148 10 3494 https://omeka.ibu.edu.ba/files/original/33f3f85dacddf64d9b87d159c7778168.pdf 1be22daedac99593903646ef872c4d8d PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Innovativeness and Competitiveness of Bosnian Production Firms Edin Šišid International Burch University, Sarajevo, Bosnia and Herzegovina edo_sile@hotmail.com M. Kürşad Özlen International Burch University, Sarajevo, Bosnia and Herzegovina kozlen@ibu.edu.ba In today's world, both innovations and innovativeness are two of the most important issues to be considered for globally competing firms. Innovation is the application of new and improved ideas. However, innovativeness is the ability to produce new and improved ideas/products/services. In this research paper, the authors propose a research model about the level of innovations/innovativeness in Bosnian firms by considering the relevant literature. The limitations of the model are discussed. The implications of the model for practice and research are addressed and the paper is concluded. Keywords: Bosnia and Herzegovina (B&H), Innovation Innovativeness, Model Proposal. 89 Adoption, � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1537 Title A name given to the resource Innovativeness and Competitiveness of Bosnian Production Firms Author Author ŠIŠIĆ, Edin ÖZLEN, M. Kürşad Abstract A summary of the resource. In today's world, both innovations and innovativeness are two of the most important issues to be considered for globally competing firms. Innovation is the application of new and improved ideas. However, innovativeness is the ability to produce new and improved ideas/products/services. In this research paper, the authors propose a research model about the level of innovations/innovativeness in Bosnian firms by considering the relevant literature. The limitations of the model are discussed. The implications of the model for practice and research are addressed and the paper is concluded. Keywords: Bosnia and Herzegovina (B&H), Innovation Adoption, Innovativeness, Model Proposal. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/03050b11163ffaa81332bf2e38674fee.pdf 0a5636c715099ef6bb9b4abd531b6c7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOKS Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INOVACIJE U MENADŽMENTU Unapređenjem menadžment modela da dugoročnih poslovnih performansi Author Author Muamer Bezdrob Publisher An entity responsible for making the resource available Internacionalni Burč univerzitet - International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2022 Table Of Contents A list of subunits of the resource. Predgovor............................................................................................................ xi Struktura i sadržaj ....................................................................................................... xiv Jezik i stil .................................................................................................................... xvi Bilješke .....................................................................................................................xviii Inovacije............................................................................................................... 1 Fenomen i definicija inovacija ....................................................................................... 1 Definicija koncepta inovacija.....................................................................................................4 Nastanak i razvoj koncepta inovacija ............................................................................. 7 Razvoj koncepta inovacija kroz historiju ...................................................................................8 Inovacije u savremenoj historiji ...............................................................................................13 Klasifikacija inovacija.................................................................................................. 17 Tehnološke i netehnološke inovacije........................................................................................17 Dihotomne klasifikacije inovacija............................................................................................22 Važni koncepti vezani za inovacije .............................................................................. 