<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/985">
    <dcterms:title><![CDATA[PARENTS’ ROLE IN THE FOREIGN LANGUAGE  EDUCATION IN SERBIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Foreign language education in Serbia has always been a direct reflection of socio-cultural factors specific for the historic period in question. It does not come as a surprise, then, that the educational reform initiated in Serbia in the early 2000s brought new curriculum framework for foreign language learning in the institutions of formal education. By being learner centered, interdisciplinary, and oriented toward the development of multilingual competence, the main goal of the curriculum has been the creation of learners who could be easily integrated into larger global communities of students and professionals. This paper explores the role of parents in the foreign language education since it is repeatedly argued that they have strong effect on students’ performance and, by extension, on the educational outcomes. The analysis is based on the data from 3459 surveys administered to the parents of children in elementary Serbian schools with the intention to explore their attitudes toward the foreign language instruction in compulsory education. According to our analysis, three factors strongly influence parents’ attitudes, that is, extrinsic value (how well a task relates to future goals of their children), integrativeness (a positive disposition toward different aspects of foreign cultures), and perceived influence of foreign cultures in Serbia. A closer look at the data, however, suggests that the foreign language requirement is mainly seen as a vehicle for improving child’s social status and greater mobility. In light of these findings, it is important to reconsider parents’ roles in the implementation of multilingual education and to evaluate responsibilities they take on in the development of their children’s intercultural and multilingual identity.   Keywords: attitudes, extrinsic value, foreign language education, integrativeness, parents’ role]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3361]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/986">
    <dcterms:title><![CDATA[MODERNISING UNIVERSITY-LEVEL EFL LITERATURE CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[With so many various approaches and new methods being constantly developed teachers are faced with a challenging task of choosing a suitable one for their classes. This can often be overwhelming so teachers are tempted to use proven traditional approaches with a classical structure of literature classes and a typical lack of literary criticism on the part of the students.    This paper attempts to shift the focus offered by the lecture-based approach to a student-oriented approach by introducing new methodologies in teaching literature in an EFL classroom.    The paper also presents some of the challenges we have encountered along the way, offering ideas how to overcome them and activities to encourage student participation and elicit critical thinking, thus creating a cooperative learning environment. It further provides an overview of a combination of approaches in teaching literature to EFL students which were used with various groups of students at departments of English from two separate faculties and which we consider to be effective in gaining students’ feedback and developing their capacity for critical analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3508]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/987">
    <dcterms:title><![CDATA[THE ENGLISH SUFFIX –ING THROUGH ENGLISH TO SERBIAN TRANSLATION EXERCISES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The origin and usage of the English suffix  - ING has been a captivating read for some time. Regarded as both gerund and present participle it has also posed a certain challenge for the students doing English to Serbian translation exercises. This paper briefly depicts derivational and inflectional distinguishing qualities of  - ING suffixes and examines the students’ errors related to them. The errors have been divided according to the function of the word ending in - ING and statistically presented. Finally, as a possible future guidance, the paper offers some practical solutions to the problems identified.    Keywords: morphology, suffix –ING, gerund, present participle, translation, error analysis]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3460]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/988">
