<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/2851">
    <dcterms:title><![CDATA[Self-perception of Non-native Speaker Teacher of English in the Expanding  Circle]]></dcterms:title>
    <dcterms:abstract><![CDATA[In norm-dependent countries, where English is being taught as a foreign  language, the main attention is mostly being paid to the native speaker teacher of English  language as the ultimate teaching resource. In such countries, native speaker‘s norm is  being considered as the standard by which the language should be taught to non-native  speakers. However, in recent years, more emphasis has been given to the significance of  non native teachers of English and to the advantages such teachers could have in the  process of language teaching (e.g. Ellis, 2005; Llurda; 2005; and Seidlhofer, 1999). In  this study, attitudes of the non native teachers of English toward their own status were  explored, drawing on an empirical study of the self-perception of Iranian teachers. At the  same time, advantages of nonnative speaker teachers as significant resources in the  expanding circle are discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[124]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2850">
    <dcterms:title><![CDATA[Cultural diversity as a key factor in planning foreign language teaching policy  in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnia and Herzegovina is a multiethnic and multicultural community which has  traditionally displayed deep sensitivity to the need for appreciation, promotion, learning,  connecting, and preservation of the different cultures. The aim of the paper is to indicate the  multilayered nature of the cultural identity of Bosnia and Herzegovina as well as the fact that  cultural, traditional, and religious diversity, as well as the civilisation imbuement with the  elements of the European and Oriental-Islamic culture have strongly affected the planning of  foreign language teaching policy in this country for centuries. Having been subjected to strong  political and cultural influences both from the East and the West, Bosnia and Herzegovina  opens up possibilities for combining European and Oriental languages by applying modern  curricula at primary schools. The primary goal is for the students to encounter cultures of  entirely different regions and to be taught tolerance, understanding, and appreciation for what  is foreign and different by establishing a correlation among those cultures themselves and a  correlation between those and their native culture. The paper also addresses a close  relationship between a foreign language and culture of the people using that language and  indicates the necessity to teach a foreign language by teaching elements of foreign culture.  Such a method introduces a student to the process of intercultural learning of a foreign  language and produces a positive effect on the development of the student&#039;s cultural  communication competences. BiH has shown strong tendencies towards harmonising the  foreign language curricula with modern European concepts of foreign language teaching and  learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[549]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2849">
    <dcterms:title><![CDATA[Women Soldiers and Male Nurses – Adjustment of Gender Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is said that gender identity can be seen as either unidimensional or  multidimensional depending on its realization within society. The question is how gender  identity is connected to social groups.  Membership in a social group profoundly influences human behavior, with both positive  and negative implications. On the one hand, positive social identity is promoted by the  feeling of belonging to a group, which enhances individuals‘ self-esteem and a sense of  connectedness to others.  On the other hand, membership in a social group can promote negative bias toward outgroup  members, in-group members who violate group norms can be derogated, and the  whole group can be negatively stereotyped in certain areas (for example, women in the  military).  In our research we will try to prove that such positioning within social groups, in a way,  enforces the adjustment of gender identities, breaking the stereotyped frames of gender,  which is especially evident in ‗male‘ or ‗female‘ occupations.  We will also show how continuous construction of a range of masculine and feminine  identities is reflected in discourse.  The examples will be taken from ‗male‘ or ‗female‘ occupations, e.g. military opposed to  nursing, to illustrate that specific shift from typical construction of identity into a new  sphere of genderness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[119]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2848">
    <dcterms:title><![CDATA[The position of a woman in modern culture - that of a subject or of an  object?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Is gender clearly defined and merely biological or is it a much greater  phenomenon? Can a modern woman, within her (clearly) defined role, be a subject in  some important aspects of the culture she belongs to or is she still an object, following a  long tradition of a (slightly changed) masculine principle?  In order to find an answer to these crucial questions, this paper first deals with the history  of masculine and feminine principle, their relations and the issue of dominance. Some  gender differences are presented as well, in order to provide a frame for what we wish to  examine.  As only a synthesis of different cultural aspects can provide us with the real picture, this  paper looks at three different spheres in the life of a modern woman – her private life, her  professional life, as well as media and popular culture and the way modern woman is  presented in them. Our aim is to examine certain views we can find in literature  concerning these spheres, in order to approve of these views, deny them or provide some  new examples from this region and the world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[48]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2847">