27 Inovacije i novitet ....................................................................................................................27 Inovacije i kreativnost..............................................................................................................30 Inovacije i promjene ................................................................................................................31 Inovacije i tehnologija..............................................................................................................32 Bilješke ........................................................................................................................ 34 Inovativne organizacije...................................................................................... 39 Karakteristike inovativnih organizacija........................................................................ 40 Unutar-organizacijsko preduzetništvo......................................................................................41 Učenje i rast .............................................................................................................................46 Kolaboracija s vanjskim entitetima ..........................................................................................48 Uticajni faktori na organizacijske inovacije ................................................................. 52 Vanjski uticajni faktori na organizacijske inovacije.................................................................52 Unutrašnji uticajni faktori na organizacijske inovacije.............................................................55 Kontekst kao skup uticajnih faktora na organizacijske inovacije .............................................60 Proces organizacijskih inovacija .................................................................................. 64 Opšti prikaz inovacijskog procesa............................................................................................65 Modeli inovacijskog procesa....................................................................................................68 Razlike u procesima stvaranja i usvajanja inovacija.................................................................76 Ishodi organizacijskih inovacija................................................................................... 78 Opstanak ili podmlađivanje organizacije .................................................................................79 Stvaranje konkurentske prednosti ............................................................................................82 Unapređenje organizacijskih performansi ................................................................................83 Bilješke ........................................................................................................................ 86 Inovacije u menadžmentu.................................................................................. 93 Inovacije u menadžmentu – pojmovno određenje ........................................................94 Definicija inovacija u menadžmentu ........................................................................................94 Historijski razvoj koncepta inovacija u menadžmentu ...........................................................100 Tipovi inovacija u menadžmentu ...........................................................................................105 Završne napomene .................................................................................................................108 Inovacije u menadžmentu – uticajni faktori................................................................112 Kontekstualni faktori..............................................................................................................112 Organizacijski faktori.............................................................................................................115 Menadžerski faktori ...............................................................................................................118 Inovacije u menadžmentu – proces.............................................................................121 Uvođenje inovacija u menadžmentu – rani radovi..................................................................121 Proces stvaranja inovacija u menadžmentu ............................................................................127 Poopštenje modela – prilagođavanje i usvajanje inovacija u menadžmentu ...........................134 Inovacije u menadžmentu – ishodi .............................................................................138 Model uticaja inovacija u menadžmentu na organizacijske performanse ...............................139 Organizacijske performanse – koncept i mjerenje..................................................................140 Performansni ishodi inovacija u menadžmentu ......................................................................143 Bilješke.......................................................................................................................147 Pregled znaajnijih inovacija u menadžmentu ............................................... 