<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/2731">
    <dcterms:title><![CDATA[Rhythm and Stress at Practice: Rhythmic Anomalies of Foreign Speakers  of English : A Case Study of Mostaganem University Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Today, more than ever, languages are becoming more and more an  essential means for the human kind to get in touch with each other and/or to  improve his professional situation. Indeed, learning has always been basic for the  shaping of social life and so have foreign languages. Knowing a foreign  language implies speaking and being understood by others who know that  language. Learning a foreign language implies learning a foreign culture, a  foreign way of thinking, a foreign grammatical structure, a foreign phonological  system. However, knowing the phonological sound system of a language  includes knowing more than the phonemic inventory of sounds, it includes  knowing which sound start the word, end a word and the possible consonant  clusters, the syllable structure, etc. Most foreign language learners of English  aim at achieving a perfect native-like pronunciation as well as displaying a  certain degree of fluency and naturalness as they speak English. The great  majority of foreign learners centre their attention on the actualization of  individual segments that is achieved by a tedious repetition of sounds/ phonemes  of the target language in isolation or within simple words. However, a relative  mastery of the English pronunciation lies in mastering what the American  phoneticians call: supra-segmental features, and the British call: the prosodic  features. As a way of illustrating, one can mention stress, intonation and rhythm.  The latter is said to be of significant importance in the sense that it procures a  native touch to the speech of a foreign learner of English. That was stressed by a  number of phoneticians and specialists, as Peter Roach, who states clearly that  « rhythm is not an optional extra; it is all part of the prosodic package of being  native speaker in English ». Indeed, the ignorance or the neglect of such a  prosodic feature which shows to be of a significant importance seems to be at the  roots of the difficulties foreign learners face while speaking English. In this  respect, two main questions are addressed in this paper. What are, then, the main  problems learners of English face while learning and / or acquiring English  rhythm (knowing and mastering English rhythm will be brought to the fore in  this paper). Furthermore, in this paper, rhythmic structure of Arabic and English  will be compared to try to explore the possibilities of finding the reasons lying  beneath the mispronunciation or the mis-reproduction of English rhythm by  Arabic speakers. Although Arabic and English rhythmic modes are said to be  similar to each other, Arabic speakers of English tend to miss the amount of  reduction in duration (of unstressed syllables) and thus seem somehow unable to  master the English rhythm fully and achieve thus a native like pronunciation. Put  differently, although English and Arabic are said to be stress- timed languages,  the Arabic learners of English still have difficulties in reproducing correct  English rhythm. It should be interesting to explore further the sources lying  beneath that incompetency.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[695]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2730">
    <dcterms:title><![CDATA[Klâsik Türk Edebiyatı Metinlerindeki ―Efendi/ Sultan (Sevgili) – Kul/ Köle  (ÂĢık)‖ Mazmunu Hakkında Bazı Tespitler]]></dcterms:title>
    <dcterms:abstract><![CDATA[BaĢlangıçta sevgiliye ―sahip olmak‖ arzusuyla yola çıkan aĢıkın aĢkı, aĢk  yolunda ilerledikçe ilahî bîr boyut kazanmaya baĢlar. Bu zorlu yolda aĢık, sevgiliye  ulaĢtığını zannettiği anda, kendisinin bir ―Hiç‖ olduğunu tekrar tekrar anlar. Bu his,  aĢıkın ―(…) ruhundaki boĢluğu durmadan bùyùtmektedir (GĠRARD, 2001: 141)‖.  AĢık, kendini kaybettiği aynı aĢk denizinde, tekrar kendini bulmaya çalıĢır. AĢk  oyununun baĢında, meclisin mumu olan sevgilinin ıĢığını, oyunun sonunda ondan  devralacak ve ondan aldığı bu ıĢığı, ilahî olana yônlendirecektir. Dolayısıyla aĢıkın  kulluğu hiçbir Ģekilde değiĢmeyecek; baĢlangıçta, efendi (sevgili) sinin kul (kôle) u  olan aĢık, sonraları ilahî sevgili (yaratıcı) karĢısındaki kulluğuna devam edecektir.  Nesneler değiĢse de aĢıkın gôrevi değiĢmemektedir.  Klâsik Tùrk edebiyatı metinlerinde, ―Sevgili-AĢık‖ mazmunu etrafında geliĢen bu  tarzda pek çok ôrneğe rastlamak mùmkùndùr.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[73]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2729">
    <dcterms:title><![CDATA[The Intercultural Education And The New Social Reality  Of The Value Dimension]]></dcterms:title>
    <dcterms:abstract><![CDATA[The intercultural education emphasizes a social reality within which a  paradigm is assumed by a certain community. In this way, the social responsibilities  relate to a strategic pragmatism of an educational nature. Moreover, the architectonics  of the epistemology of the intercultural education legitimizes the existence of  axiological structures found within the social policies. There are significant from this  point of view the different intercultural modalities &quot;responsible&quot; for the concretization  of a value hierarchy in a social system. Therefore, the comprehension of an  intercultural dimension of the social reality reminds of a rational substantiation of the  axiological structures through which the epistemological connections acquire meaning  and significance.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[66]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2728">
    <dcterms:title><![CDATA[LEGAL ASPECTS OF SPED PROGRAM  IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Special Education program is implemented in each and every US  Kindergarten thru 12 public schools and it is the major educational program that is  subject to extra funding. In this review, legal aspects of Special Education Program  currently implemented in Kindergarten thru 12 US Public School System that may be  applicable to educational systems of other regions and countries are discussed within  the context of basis on federal and state laws, ARD (Admission, Review, and  Dismissal) committee, Disability categories, ARD meetings specific to disability  categories, identification of eligible students, confidentiality, documentation,  Modifications and Accommodations, Discipline Issues]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[675]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2727">
