA[To Use or Not to Use: First Language in Tertiary Instruction of English as a  Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The issue of whether first language (L1) use in teaching foreign languages  (FL) is justified can be considered from various perspectives. The diachronic  perspective considers the role of L1 in FL instruction along with the development of  teaching methods and linguistic theories. The taxonomic perspective concerns the  arguments for and against L1 use taking into account its cognitive, social and  affective aspects. The role of L1 can also be viewed from the empirical perspective  considering the effects of its use and examining attitudes, beliefs etc. of participants  in the dynamic process of FL teaching and learning.  The survey presented in this paper aims to investigate and compare the perception of  using Croatian in tertiary English for Specific Purposes (ESP) instruction concerning  L1 use. Two groups of respondents involved in the study were undergraduate nonlinguistic  majors at a Croatian university and ESP instructors in various higher  education institutions in several Croatian universities. The questions that the research  in this paper addresses is 1) whether the tertiary students‘ perception of using  Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language  instructors and 2) whether students and instructors, respectively, support the usage of  L1 in the tertiary EFL classroom. First language use is explored in terms of necessity,  frequency, usefulness and its appropriateness for selected examples of usage. The  presented findings comprise those obtained by quantitative as well as qualitative data  analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[26]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2793">
    <dcterms:title><![CDATA[The Bologna Process in Bosnia-Herzegovina:  Strengthening, Re-Branding, or Undermining Higher Education?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Several years after Bosnia-Herzegovina formally agreed to partake in the  Bologna Process of higher education reform, confusion, frustration, and misconceptions  still abound among the country‘s students and educators about what Bologna actually  means. This paper will analyze and discuss the process of integrating the Bologna  process into college and university English language programs in BiH.The paper will  use a number of sources in order to facilitate an in-depth exploration of the complexities  surrounding Bologna implementation. Official guidelines, texts, and declarations  published by the Council of Europe about the Bologna process will be a major source of  research for this paper. The paper will also incorporate interviews with students,  assistants, and professors from English departments of local universities to understand  the perceived reality of these changes in college-level English programs. Drawing these  sources together will be the case study of a year-long Council of Europe project devoted  to curricular reform in BiH, one which included participation of both education experts  and local English professors. By examining these sources together, this paper will  contrast and analyze the fundamental tenets of the Bologna reforms, as well as the onthe-  ground perceptions of the same process among English language teachers and  learners. The paper will seek to pinpoint some sources of confusion between these  positions, and to discuss the broader implications of these disconnects.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[682]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2794">
    <dcterms:title><![CDATA[Strategies, New Directions and Resources for Teaching Colloquial Arabic  as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The spoken and written language known as Modern Standard Arabic (MSA) is  the idiom that links almost three hundred million Arabic speakers from Iraq in the East to  Morocco in the West, and it is this form of Arabic that is used in broadcast media and  newspapers, and also for speeches and addresses on formal occasions. For obvious  reasons, it is Modern Standard Arabic which is for the most part taught to students of  Arabic as a foreign language in universities and private institutes. However, for someone  to claim that they really ―know‖ Arabic, it is also necessary to master one or more of the  many colloquial Arabic languages spoken throughout the Arab world. In contrast to MSA,  Arabic colloquial languages are relegated to an inferior position in the classroom where  they are most often added as an afterthought to the MSA course (although some separate  colloquial language courses are taught in university continuing education courses and  private institutes). At least part of the difficulty in teaching colloquial Arabic is because  these languages are, for the most part, not written or standardized and thus are only  mastered through listening or speaking. Arabic colloquial languages were strengthened by  Georgetown University‘s important series of colloquial language text-books and  grammars first published in the nineteen sixties; however, today, with the advent of the  Internet and other electronic resources, this series can be supplemented or superseded  using Web 2.0 technologies such as YouTube and podcasting as well as popular songs  and cinema. In addition, many Arabic literary authors have also written text in colloquial  dialects. This paper highlights strategies and assesses resources for teaching colloquial  Arabic as a foreign language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[38]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2795">
    <dcterms:title><![CDATA[SUGGESTIONS TO IMPROVE CRITICAL READING APPLICATIONS  IN ELT/EFL CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the society we are living has become more complex and specialized in  the last decades, reading has become one of the most important skills in ELT/ EFL  teaching. The importance of connecting and commenting on the ideas are the key  elements of social and academic success. In the past decade, there has been a  sustained interest in promoting reading as a significant and viable means of language  development for second and foreign language (L2 and FL) learners (Day and  Bamford, 1998; Krashen, 1995). Critical reading is a skill which we use in our social  and academic lives. As critical readers we need to understand, question and evaluate  the texts which are actively participate in our lives. By looking at the texts which are  already there, from a different point of view will develop our critical thinking as well  as critical reading. Being one of the most frequent skills that we use in every part of  our lives, critical reading can be developed through learning and practice. In this  study the benefits of Critical (CR) practices in traditional EFL/ELT classes is  discussed and some classroom applications to improve critical reading in ELT is  presented]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[93]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2796">
    <dcterms:title><![CDATA[Russian Emigration on The Balkans: The ―Limnos Episode‖  (On Memoirs and Verses of Representatives of White Army)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article traces the role island Limnos (Greece) in the fates of  representatives of ―white movement‖ which has arisen after revolution in  Russia in 1917 and during civil war. Parts of Russian Army were on  Limnos since February 1920 till November 1921. It represents the results  of analysis of memoirs and verses by some representatives of Russian  Army, among which Ivan Kalinin, Erast Giatzintov, Ivan Sagatsky,  Nikolay Turoverov. The author of the paper revealed features of the  description of landscapes of Limnos in memoirs and verses those who  passed through Limnos. It is shown what difficulties were endured by  Russian Army on Limnos (cold, hunger, isolation from the world). It is  proved that the Russian Army under the direction of Wrangel has shown  moral courage, unity, patriotism. Authors of memoirs and verses concern  problems of mutual relations of Russians and Greeks, the inhabitants of  Limnos, what has found reflection in various forms of spiritual and  cultural dialogue.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[564]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2797">
    <dcterms:title><![CDATA[What Every Teacher Should Know about It]]></dcterms:title>
    <dcterms:abstract><![CDATA[t is certain that all teachers must possess knowledge. The question, however,  is: „What kinds of knowledge every teacher aspiring to be successful in his or her job  should have?― The purpose of this paper is to provide, if not definitive, than at least an  elucidating answer to this question. The paper deals with three kinds of knowledge all  teachers should possess: content or subject matter knowledge, pedagogical knowledge and  pedagogical content knowledge. Content knowledge refers to the teacher‘s knowledge of  the subject matter he/she teaches, and increases the teacher‘s own confidence, which  directly influences the level of confidence the students‘ have for the teacher. Pedagogical  knowledge, on the other hand, is not directly associated with the subject matter, but can  still have an immense impact on the final results of the learning process. It is concerned  with improving the relationship between the students and the teacher by helping the  teacher recognize a variety of different situations which can appear in the classroom and  equipping the teacher with appropriate techniques which enable him/her to respond  appropriately to each of those situations. The third kind of knowledge, pedagogical  content knowledge, unites the previous two, and helps the teacher find the  methodologically most appropriate ways to present the given content. As elaborated in the  paper, taken together, these three kinds of knowledge improve rapport between the  students and the teacher and maximize student achievement, which is the ultimate goal of  any learning process.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[8]]></dcterms:extent>
</rdf:Description></rdf:RDF>