159 Historijski razvoj misli o menadžmentu .....................................................................160 Menadžment u predindustrijskom dobu .................................................................................161 Menadžment u industrijskom dobu ........................................................................................164 Važnije inovacije u menadžmentu u modernom dobu................................................174 Identifikacija inovacija u menadžmentu .................................................................................175 Prikaz odabranih inovacija u menadžmentu ...........................................................................178 Bilješke.......................................................................................................................214 Perspektive za inovacije u menadžmentu........................................................ 219 Perspektive u akademskim istraživanjima..................................................................223 Istraživačke perspektive – uticajni faktori ..............................................................................224 Istraživačke perspektive – proces inoviranja ..........................................................................225 Istraživačke perspektive – ishodi............................................................................................226 Perspektive u menadžerskim praksama ......................................................................228 Menadžerski odgovori na VUCA okruženje...........................................................................229 Agilni menadžment ................................................................................................................233 Bilješke.......................................................................................................................245 Literatura ......................................................................................................... 249 Indeks imena.................................................................................................... 267 Indeks pojmova ................................................................................................ 271 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 994 Title A name given to the resource Input-based tasks and the acquisition of vocabulary and grammar: A process-product study Author Author Shintani, Natsuko Abstract A summary of the resource. The viability of task-based language teaching (TBLT) for primary school learners in Japan is a controversial issue. Some teachers and teacher educators are doubtful about using tasks because primary school children have very limited productive ability in English. However, as Ellis (2009) pointed out, tasks can be ‘input-based’ as well as output-based. Such tasks require learners to demonstrate their understanding of the L2 and can also provide opportunities for learning new language. The study investigated the use of input-based tasks with young, beginner Japanese learners of English by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners aged six with no experience of learning a L2. The target features were 36 vocabulary items (24 nouns and 12 adjectives) and plural -s. The input-based instruction consisted of three listen-and-do tasks, which were repeated nine times over a five week period. The analysis of the process features found that even though production was not required by the tasks, the learners contributed actively. The tasks resulted in naturalistic conversation, negotiation of meaning, and ‘focus on form’, all of which have been claimed to facilitate acquisition. The learners improved significantly in both receptive and productive knowledge of the vocabulary items and in receptive knowledge of plural -s over time and also outperformed a control group. The study shows that tasks can be successfully designed and implemented in the Japanese EFL classroom with young beginner learners. Listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective in promoting the development of interactional competence in English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/3b1190c330257b386e361055119f3f30.docx 1b616a41ae1c374fc28c5e2f9a87ff57 https://omeka.ibu.edu.ba/files/original/9462aafe64c0d334628bae9353ef8adf.pdf f3c85b7ba01a09090c0b6dcb69a6f979 PDF Text Text Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol Laura