<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/2858">
    <dcterms:title><![CDATA[The tragedy and the human being in Arthur Miller‘s play Death of  a Salesman]]></dcterms:title>
    <dcterms:abstract><![CDATA[So far a number of articles have dealt with the American dream and how it is  developed in Arthur Miller‘s plays, especially in The Death of a Salesman. However, not  enough attention has been paid to the tragedy and the human tragedy in these plays. In the  essay ‗The Tragedy of the Common Man‘ Miller expressed his attitudes and beliefs about  the nature of literary tragedy, its principles, the social status of the protagonist, what he  understands as a human tragedy etc. This paper examines how this play could be  interpreted and reread with a primary focus that of ―tragedy and the human being‖, it tries  to answer to the question whether the protagonist‘s fall is a consequence of hamartia (a  flaw in the character of the protagonist of a literary tragedy that brings about his or her  downfall and a key element in tragedy) or whether he is a victim of the values of his  community (the main theme of the social drama); which is the role of the American  society‘s values and the conflict between the American dream and the idealization of this  dream within the main protagonist; it will also answer the question if his plays are merely  ‗social dramas‘ or ‗they challenge the tradition of tragedy from its first description in  Aristotle‘s Poetics and the conventions of Shakespearian tragedy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[120]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2859">
    <dcterms:title><![CDATA[Integration of Critical Thinking Skills into Grammar Curricula]]></dcterms:title>
    <dcterms:abstract><![CDATA[High standards are intended in all curriculum guidelines and it is not  different in most of the guidelines. In this paper, the language arts curriculum is put  under the spotlight and an in-depth analysis is provided on most benchmarks. Many  suggestions are made to further improve the curriculum and particular focus is placed  on implementation. The problems is in teaching grammar is highlighted and remedies  are offered. How to integrate the critical thinking skills in a grammar course is clearly  outlined and offered to teachers who look for answers to the problems in almost  every classroom.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[670]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2860">
    <dcterms:title><![CDATA[Assessment – Albanian educational system reality and challenges.]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper stresses the importance of assessment in second language class  today in the Albanian educational institutions, and in particular the advantages of using  assessment in improving teaching and learning. Assessment is generally seen as  something done to students by teachers. Many students may feel panicked and confused.  Tests descend upon them from time to time and have to be ‗got through‘. This paper  discusses the reality of the Albanian teaching and learning institutions in regard to  assessment and tests and the challenges encountered. The study goes on and makes a  modest attempt to give some practical solutions to these challenges and problems]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[109]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2861">
    <dcterms:title><![CDATA[Literature and Colonialism: Tracing the Haitian Theme in the Literary  Works of Kleist, Seghers and Mueller]]></dcterms:title>
    <dcterms:abstract><![CDATA[The entire history of the &quot;Entdeckungsreisen&#039; in the 15th and the 16th Century  is a history of the conquered and the conquerer. With historical evidences of the various  European nations ruling over the &#039;other&#039; nations, comes a corpus of texts which  legitimates and hence establishes an outline of colonization in literary texts.  This discourse on colonialism in the various disciplines of the social sciences especially  in the literary texts helps us to analyze the links between power and authority and  apparently which also manifests itself in the language of the text.  The Haitian Revolution i.e. the Slave Revolt against the French Rule is a theme which  has been discussed in various historical time -periods over the centuries. In German  literature, this historical event has also been established in a series of works of Heinrich  von Kleist: Die Verlobung in St. Domingo, Anna Seghers: Die karibische Geschichten  and Heiner Mueller‘s Play: Der Auftrag.  It is interesting to know how the three texts establishes an intertextuality not only in its  form and structure, but also how in different dimensions of literary representations it  attributes the various trends of colonial discourse. Orientalising the other, represent ing  the ‗other‘ and the emergence of ‗stabilization through Power‘ can be observed in these  literary works.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[555]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2862">
    <dcterms:title><![CDATA[Bilingual education: the road to multilingualism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Globalisation emphasizes the importance of foreign languages by influencing the  development of national strategies for learning languages, thus contributing to  conservation or harmonization of language ecological balance in the world.  The increasing attention given to language issues in Europe resulted from the intention to  overcome numerous problems related to language, communication, interaction and multilayered  international cooperation and understanding in the context of ethnic, religious and  cultural differences on global level, but also to promote the integration processes  enhanced by various forms of mobility. What also contributes to this is an overall  democratization of public life and raising awareness in different minority groups, as well  as parallel processes of globalization, localization and glocalization: comparison,  permeation, survival and adaptation of local environment to global context.  At the same time, there are concerns based on the prejudice that globalization trends  could endanger citizens&#039; needs at individual and local level of identification with their  people, country, religion, cultural specificities and so on. In the area of foreign language  teaching policy there have been inappropriate reactions to the &quot;danger&quot; threatening the  dominant language and culture that are allegedly jeopardized by the presence of other  cultures and languages in a formal education system and environment.  Bilingual education (in Serbia since 2004) promotes multilingualism, with the belief that  it contributes to overcoming linguistic, cultural and communication barriers and develops  tolerance. This paper, as an appendix to the introduction of bilingual teaching, interprets  the results of research on the importance of learning foreign languages, cultural and  linguistic bias in students of bilingual and regular classes. The aim of the paper is to  identify similarities and differences in the attitudes of bilingual and regular students.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[106]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2863">
    <dcterms:title><![CDATA[Politics of English in the Arabian Gulf]]></dcterms:title>