    <dcterms:title><![CDATA[DIE VERFASSUNGSBESCHWERDE IM  BUNDESDEUTSCHEN RECHT  – EIN GRUNDRISS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Die Verfassungsbeschwerde hat eine überragende Bedeutung für die  deutsche Rechtsordnung und das deutsche Rechtsverständnis. Zu verdanken  ist dies nicht zuletzt der sehr „grundrechtsfreundlichen“ Haltung des  Bundesverfassungsgerichts, die in vielen seiner historischen wie  richtungsweisenden Entscheidungen widerscheint. Seit den ersten Tagen der  Verfassungsbeschwerde hat das Bundesverfassungsgericht diese bis heute  stetig ausgeformt. Welche juristische Gestalt sie gegenwärtig hat, wird in der  vorliegenden Arbeit näher dargelegt. Hierzu werden zunächst wichtige, sie  tragende Leitprinzipien erläutert. Zu diesen zählen der Schutz der  Grundrechte und sog. grundrechtsgleicher Rechte, die Subjektivität der  Verfassungsbeschwerde, die Kontrolle der Ausübung öffentlicher Gewalt und  die verfahrensrechtliche Einordnung als außerordentlicher und subsidiärer  Rechtsbehelf. Sodann wird der Prüfungsmaßstab dargetan, den das  Bundesverfassungsgericht bei seiner Entscheidung über den  Beschwerdegegenstand anlegt. Schließlich wird aufgezeigt, welche  Urteilsvarianten dem Bundesverfassungsgericht offen stehen und wie das  jeweilige Urteil rechtlich auf Verfahrensbeteiligte und Dritte wirkt.  Schlüsselwörter: Verfassungsbeschwerde, Bundesverfassungsgericht,  Grundrechte, Gerichtlicher Prüfungsmaßstab]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3078]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/989">
    <dcterms:title><![CDATA[INTEGRATING CULTURE WHILE TEACHING FOREIGN LANGUAGE  AS THE FIFTH LANGUAGE SKILL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to examine the role of culture in language teaching and the significance  of integrating it into teaching activities as the fifth language skill in addition to listening, speaking, reading,  and writing. As is the fact, language should be thought as a whole to achieve the desired communication.  Without knowing the cultural norms and aspects of the target language, accurate and appropriate language  use and understanding will be at risk and learners will transfer their native cultural knowledge which will  have a negative effect on the quality of learning and teaching process. It is known that understanding,  teaching , and learning a language require not only the knowledge of grammar, phonology, and lexis but  also certain other features and elements peculiar to the target culture. It is not possible to fully understand  the language used in context without knowing the cultural aspects of the target language since learning  another language also includes learning how the speakers of that language live, think, and perceive the world  around them. To achieve this in EFL courses, language teachers should equip themselves with the  knowledge of the culture of the language they are to teach, make learners aware of cultural differences and  develop their communicative competence using realistic and authentic materials because just linguistic  compentence is not enough to communicate effectively in the target language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3470]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/990">
    <dcterms:title><![CDATA[INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[Za uspjeh europske integracije uveliko su zaslužne institucije  osnovane na europskoj razini. Političku funkciju, od osmišljavanja politika  do njihovog pretakanja u pravno obvezujuće norme, imaju tri institucije:  Europska komisija, Vijeće ministara i Europski parlament. Uz njih sve  važniji politički pokretač integracije postaje Europsko vijeće. Ustroj  Europske unije /dalje: EU/ je jedinstven i predstavlja sustav «sui generis».  Jacques Delors, bivši predsjednik Komisije, kvalificira je kao «nedefinirani  proizvod». No, čini se da ona ima izrazitog značaja kako ustrojstvo, odnosno  njen sustav za naš pravno-politički režim. Ovo prije svega jer je Bosna i  Hercegovina jedna od država koja treba da preduzme sve napore kako bi se  pripremila za članstvo u EU.  Ključne riječi: Institucionalni sustav EU, Europska komisija, Vijeće  ministara i Europski parlament, EU.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3058]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/991">
    <dcterms:title><![CDATA[INTEGRATING THE AFRICAN-AMERICAN NOVEL INTO UNIVERSITY EFL CURRICULA:A CASE FOR “THEIR EYES WERE WATCHING GOD” AND “BELOVED”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bloom&#039;s taxonomy of learning domains and its characteristic array of action verbs which specifically define learning outcomes are a key reference European universities use to evaluate the overlap of what is aimed for, actually taught, and finally assessed. Although the taxonomy presents the framework for writing instructional objectives through three dimensions - the cognitive learning domain (knowing facts and processes), the affective learning domain (valuing attitudes and beliefs), and the psychomotor learning domain (manifesting physical skills) - academic program catalogues and course syllabi seem