Taylor University of York, Derwent College/ Heslington, UK Key words: NESTs, teacher development, culture shock, teacher stress ABSTRACT When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1819 Title A name given to the resource Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol Author Author TAYLOR, Laura Abstract A summary of the resource. Key words: NESTs, teacher development, culture shock, teacher stress ABSTRACT When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/b65937e85287e27dbc69142c72e07994.docx 7dc1b4896e2ba1b985b6b3b50f64d691 https://omeka.ibu.edu.ba/files/original/28eaf9c2535eede84c57e5a769a0e7b6.pdf 713625e836727fc6634e151a50557092 PDF Text Text Prof. dr. Halid Konjhodžić – emeritus Dr. sc. Mirela Čokić, doc. Mr. sci. Vlado Sabljić INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Sažetak 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. 103 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO THE INSTITUTIONAL SYSTEM OF THE EU AND ITS SIGNIFICANCE FOR BIH LEGISLATION Abstract For the success of the European integration, largely credited institutions established at the European level. Political functions, from designing policies to their transformation into legally binding standards, the process has three institutions: the European Commission, Council of Ministers and the European Parliament. With these increasingly important drivers of political integration becomes the European Council. Structure of the European Union / below: EU / is unique and represents a system of "sui generis." Jacques Delors, former President of the Commission, qualifies as an "undefined product." But it seems that she has its importance to the organization, and its system of our legal and political regime. This is primarily because of Bosnia and Herzegovina is one of the countries that should take all efforts to prepare for EU membership. Key words: Institutional system of the EU, European Commission, Council of Ministers and the European Parliament, the EU 104 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ UVOD Različite institucije EU se oslikavaju kao hibrid u čijem se središtu nalazi institucionalni trokut (Slika 1.) iz kojeg proizlaze i ostale izrazito jake institucije i ostala tijela. Slika 1: Institucionalni trokut u srcu EU Vijeće ministara glavni je organ odlučivanja (zakonodavna funkcija), a čine ga ministri zemalja članica, ovisno o području za koje su zaduženi. Tako npr. za Vijeće vanjskih poslova sastaju se ministri vanjskih poslova članica EU-a. Predsjedavajući u Vijeću mijenja se svakih šest mjeseci. Zasjeda u Bruxellesu i Luxembourgu. Europska komisija je institucija koja ne predstavlja zemlje članice nego Europsku uniju kao cjelinu. Ima izuzetnu moć ekspertize i gotovo monopol u predlaganju europskih tekstova, a na temelju odluka Vijeća zadužena je za izvršavanje odluka. Sastoji se od po jednog povjerenika (komesara) iz svake zemlje članice. Europska komisija ima visok stupanj neovisnosti koji je štiti od pritisaka zemalja članica. Sjedište joj je u Bruxellesu. Europski parlament predstavlja narod zemalja članica Europske unije. Ima zakonodavnu (i savjetodavnu), proračunsku i nadzornu funkciju. 105 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Bira se izravnim općim izborima od 1979. godine, a sastoji se od 736 članova za razdoblje od 2009. do 2014. godine, kada su predviđeni novi izbori za zastupnike u Europskom parlamentu. Parlament predstavlja temelj života i političke rasprave u EU jer se zastupnici grupiraju u europske političke stranke i opcije. Zasjeda u Strasbourgu i Bruxellesu, a urede ima i u Luxembourgu. 1. Nadležnosti i ovlasti osnovnih institucija EU Tablica 1. skupno prikazuje koje su osnovne nadležnosti triju najvažnijih institucija Europske unije. Razvidno je kako su sve tri institucije od velike važnosti za funkcioniranje i opstojnost Unije. Uz institucije takozvanog institucionalnog trokuta, što predstavlja trokut odlučivanja, djeluje niz drugih institucija i tijela, koji se mogu podijeliti na nadzorne (kontrolne), konzultativne (savjetodavne), te financijske i specijalizirane institucije ili tijela. (Slika 2.) shematski prikazuje institucije i tijela EU-a, u čijem je sjedištu tzv. institucionalni trokut. Tablica 1: Osnove nadležnosti najvažnijih institucija EU-a Izvor: Kandžija, V., Cvečić, I., Ekonomika i politika Europske unije, Sveučilište u Rijeci, 2010 106 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ Slika 2: Institucije i tijela EU-a Izvor: Kandžija, V., Cvečić, I., Ekonomika i politika Europske unije, Sveučilište u Rijeci, 2010 Europsko vijeće je skup čelnika država ili vlada zemalja članica EUa, kojemu se pridružuje predsjednik Komisije