    <dcterms:title><![CDATA[LEGAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Legal aspects of ESL/Bilingual Education Program currently implemented  in K thru 12 US Public School System that may be applicable to educational systems  of other regions and countries are discussed within the context of basis on federal  and state laws, Bilingual Education vs ESL (English as a Second Language)  Education, hiring certified personnel, training of employed personnel, identification  of ESL/Bilingual Education students, ESL/Bilingual Education nomination process,  testing for ESL/Bilingual Education, testing criteria to be selected LEP (Limited  English Proficient), LPAC (Language Proficiency Assessment Committee), LEP  notification of LPAC decisions, accommodations, Documentation and  Confidentiality, Standardized Testing of LEP students based on federal AYP  (Adequate Yearly Progress) Requirements, LEP exemptions, LAT (Linguistically  accommodated testing) test that LEP exempt students take replacing regular  standardized tests, Exit Level LEP Postponement, TELPAS (English Language  Proficiency Assessment System) tests that all LEP students take based on federal  NCLB (No Child Left Behind) Act and Annual Measurable Achievement Objectives  (AMAOs), TELPAS Raters, TELPAS Verifiers, Summer Programs for LEP students,  LPAC Annual Review/ LEP Status Exit Criteria.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[674]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2726">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF SPED PROGRAM  IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Special Education program is implemented in each and every  US Kindergarten thru 12 public schools and it is the major educational  program that is subject to extra funding. In this review, instructional  aspects of Special Education Program currently implemented in  Kindergarten thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the  context of eligibility categories in regards to characteristics and  educational approaches, referral process, RTI (response to intervention),  standardized testing, accommodations during testing and regular class  settings.  Key Words: Special Education, Referral, Response to Intervention,  identification, ARD (Admission, Review, and Dismissal), IEP  (Individualized Educational Plan), FIE (Full and Individual Evaluation),  Modifications, Accommodations, Learning Disability, Other Health  Impairment, Attention Deficit disorder, Attention Deficit Hyperactivity  Disorder, Speech Impairment, Autism, Dyslexia, Tier-I-II-III  Interventions, Standardized Testing]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[673]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2725">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Instructional aspects of ESL/Bilingual Education Program currently  implemented in K thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the context  of Legally Enforced Instructional Standards, Modifications/Accommodations in  Regular Class Settings, Standardized Testing of Eligible LEP Students; LAT  (Linguistically accommodated testing) and English Language Proficiency  Assessment System (TELPAS), Direct and Indirect Linguistic Accommodations for  LAT Reading, Mathematics, and Science Tests, Types of Holistic Rating  Components of TELPAS (Grade 2-12 Writing Collections), TELPAS Rating  Standards and Assessed Levels..]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[672]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2724">
    <dcterms:title><![CDATA[ASPECTS OF GT PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[GT (Gifted and Talented) program is one of the three major educational  programs, implemented in each and every US Kindergarten thru 12 public schools,  that is subject to extra funding along with other two programs of SPED (Special  education) and ESL (English as a Second Language). In this review, technical details  of Gifted and Talented Program currently implemented in Kindergarten thru 12 US  Public School System that may be applicable to educational systems of other regions  and countries are discussed within the context of goal and benefits of the program,  terminology, identification of GT students via nomination, assessment, testing,  selection, and notification; other related issues such as appeals, re-evaluations,  transferring from other schools, grade acceleration, GT program implementation, and  pull-outs.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[676]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2723">
    <dcterms:title><![CDATA[An Overview of Case Studies About the Influence of Multiple  Intelligences on Teaching Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are more intelligences than g-factor and those  intelligences learn in different ways. Teaching language to those different  intelligences needs different methods and activities. Howard Gardner  introduced eight different intelligences and each of the intelligences has  different characteristics. This study provides a brief overview of the case  studies which have been done through different ages and grades. Also this  article suggests some new specific ways to the aducators to incorporate the  multiple intelligences into thier daily lesson planning. Finally it allows  each learner to recognize their strengths and limits, solving the age of  dilemmas.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[594]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2722">
    <dcterms:title><![CDATA[Teaching Italian as a foreign language. The experience at the University of  Banja Luka]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present article is to show how to organize, from the structural  and didactic point of view, the study of a foreign language (FL), in this case the Italian  language at some different private, university and school institutions where the foreign  language had not been taught before.What are the difficulties for teachers in ―making  themselves accepted‖ by students, how to meet the needs of a student who wants to learn  that specific FL, and what are the teaching methods allowing the student to learn  according to his needs. As we will see, the teaching methods already in use to teach a FL  very often do not match the ones of a new FL. This non-coincidence is not always a  disadvantage, but it may become a challenge between method and learning, whose results  do not only concern the learning of the FL, but they also offer a possible opening for the  creation of a new ―forma mentis‖ as well as a more adaptable ―modus studiandi‖ for the  student.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[47]]></dcterms:extent>
</rdf:Description></rdf:RDF>