    <dcterms:title><![CDATA[Enhancing critical thinking in foreign language learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Critical thinking refers to the individuals‘ ability to think and make  correct decisions independently. Critical thinking has been used in first language  acquisition for a long time and has been recently introduced into foreign language  teaching contexts. Nowadays enhancing critical thinking in learners is considered  one of the foreign language teachers‘ tasks due to its high position in foreign  language classrooms. There are various factors affecting language learners‘ critical  thinking skills. Two of these factors are materials used and types of activities  introduced and worked on in the classroom. Therefore, through managing classroom  materials and activities, language teachers can help learners develop critical thinking  skills. This presentations aims at introducing some ways in which language teachers  can enhance critical thinking in foreign language learners through using materials  and activities which require critical thinking on the part of learners. The teacher can  prepare, choose, and/or adapt already existing materials so that they enhance  learners‘ critical thinking ability. Also the teacher can choose activities which  demand learners to develop critical thinking skills since not all activities lend  themselves to critical thinking on the part of learners. In this presentation, some  suggestions for language teachers to make sound choice of such materials and  activities will be presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[586]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2846">
    <dcterms:title><![CDATA[Screen Literature: gain or loss?]]></dcterms:title>
    <dcterms:abstract><![CDATA[With the advancement in science and technology everything has taken a  different shape. Reading literature that was once considered to be a major source of  entertainment and knowledge has now been transformed into screen literature by  television, video games and movies. As a result of this critics have started debating  the effectiveness of this shift. There are endless examples in this regard and many  blockbusters are in fact based on some written books. Not only classics but also  contemporary literature is now a part of the new genre called screen literature.  Although it cannot be denied that these great stories and characters will live forever  not only on paper but also on screen forever. Yet screen literature is not without its  disadvantages. The aim of this study which is qualitative in nature is to assess the  extent to which the literariness of the original text is affected with particular reference  to the novel – Gone with the Wind by Margret Mitchell which was turned into movie  in 1939 and appreciated as a blockbuster becoming a legendary classic of the  American cinema. It was not only the first movie to bag ten Oscars for the very first  time but maintained that record until Ben-Hur (1959).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[88]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2845">
    <dcterms:title><![CDATA[Some Unresolved Issues in an ELT New Media Age:  Towards building an interlanguage semantics]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[110]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2844">
    <dcterms:title><![CDATA[Educational Partnerships and Intercultural Education in Primary School]]></dcterms:title>
    <dcterms:abstract><![CDATA[Within the framework of a research study developed at the University of  Aveiro, a group of educational partners representing local institutions was gathered. The  aim was to conceptualize, implement and evaluate a collaborative research project on  intercultural education. Each of the participants was interviewed (semi-structured  interview), in order to know their perceptions in practices on intercultural and  collaborative work and the reasons that lead to this collaborative participation and their  expectations concerning the work that is still to be done. Their answers revealed that the  intercultural issue is familiar to all participants and that they feel the need to learn more  about this topic motivated them to participate in this collaborative project. Further more,  all of them reported previous experience on collaborative work, acknowledging its assets  in comparison to the work carried out individually. These data will allow us to guide the  work that will be developed by the network of partners and also to analyze the evolution of  their representations of intercultural education and work in partnership, through the  application of a final interview.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[121]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2843">
    <dcterms:title><![CDATA[The Foundations of Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[At present, when within the same society, contacts between different  cultures become more and more numerous, the space of the individual existence  surpasses the traditional limits of the original forming, and socializing background,  the intercultural approach to education becomes a disconcerting necessity for the  present and the future. Within the contemporary education, together with the ―new  types of education‖, the intercultural education represents an infusion of new  elements on the traditional contents by advancing an active and participative  pedagogy, centered on the educated person and aiming at cooperation between  groups and equal educational chances.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[90]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2842">
    <dcterms:title><![CDATA[Aspects of intercultural communication in Romania]]></dcterms:title>
    <dcterms:abstract><![CDATA[Education in our country must take into account cultural diversity. Diversity in  which we live can be regarded as a source of conflict as well as wealth, that problem (that  needs solving), but as resource (generating development). This diversity requires special  education policy that addresses the relationship between people belonging to cultures and  different ethnic groups. Multicultural and intercultural education is of particular interest.  The difficulties of social policies in different systems can be overcome if social reality  known and accepted. A social life quality is not possible other than understanding,  dialogue as a means of resolving the conflict, ability to open to other cultures and  understanding differences as richness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[89]]></dcterms:extent>
</rdf:Description></rdf:RDF>