te ministri vanjskih poslova. Odnedavna ima i stalnog predsjednika koji predstavlja Uniju u svijetu. Ima poticajno mjesto u kreiranju fundamentalne politike jer definira stratešku orijentaciju politika Unije. Osnovano je 1974. godine inicijativom francuskog predsjednika Valerv Giscard d'Estainga i njemačkog kancelara Helmuta Schmidta. Integriran je u Jedinstveni europski akt 1986. godine, a sastaje se najmanje četiri puta godišnje.1 Europski sud pravde (ECJ) osnovan je 1952. godine Pariškim ugovorom. Funkcija mu je osigurati da se pri primjeni i tumačenju Osnivačkih ugovora i zakonodavstva EU-a poštuje zajedničko pravo. Ima po jednog suca iz svake zemlje članice te osam općih odvjetnika. Suci i opći odvjetnici često su bivši članovi najviših zakonodavnih tijela zemalja članica. 1 Kandžija, V., Cvečić, I., Ekonomika i politika Europske unije, Sveučilište u Rijeci, 2010, str. 128 107 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Zahvaljujući zavidnom radu i ostvarenoj zakonodavnoj kreativnosti, Sud postupno proširuje svoje ovlasti i značenje zajedničkog prava u zakonodavstvo zemalja članica EU-a. Sjedište mu je u Luxembourgu. Europski revizijski sud sastoji se od članova iz svake zemlje članice i ima zadaću ispitati ispravnost računa i ukupnih prihoda i rashoda Unije. Izrađuje godišnje izvješće nakon zaključivanja financijske godine. Sud je osnovan 1975. godine, a postao je službena institucija EU-a primjenom Ugovora o EU iz 1992. godine. Sud garantira učinkovitost i transparentnost funkcioniranja europskog financijskog sustava. Sjedište mu je u Luxembourgu. Gospodarski i socijalni odbor predstavlja civilno društvo u okviru Unije. Osnovan je 1957. godine Rimskim ugovorom, a čine ga 344 člana koje imenuje Vijeće ministara na prijedlog zemalja članica. Odbor regija pak predstavlja lokalne zajednice u Europskoj uniji. Ovaj savjetodavni organ osnovan je 1994. godine i sastavljen je također od 344 člana koje predlažu zemlje članice. Predstavljanje zemalja u oba odbora vrši se proporcionalno. Primjerice, Francuska i Njemačka svake četiri, odnosno pet godina, imenuju po 24 predstavnika u Odbor regija, izabranih u nižim jedinicama vlasti poput gradova, departmana ili saveznih zemalja i slično. Europska središnja banka (ECB) financijska je institucija osnovana u okviru Ekonomske i monetarne unije (EMU) kako bi upravljala jedinstvenom monetarnom politikom. Ova institucija uvedena je paralelno s uvođenjem jedinstvene valute eura u eurozonu. Temeljna zadaća ECB-a je upravljanje kamatnim stopama radi jamčenja stabilnosti cijena i očuvanja kupovne moći eura. Lisabonski ugovor priznaje joj status službene institucije, a sjedište joj je u Frankfurtu na Majni. Europska investicijska banka (EIB) osnovana je 1958. godine sukladno Rimskom ugovoru, sa sjedištem u Luxembourgu. EIB je financijska institucija EU-a, a temeljni joj je cilj posuđivanje novca na financijskom tržištu kako bi se financirali europski projekti. Ti projekti pridonose gospodarskom i socijalnom razvoju zemalja članica EU-a. Banka prvenstveno investira u najzaostalija područja Unije, ali i ostale zemlje s kojima je Unija razvila partnerske odnose. Ona odobrava zajmove, a ne pomoć, što znači da svaki investirani iznos treba biti vraćen. 108 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ Funkcija europskog pučkog pravobranitelja osnovana je Ugovorom o EU. Pravobranitelj postupa sukladno pritužbama koje se odnose na nedosljedno postupanje europske administracije, odnosno institucija i tijela EU-a. Pravobranitelj pronalazi rješenja u sporovima između tužitelja (posebno raznih poduzeća) i institucija Unije. 2. Europska komisija Često prezentirana kao europski »veliki mudrac« ili Vlada EU-a, Europska komisija je u stvarnosti politička institucija Europske unije čije su funkcije u skladu s člancima od 244 do 250 Ugovora o funkcioniranju EU-a i člankom 17 Ugovora o EU. Njezin sustav i način funkcioniranja daju joj središnje mjesto u EU. Ona predlaže, izvršava i kontrolira. Komisija se sastoji od dvadeset i sedam povjerenika, odnosno komesara, koje biraju vlade država članica sukladno vlastitim kriterijima (Tablica 2.). Od 1995. godine Komisija se bira na mandat od pet godina, koji se poklapa s mandatom Europskog parlamenta. Premda povjerenike biraju nacionalne vlade, oni su u potpunosti neovisni i nastupaju kao jedinstveno tijelo koje zastupa interese cjelokupne Unije. Takva nepristranost i takav angažman omogućuju da Komisija nezavisno i učinkovito djeluje kao posrednik u sukobima interesa između zemalja članica. Tablica 2: Sasav Europske komisije – 2013. Barroso, José Manuel [Predsjednik] Ashton, Catherine [Potpredsjednica] Visoka predstavnica Unije za vanjske