<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/375">
    <dcterms:title><![CDATA[LANGUAGE AND INTERCULTURAL EDUCATION FOR MOBILITY: INSIGHT FROM THE IEREST PROJECT]]></dcterms:title>
    <dcterms:abstract><![CDATA[The increase in the number of students taking part in study abroad programmes worldwide has highlighted the need to offer intercultural preparation for this specific group of students. The IEREST European project (Intercultural Education Resources for Erasmus Students and their Teachers) has produced a set of teaching resources to help students benefit from their sojourn in terms of personal growth and intercultural learning.   The theoretical approach underlying such resources is linked to a concept of interculturality that promotes the idea of multiple identities, and to the notion that identities are co-constructed in interaction (Holiday, 2011, 2013). Furthermore, the learners are taught to recognize the subjectivity and instability of worldviews. In this sense, the activities are culture-general, and can be taught to students regardless of their specific destination.  This paper presents the activity “Meeting people abroad”. Although originally not designed for the language classroom, it was adapted for use in an Englishlanguage course for a group of future Erasmus students. Central to the activity is the learners’ engagement with other mobile students through the task of carrying out an interview from potentially non-essentialist perspectives. The target language is thus seen not as an aim in itself, but as the means to develop the learners’ intercultural communication skills and understanding.    In their new format for the foreign language classroom, the activity was tested at the University of Bologna in September 2014. Feedback was collected through focus groups at the end of the course, and was used to evaluate the materials and reflect on ways of introducing the intercultural in foreign language education (Byram, 2008), in particular in the context of student mobility.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2885]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/376">
    <dcterms:title><![CDATA[SUGGESTIONS ON DEVELOPING CHINESE UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE IN NET ENVIRONMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents an empirical study on Chinese university students’ intercultural communication competence. The results show that learners should promote their cultural knowledge, intercultural sensitivity, communication strategies and intercultural awareness, etc. Suggestions for the curriculum and pedagogy of intercultural communication and the methods in developing Chinese university students’ intercultural communication competence in net environment are provided based on the research results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2887]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/377">
    <dcterms:title><![CDATA[FROM READING TO TEACHING, DULCE ET DECORUM EST IN EFL CLASSROOMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to represent the usage of literature in foreign language classrooms in order to deploy the students’ knowledge of English literature as an important part of learning English language. Introducing literature in the language classrooms as well as the benefits of reading it make the introduction lines of this paper. The core of the analysis is presented through the poem of Wilfred Owen, Dulce et Decorum est. This postwar poem with its rich vocabulary is a great tool for a didactic initiation and proposition of EFL literature classroom instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2900]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/378">
    <dcterms:title><![CDATA[THE ELEMENTS OF REALISM IN GEORGE ELLIOT’S (MARIE ANNE EVANS)      MIDDLEMARCH]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research paper is going to elaborate Middlemarch, one of the greatest works of George Elliot (her real name was Marie Ann Evans). It is one of the major pieces of the thesaurus of British Victorian period. The novel is subtitled as ‘A study of Provincial Life’ which is set in the imaginary town of Middlemarch which is thought to be at the territory of today’s city of Coventry, a little town not far from Oxford. The story takes place between the periods of 1930-1932.Elliot presents the stories of a number of denizens of a small English town on the eve of the Representation of the People Act Bill. This Reform Bill endorsed major changes in the parliament where the number of commoners increased. Middlemarch is her seventh novel, started to be written in 1869.The interruption of her writing was caused by the illness of Thornton Lewes, the son of her partner George Henry Lewes. Elliot’s resumed works; fusing together several stories into coherent whole during 1871-1872, appeared in serial form. The Volume I Edition was published in 1874 and attracted a large publicity. The novel is composed of eight books; it contains also a prelude and a postscript or a finale describing the post-novel fates of the main characters. The narrator is an omniscient third-person singular that narrates the life of ordinary people isn’t granting the echelon of heroic princes and kings. As a realistic novel Middlemarch contains multiple and different characteristics of realism such as; a slow-moving plot, emphasis on morality, casualty, foreshadowing of everyday events, emphasis on psychological optimistic tone, too much details, events are usually plausible. The research methods that have been helpful while conducting this research paper are; narrative and descriptive methods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2888]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/379">