    <dcterms:abstract><![CDATA[The number of American, English and Australian branch campuses in the  Middle East and North Africa (MENA) region almost doubled between 2000–2007  from 140 to 260, and Qatar and the United Arab Emirates (UAE) alone have  established over 40 branch campuses during this period. The language of instruction  at these institutions is primarily English, which is creating some tensions in the  region related also to the rapid influx of other expatriate language groups including  Urdu, Nepali, and Tagalog. Not only do native Arabic speakers fear the loss of  cultural and linguistic heritage, as Gulf governments begin heavily investing in  biotechnology, ITC capacity and research output (patents and peer-reviewed  scientific papers) educated elites in the GCC countries are confronting the  widespread use of English on the internet and the international science community.  Policy makers, particularly in Qatar, UAE, and Saudi Arabia, are responding to the  growing use of English by sponsoring cultural heritage museums and libraries,  programs in digitization of Arabic heritage books, and funding research into real-time  Arabic-English and English-Arabic machine translation. This contribution outlines  the debates found both in scholarly journals as well as popular regional newspapers  in English and Arabic on the use of the English language, and analyzes the cultural,  political, and social context of these arguments.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[13]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2864">
    <dcterms:title><![CDATA[Revision books in ESP: Myths and Reality]]></dcterms:title>
    <dcterms:abstract><![CDATA[The term LSP is commonly used when referring to teaching and research of language  in relation to the communicative needs of speakers of a second or foreign language  used in a particular workplace, academic, or professional context thus LSP courses  usually focus on the specific language needs of relatively homogeneous groups of  learners. They may be addressed to students at, most often, tertiary level of education  or to people who already completed formal education but need to use a foreign  language to communicate in professional target situations.  The starting point of every ESP course design is a detailed needs analysis which  allows to define linguistic requirements of learners, competence gaps in relevant  areas, set the required level of knowledge and specify the ways of achieving it.  Therefore courses of languages for specific purposes may vary in the choice of  language skills, functions and topics taught. The need for individualization of the  teaching process requires also decisions regarding teaching materials to be used.  McGrath (2002:4) notices that ‗ when experienced teachers teach using a course book  that they know well, they will have a sense of what to use and what not to use, what to  adapt and where to supplement‘. But how important for such decisions are the  preferences of learners?  The aim of the article is to present revision books - didactic material highly valued by  learners but not so much by teachers - and to outline some of the reasons for this  discrepancy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[82]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2865">
    <dcterms:title><![CDATA[ENGLISH LANGUAGE TEACHING THROUGH CONTENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[:Most linguists will agree that the natural process of language development  does not happen in isolation but through a process of understanding the socio-cultural  surroundings. Traditionally, second language education is taught in isolation where  the focus was on grammar. Research has since found that language is learned most  effectively for communication and purposeful social interactions. The merging of  purposeful meaning with language allows for the student grasp onto a tangible topic  not only helping to further language development but also cognitive development.  Cummins discusses this idea of content language learning by separating language  tasks as either context reduced or context embedded. Context reduced tasks lacks  meaning for communication and is not cognitively challenging. On the other hand,  context embedded tasks provides meaning for communication and requires in depth  analysis. Merging content with language education requires students to not only learn  the content information but to develop Cognitive Academic Language Proficiency  (CALP). The academic application of the language being learned makes the language  useful and applicable allowing for greater retention of the language. Past research  has also shown that English Language Learners lack native like proficiencies due to  the over emphases on grammar. In order for content language education to work,  content cannot supersede language goals. Language functions such as grammar,  vocabulary, and writing are taught alongside content in a way that makes sense for  that topic.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[16]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2866">
    <dcterms:title><![CDATA[Two-Level Description of Kazakh Morphology]]></dcterms:title>
    <dcterms:abstract><![CDATA[Koskemnieni‘s two-level model has received a lot attention in modeling  morphology. In this paper we present an ongoing study on a comprehensive two-level  description of Kazakh morphology. Our description is implemented using the  morphological parser in the Dilmaç Machine Translation Framework. A lexicon  containing the root words of contemporary Kazakh is used in the testing.  Phonological and morphological special cases and exceptions have been considered in  nominal, and verbal conjugations. To out knowledge this is the first time Kazakh  phonological rules and morphotactics are computationally described which makes it  possible to implement other linguistics applications such as machine translation  systems.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[85]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2867">
    <dcterms:title><![CDATA[Improving Reading Comprehension Skills in ESL Classes through  Newspaper Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[Newspapers offer good chances of reading  practice for ESL learners of  different proficiency levels.Since newspaper articles are authentic in terms of language  they use,experiences they report,and culture they reflect they may attract ESL learners‘  attention with their headlines,content areas,and pictures.On the other hand, they are  difficult to handle for exactly the same reasons. To start with, we had beter take a close  look into the nature of reading comprehension.  Traditionally, in the study of second language comprehension, it has been the text  (language to be comprehended)to blame for failures to comprehend not the reader or  listener.Failures to comprehend a well-formed text passage have been attributed to some  unknown language elements like words and gramatical rules.But today it is believed that  it is not the text but the previously acquired knowledge that makes the comprehension  possible.Immenual Kant claimed as long ago as 1781 that  ‘new information,new  concepts,new ideas can have meaning only when they can be related to something the  individual already knows‘(Rumelhart:1980).  One of the obvious reasons why a reader fails to understand a text is that the schema  involved is culturally specific and does not exist for the reader.If the implicit culture  content knowledge presupposed by a text interacts with the reader‘s own background  knowledge of content, that text is easier to read and understand than rhetorically and  syntactically equivalent text based on a less familiar and more distant culture (Anderson:  1979). ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[541]]></dcterms:extent>
</rdf:Description></rdf:RDF>