poslove i sigurnosnu politiku Reding, Viviane [Potpredsjednica] Pravosuđe, temeljna prava i građanstvo Almunia, Joaquín [Potpredsjednik] Tržišno natjecanje Kallas, Siim [Potpredsjednik] Promet Kroes, Neelie [Potpredsjednica] Digitalni program Tajani, Antonio [Potpredsjednik] Industrija i poduzetništvo Šefčovič, Maroš [Potpredsjednik] Međuinstitucionalni odnosi i administracija Rehn, Olli [Potpredsjednik] Ekonomska i monetarna pitanja i euro Potočnik, Janez Okoliš Piebalgs, Andris Razvoj Barnier, Michel Unutrašnje tržište i usluge Vassiliou, Androulla Obrazovanje, kultura, višejezičnost i mladi Šemeta, Algirdas Oporezivanje, carina, statistika, revizija i borba protiv prijevara De Gucht, Karel Trgovina Geoghegan-Quinn, Máire Istraživanje, inovacije i znanost Lewandowski, Janusz Financijsko programiranje i proračun 109 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Damanaki, Maria Pomorska pitanja i ribarstvo Georgieva, Kristalina Međunarodna suradnja, humanitarna pomoć i odgovor na krizne situacije Oettinger, Günther Energija Hahn, Johannes Regionalna politika Hedegaard, Connie Klimatska politika Füle, Štefan Proširenje i europska politika susjedskih odnosa Andor, László Zapošljavanje, socijalna pitanja i uključenost Malmström, Cecilia Unutrašnja pitanja Cioloş, Dacian Poljoprivreda i ruralni razvoj Borg, Tonio Politika Mimica, Neven Zaštita potrošača Izvor: Europska komisija, srpanj 2013. Predsjednika Komisije biraju čelnici vlada ili zemalja članica objedinjeni u Europskom vijeću, nakon konzultacije s Europskim parlamentom (nakon Lisabona: i uvažavajući rezultate izbora za Europski parlament). Predsjednik Komisije utvrđuje široke smjernice kojih se Komisija u svom radu treba pridržavati, odlučuje o internoj organizaciji i potpredsjedničkim mjestima. Tablica 3 donosi pregled svih dosadašnjih predsjednika Komisije od 1958. godine. Ostale članove Komisije predlažu zemlje članice u suradnji s novim predsjednikom, a Vijeće ministara usvaja njihovu listu i imenuje ih nakon potvrde Europskog parlamenta, što potvrđuje Europsko vijeće. Parlament može u svakom trenutku raspustiti Komisiju, izglasavanjem nepovjerenja, ali ne može smjenjivati pojedine povjerenike. Sud pravde može razriješiti pojedine povjerenike na zahtjev Komisije ili Vijeća ministara. Rad predsjednika i povjerenika Komisije sve je više pod parlamentarnom kontrolom. Tablica 3: Sasav Europske komisije – 2013. 110 Razdoblje mandata Predsjednik / Zemlja podrijetla 1958. - 1967. Walter Hallstein / Njemačka 1967. - 1970. Jean Rey / Belgija 1970. - 1972. Franco Maria Malfatti / Italija 1972. - 1973. Sicco L. Mansholt/ Nizozemska 1973. - 1977. Frari£ois-Xavier Ortoli / Francuska 1977. - 1981. Roy Jenkins / Velika Britanija 1981. - 1985. Gaston Edmont Thorn / Luksemburg �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ 1985. - 1995. Jacques Delors / Francuska 1995. - 1999. Jacques Santer/ Luksemburg5 1999. - 2004. Romano Prođi/ Italija od 22.11.2004. Jose Manuel Durao Barroso / Portugal Izvor: Europska komisija, srpanj 2013. (http://ec.europa.eu/) Europska komisija od 1. srpnja 1967. godine objedinjuje organe triju europskih Zajednica (Visoka vlast CECA-e, Komisija EEZ-a i Komisija EURATOM-a). Broj njezinih članova evoluira s postupnim proširenjem Unije. Do 2004. godine velike zemlje članice imale su po dva povjerenika, a ostale članice po jednoga. Prema Ugovoru iz Nice od 2005. godine Komisiju čini po jedan povjerenik iz svake zemlje članice. Međutim, zbog sve većeg broja članica predviđeno je da se broj povjerenika ograniči zbog veće učinkovitosti, uz primjenu rotirajućeg sustava koji bi osigurao periodičnu zastupljenost svih država. To je uvedeno i u novi Lisabonski ugovor koji predviđa da se nakon 2014. godine broj povjerenika smanji na 2/3 ukupnog broja članica Unije, ali je zbog pritisaka nekih članica (uključujući Irsku, koja je dva puta izlazila na referendum o Ugovoru) odlučeno da će i nakon te godine svaka zemlja članica imati po jednoga povjerenika.2 Komisija se sastaje jednom tjedno radi prihvaćanja prijedloga, izrade dokumenata i razvoja prioritetnih politika. Povjerenici uobičajeno donose odluke konsenzusom, a u slučaju neslaganja odlučuje se običnom većinom, pri čemu svaki povjerenik ima pravo na jedan glas (dakle većina je 14 od 28 glasova). Svoja bitna usmjerenja Komisija objavljuje u dvije vrste publikacija: Zelene knjige - u kojima predstavlja smjerove djelovanja s ciljem pokretanja rasprave i procesa konzultacija o određenim temama na europskoj razini (npr. o socijalnoj politici, održivom razvoju, telekomunikacijama itd.) i Bijele knjige - u kojima precizira vlastite prijedloge za određena područja na temelju prethodnih rasprava i savjetovanja (npr. Bijela knjiga o dovršenju Unutarnjeg tržišta ili Bijela knjiga o rastu, konkurentnosti i zapošljavanju). Njezino sjedište je u Bruxellesu. 