    <dcterms:title><![CDATA[ARGUMENTATION AND POLITENESS STRATEGIES FOR ENHANCING CRITICAL LITERACY COMPETENCE IN C1/C2 STUDENTS OF SPANISH AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work, proceeding from Ivanovic (2015), focuses on the linguistic manifestations of argumentation and politeness in expressing different points of view and how they can be applied in teaching Spanish as a FL to advanced level students according to the CEFR (2001) which suggests the critical interpretation of texts in levels B2/C.  	For proving this proposal, columns published in two Spanish newspapers with different political orientation: progressive, El País (Carlos Boyero and Maruja Torres), and conservative, ABC (Antonio Burgos and Ignacio Camacho) were analyzed. Both the content and the strategies used by columnists have a persuasive goal and are considered materials that encourage students to think about social issues and trigger meaningful discussions.  	Previous studies have shown that, on the one hand, argumentation is a way of being polite because it justifies communicative goals and is a way of collaborating with the speaker, and, on the other hand, politeness can be considered as a tool for argumentation (Fuentes, 2009: 117, 125). It is supposed that (im)politeness is an argumentative technique that can add value and convince the speaker of something (Alcoba and Poch: 2006, 2010).   	Therefore, the aim of this paper is to approach Critical Literacy studies and develop critical literacy competence in C1/C2 students of Spanish as a FL focusing on argumentation and politeness strategies. In order to achieve that, as proposed in Goethals (2011), it is essential to enable students to identify different components of each text (text organization), to interpret its functional exponents and functions of certain strategies.   In that sense, to adopt critical approach towards media discourse and to be able to interpret the underlying messages it is necessary to emphasize the importance of the following aspects to the B2/C students of Spanish as a FL: argumentation and politeness strategies used in columns and its significant exponents because it can allow us to show whether these manifestations of argumentation and politeness depend on ideology or rather on the personal style of each author.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2896]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/380">
    <dcterms:title><![CDATA[A YEAR OF CELEBRATIONS: RAISING CULTURAL AWARENESS IN CLASS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The multinational nature of the English speaking community as well as the increasing use of English by non –native speakers, as it has become the lingua franca of our era, may lead to the assumption that the English language is not tied to any particular culture. This paper however suggests that teachers should choose a pluralistic approach with the ultimate goal of raising their students’ intercultural communicative competence. Thus, it examines both theoretically and practically, through extensive Needs Analyses, and a posteriori students’ evaluations, the appeal of a cultural awareness approach and the success of its implementation by means of a series of organized events. The Needs Analyses prove that the students are eager to learn more about the countries which they overwhelmingly consider a possible destination for studies and/or job (mainly US, UK, Australia, Canada and to a lesser extent Ireland). Celebrations, sports, local cuisines, as well as music and the film industry are absolutely cherished.     	Their participation in events including British Tea Parties, Irish Saint Patrick’s Day presentations and distinctive American Thanksgiving and Halloween celebrations prove the merit of the cultural awareness approach in EFL. Thus Clarks’s objective “to learn by doing rather than by being taught” can be applied in conjunction with a modern intercultural communicative approach and a strategy of an English language contextualization. Hence, students embark voluntarily on a learning process, improving not only their language but also their research, organizational and communication skills, while achieving cultural familiarization with all English-speaking people. In order to achieve the aforementioned, the use of computer-based technology is a sine qua non since it offers flexibility and redefines the roles of the teacher and the learners as the teacher assumes the role of the facilitator/guide on the side, leading students to autonomy.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/381">
    <dcterms:title><![CDATA[LANGUAGE ECOLOGY RE-ORIENTATION IN A CONTEMPORARY METROLINGUAL FRAMEWORK:  A CRITICAL PARADIGM SHIFT TO AN EXPANDED, COMMON STANDARD ALBANIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Given present emergent trans-local new media in de-territorialized and poly-lingual milieus, an approach to the current Unified Literary Albanian (ULA) that integrates elements of Gramscian-esque and Bakhtinian-esque optics on language would be more in sync with contemporary poly-glossic realities of numerous Albanian speech communities in 21st century linguistic marketplaces than the language’s present standard. Such reforms could serve as partial remedies for current linguistic injustices and insecurities regarding various purported dysfluencies of marginalized and disenfranchised speakers of stigmatized Albanian varieties, thereby averting returning to past repressions. This alternative positioning allows younger generations of language learners to exercise their agency in arriving at “their own emergent orders of normativity” (Leppänen et al., 2009, p. 1080). Espousing this perspective encourages