most concerned with the cognitive and psychomotor domains, leaving the design of the affective dimension to individual instructors. Thus, this essay explores the potential of an advanced EFL course for integrating all three dimensions. If authentic, meaningful, real communication facilitates the process of foreign language acquisition, the instructional forms in an advanced EFL course - such as class discussions, presentations, research papers and essays - will not be rendered banal language-to-go activities, but have real-life applicability and eventually affective education capacity. This essay presents a rationale that helps a language instructor recognize the African-American novel as a foreign language instructional medium that stimulates both language mastery and personal growth due to its uniquely intertwining of historical and fictional elements which creates endless opportunities for the meaningful use of the target language. The implications of Communicative Language Teaching, Mezirow&#039;s Transformative Learning Theory, Jarvis&#039;s Experiential Learning Theory, Reader-Response Literary Criticism, and several articles written on the genre of the novel suggest ways for designing instructional activities that ask for critical- or self-reflection upon personally held views while simultaneously providing opportunities for increased language proficiency. This essay examines Zora Neale Hurston&#039;s Their Eyes Were Watching God (1937) and Toni Morrison&#039;s Beloved (1987) as examples demonstrating why and how the African-American novel could be used in such instructional design.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3421]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/992">
    <dcterms:title><![CDATA[ASPECT OF STORY IN NARRATIVE OF PAUL AUSTER&#039;S NOVELS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper presents an overview of the aspect of story in the narrative of novels written by Paul Auster, a contemporary American writer. Starting from the theoretical basis set by Shlomith RimmonKenan in her study Narrative Fiction: Contemporary Poetics, where narrative fiction is observed from three aspects (story, text and characters), the paper will try to investigate the first of them (story) in Auster&#039;s novels written in the period from 1985 to 2009. That will be done through two parameters, also set by RimmonKenan: events and characters, which will be discussed, analysed and further subdivided at the level of the entire mentioned corpus of novels. Some general conclusions will be made at the end of the paper.    Keywords: Paul Auster, narrative, story, novel, events, characters.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3390]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/993">
    <dcterms:title><![CDATA[ESP TUITION AND THE INTERNET]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper discusses the options for using the Internet and various resources it provides within specific ESP courses and tuition in general. After a general introduction dealing with specific features of ESP in higher education (purpose, objectives, issues, tuition organization modes) the paper will mention, analyse and explain various aspects of using the Internet resources for tuition improvement and enrichment. On that occasion, the resources will be grouped and classified on the basis of different relevant criteria, and observed pursuant to that. At the end of the paper, the conclusion will give an overview on the usability of mentioned and discussed resources.     Keywords: ESP, Internet, tuition.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3392]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/994">
    <dcterms:title><![CDATA[ODREĐIVANJE VISINE IZDRŽAVANJA U PRAKSI CENTRA ZA SOCIJALNI RAD TUZLA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U ovom radu analizirani su predmeti iz 2011. godine u kojima je Centar  za socijalni rad Tuzla, a nakon pokretanja postupka za razvod braka, imao  obavezu učestvovanja u postupku i dostavljanja mišljenja sudu o visini  doprinosa za izdržavanje djeteta. Od ukupno analizirana 73 predmeta, u njih 56  je u trenutku provođenja ovog istraživanja postignut sporazum roditelja o visini  doprinosa za izdržavanje djeteta, o kojem je Centar za socijalni rad dao  pozitivno mišljenje, odnosno utvrdio da je zaštićen najbolji interes djeteta. U  radu se krenulo od hipoteze da visina doprinosa za izdržavanje zavisi od starosti  djeteta, njegovih potreba i finansijskih mogućnosti dužnika izdržavanja, kao  zakonom određenih okolnosti koje utiču na visinu doprinosa za izdržavanje  djeteta.  Ključne riječi: visina doprinosa za izdržavanje, najbolji interes djeteta,  potrebe djeteta, mogućnosti davaoca izdržavanja.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3040]]></dcterms:extent>
</rdf:Description></rdf:RDF>