2.1. Organizacija Komisije Struktura Europske komisije podsjeća na vlade pojedinih zemalja s pripadajućim ministarstvima. Osim političke strukture koju čini predsjednik s 2 Odluka Europskog vijeća od 11. – 12. 12. 2008. 111 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO povjerenicima, te odnedavno visoke predstavnice za Vanjsku politiku i sigurnost, Komisija se sastoji od upravne strukture, i to: ■ ■ ■ ■ od općih uprava (generalnih direkcija - DG) od glavnog tajništva na čelu s glavnim tajnikom Europske komisije od privremenih i stalnih odbora stručnjaka savjetnika od ostalih zajedničkih službi i ureda. Komisiji, kao najznačajnijem organu Unije, pomaže oko 34.000 europskih službenika i vanjskih suradnika raspoređenih u 29 općih uprava, šest izvršnih agencija, tajništvo i 11 ostalih službi (Tablica 4). Gotovo 1/5 službenika bavi se prijevodima i interpretacijama službenih tekstova. Svaki povjerenik zadužen je za određeno područje i na čelu je one opće uprave (ili više njih) koja pokriva to područje. Na čelu opće uprave nalazi se generalni direktor koji odgovara za svoj rad povjereniku zaduženom za to područje. Službenici DG-a pripremaju prijedloge o kojima se raspravlja i odlučuje na zasjedanjima Komisije. Glavno tajništvo (Secretariat-General -SG) koordinira rad između pojedinih uprava i ostalih tijela Komisije te daje stručne savjete, osigurava prevođenje, daje statističke podatke (putem EUROSTAT-a). Lisabonski ugovor ne unosi mnogo novosti za rad i nadležnosti Europske komisije, lako Komisija nema ovlasti inicijative za područje Vanjske politike i sigurnosti, nova pozicija visoke predstavnice Unije za Vanjsku politiku i sigurnost (Britanka Catherine Ashton od 1.12.2009.) širi djelokrug rada Komisije i na to područje. Ova funkcija ujedno podrazumijeva i potpredsjedničku funkciju u okviru Komisije i suradnju s povjerenicima koji su zaduženi za vanjske politike (trgovinska, proširenje, razvoj i humanitarna pomoć...). Visoki predstavnici moći će iznositi određene prijedloge, a odluke će donositi Vijeće ministara. S obzirom da će predstavljati Uniju u svijetu u okviru vanjsko-sigurnosne i obrambene politike, usko će surađivati i s predsjednikom Europskog vijeća, koji ima također zadaću predstavljanja Unije u svijetu. 112 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ Tablica 4: Administrativna struktura Europske komisije Odjeli (Opće uprave) Energija (ENER) Eurostat (ESTAT) Glavno tajništvo (SG) Gospodarska i financijska pitanja (ECFIN) Humanitarna pomoć (ECHO) Informatika (DIGIT) Istraživanje i inovacije (RTD) Klimatska politika (CLIMA) Komunikacije (COMM) Komunikacijske mreže, sadržaj i tehnologija (CNECT) Ljudski potencijali i sigurnost Mobilnost i promet (MOVE) Obrazovanje i kultura (EAC) Okoliš (ENV) Oporezivanje i carinska unija (TAXUD) Poduzetništvo i industrija (ENTR) Poljoprivreda i ruralni razvoj (AGRI) Pomorska pitanja i ribarstvo (MARE) Pravosuđe (JUST) Prevođenje (DGT) Proračun (BUDG) Proširenje (ELARG) Regionalna politika (REGIO) Služba za instrumente vanjske politike (FPI) Trgovina (TRADE) Tržišno natjecanje (COMP) Unutarnje tržište i usluge (MARKT) Unutarnji poslovi (HOME) Ured za razvoj i suradnju EuropeAid (DEVCO) Usmeno prevođenje (SCIC) Zajednički istraživački centar (JRC) Zapošljavanje, socijalna pitanja i uključenost (EMPL) Zdravlje i potrošači (SANCO) Službe Europski ured za borbu protiv prijevara (OLAF) Infrastruktura i logistika - Bruxelles (OIB) Infrastruktura i logistika - Luxembourg (OIB) Povijesni arhiv Pravna služba (SJ) Služba za internu reviziju (IAS) Službenik EK-a za zaštitu osobnih podataka Središnja knjižnica Ured savjetnika za europske politike (BEPA) Ured za administraciju i isplatu osobnih potraživanja (PMO) Ured za publikacije (OP) Izvor: Europska komisija, srpanj 2013. (http://ec.europa.eu/) 2.2. Nadležnosti Komisije Europska komisija osnovni je organ Unije, a temeljne su joj zadaće (Tablica 3-6.): • politička inicijativa - osmišljava politike EU-a te pokreće zakonodavni postupak predlažući Vijeću i Parlamentu uredbe i smjernice 113 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO • glavni je izvršni organ Unije - zadaća joj je primjena zajedničkih politika i upravljanje zajedničkim proračunom • čuvar je Ugovora, tj. pravnoga poretka uspostavljenoga Osnivačkim ugovorom (uz pomoć Suda pravde) • predstavlja Uniju u pregovorima s trećim zemljama te u međunarodnim trgovinskim aranžmanima poput WTO-a.3 Pravo pokretanja inicijative smatra se osnovnim elementom institucionalne ravnoteže u Uniji. Inicijativu u procesu