language guardians with ortholinguistic tendencies to refocus their energies from “deeply entrenched dogmas” (Del Valle, 2014, p. 370) of standard language ideology focusing on linguistic imposition and denigration, and exclusionary policies that neglected to integrate rich socio-historical realities of the languagers, to an inclusive linguistic regime that embraces the present linguistic diversity of polycentric sociolinguistic spaces. Instead of perpetuating outdated language policies involving inflexible linguistic intolerances of bygone eras that (still) attempt to hermetically seal language and prevent any leakage, cross-contamination, trans-languaging, or codemeshing from one variety (in)to another, mutual accommodation and communicability are advocated here. Given the diffusion of polycentric sociolects in various locales where Albanian is employed, “putting the toothpaste back in the tube” could be rather challenging and futile. Thus, various gatekeeping pedagogies, including many current replacement and appropriateness paradigms, could be ineffectual given contemporary metrolingual realities of many Albanian languagers and learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/382">
    <dcterms:title><![CDATA[THE ACCESSIBILITY HIERARCHY OF RELATIVIZATION IN SECOND LANGUAGE ACQUISITION]]></dcterms:title>
    <dcterms:abstract><![CDATA[The accessibility hierarchy of relativization (Keenan and Comrie 1977) describes the restrictions that the grammar of a language imposes on the relativizability of clause and phrase constituents. This paper explores the applicability and validity of the accessibility hierarchy in second language acquisition and production.  It has been noticed that even Danes who are fairly proficient in English (university students) seem to have difficulties with relativizing possessors despite the fact that Danish has the exact same rules for relativization as English. All the elements listed in Keenan and Comrie’s hierarchy can be relativized, and several of the relativizers in the two languages are cognates. On the one hand, the apparent difficulties of Danes defy common sense and theories on contrastivity and cross-linguistic influence (Ellis 2009, 2012, Jarvis 2011, Lado 1957), according to which Danes should not have problems with the formation of English relative clauses. On the other hand, they lend the accessibility hypothesis support since Danes seem to be challenged by the relativization of constituents that are low on the accessibility hierarchy, suggesting that the hierarchy is not only relevant for the static differences between language systems, but also for the dynamic interlanguage of language learners (Selinker 1972).  This study investigates the nature of the abovementioned difficulties and attempts to place the accessibility hierarchy subsequently in the context of second language acquisition by analysing several types of data stemming from Danish students studying English Business Communication. Essays and summaries in English, translations from Danish into English and vice versa, as well as gap-filling tests and tests concerning the construction of relative clauses by merging independent clauses both in English and Danish are analysed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2899]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/383">
    <dcterms:title><![CDATA[CRITERIA FOR THEMATIC GROUPING OF BANKING/FINANCIAL TERMS IN THE UZBEK LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The following article is dedicated to the question of thematic grouping of banking/financial terms, which take a considerable place in the lexical structure of the Uzbek language. The paper presents the criteria for the distribution of terms according to their lexical structure, their original properties, and it provides examples for the substantiation of the hypothesis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2901]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/384">
    <dcterms:title><![CDATA[DEVELOPING A BLENDED-LEARNING MODEL IN AN L2 CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study analyzes the pedagogical model of the blended-learning delivery format that may be incorporated in an L2 classroom. The study begins with the introduction of current developments in the area of blended-learning in higher education and in second-language acquisition research in particular. The focus is on scholarship that empirically informs the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, blended-learning in particular. The model studied is a combination of face-to-face instruction as the basis of learning experience and an online teaching and learning tools. The focus is on specific tasks to be incorporated into the design of activities for both methods of learning and instruction. Five types of tasks, interactive, adaptive, communicative, productive and instructional, are studied as the main building blocks of an L2 learning environment. The discussion focuses on ways the blended-learning model allows reconfiguration of specific tasks in the two, face-to-face and online, components, leading to changes in the dynamics of an L2 classroom, shifting also the role of student and instructor in the studied blend. The analysis shows that the incorporation of the studied model may contribute to the increase of students’ engagement in the learning process at both learning spaces, face-to-face and online, fosteringa learner-centered L2 environment. The study concludes with a discussion of benefits the blended-learning approach offers in an L2 classroom and suggests directions for further empirical investigations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2882]]></dcterms:extent>
</rdf:Description></rdf:RDF>