odlučivanja EU-a u najvećem broju područja ima Europska komisija. Komisija je čuvar zajedničkih interesa i pokretačka je snaga europske integracije. Ona odabire područja i priprema teren za daljnju zajedničku izgradnju, pa se može reći kako joj je funkcija i politička, a ne samo tehnička. U skladu s Ugovorom Komisija svoju punu inicijativu ostvaruje davanjem prijedloga zakonodavne prirode (razrađuje sve prijedloge, uredbe, smjernice ili odluke Vijeća ministara) sastavljanjem preliminarnog nacrta proračuna EU-a (proračunska inicijativa) te pokretanjem pregovora oko međunarodnih sporazuma. Ograničenu inicijativu Komisija ostvaruje u obliku preporuka i mišljenja (npr. izvješća i preporuke o mjerama potrebnim za funkcioniranje Ekonomske i monetarne unije ili suradnja s Vijećem ministara u područjima Vanjske i sigurnosne politike). Lisabonski ugovor predviđa mogućnost tzv. Građanske inicijative kojom milijun europskih građana u određenom broju članica, na temelju peticije, može zatražiti od Komisije sastavljanje prijedloga značajnog za ostvarivanje ciljeva Unije (članak 11 Ugovora o EU). Komisija ima obvezu razmatranja, ali ne i službenog sastavljanja prijedloga. Zakonodavni proces započinje prijedlozima Komisije - oko 700 prijedloga godišnje. U elaborira-nju svojih prijedloga, Komisija se rukovodi s tri bitna načela: (1) identifikacija europskih interesa (2) široka konzultacija (3) uvažavanje načela supsidijarnosti. 3 Europa, „The European Commission, jun 2012. 114 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ U europskom je interesu da zakonodavni prijedlozi odražavaju prihvatljivu prosudbu Komisije za korist Unije i njezinih građana sveukupno, a ne za pojedine sektore ili zemlje. Ključni je element pripreme prijedloga sveobuhvatna konzultacija. Komisija nema završnu riječ; ona osluškuje stav vlada, poduzeća, sindikata, interesnih skupina i stručnjaka prije nego što donese konačan stav. Načelo supsidijarnosti Komisija također primjenjuje kako bi se osiguralo da Unija poduzima učinkovitije poteze od onih koje poduzimaju zemlje članice. Kada Komisija formalno dostavi prijedlog Vijeću ili Parlamentu, započinje zakonodavni proces Unije, koji je podvrgnut suradnji triju institucija. Prema Ugovoru o Europskoj uniji Komisija nema isključivo pravo inicijative u područjima međuvladine suradnje, tj. za područje vanjske politike i zajedničke sigurnosti. U tim područjima Komisija dijeli nadležnost sa zemljama članicama. U na-čelu, Ugovori za Komisiju ne predviđaju zakonodavne ovlasti, osim npr. za slučaj primjenjivanja zajedničkih pravila tržišnog natjecanja kod javnih usluga (članak 106 UFEU). U izvršavanju svojih funkcija Komisija se rukovodi potrebama građana i minimizira administrativne procedure. Ugovori Komisiji dodjeljuju ovlasti kod izvršavanja zajedničkog proračuna (članak 317 Ugovora o funkcioniranju EU-a), zajedničkih fondova i programa istraživanja i razvoja, odobravanja zaštitnih mjera pojedinim članicama tijekom tranzicijskih razdoblja, te provođenja politike konkurencije, tj. primjene pravila tržišnog natjecanja (članak 108).12 Određene nadležnosti, koje nisu predviđene Osnivačkim ugovorima, prenesene su Komisiji od strane Vijeća ili Parlamenta.13 Ona odobrava zakonodavne normativne odredbe koje je prihvatilo Vijeće ministara; može uvesti privremene preventivne mjere radi zaštite Unutarnjeg tržišta, npr. protiv dam-pinške prakse trećih zemalja. Kada Komisija odlučuje na temelju delegiranih ovlasti, ona surađuje s odborima u kojima su predstavnici zemalja članica (komitologija). Komisija upravlja godišnjim proračunom Unije (141 milijardu eura u 2010. godini) koji se pretežno troši na rashode za kohezijsku politiku, koja ima za cilj smanjenje ekonomskog raskoraka između bogatih i siromašnih područja Unije, te za poljoprivredu. Ona također usko surađuje s Revizijskim sudom radi provjere financijskog poslovanja i uklanjanja eventualnih pronevjera u proračunu Unije. 115 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Komisija je čuvar Ugovora i ukupnog zakonodavstva EU-a.14 Komisija bdije nad zemljama članicama u primjeni zakonodavne procedure Unije, i u slučaju njezine povrede Komisija može poduzeti određene pravne radnje. U slučaju povrede pravila predviđenih Ugovorom, posebno poduzeća i organizacija, Komisija može putem Suda pravde u određenim slučajevima nametnuti i plaćanje novčane kazne. Određivanje nedopuštenih cijena i nelegalno povezivanje na tržištu može se sankcionirati visokom novčanom kaznom.15 Također, Komisija nadgleda je li subvencioniranje industrije od pojedinih vlada zemalja članica sukladno Ugovoru; određene vrste javne pomoći podvrgnute su njezinom prethodnom odobravanju. Komisija može pokrenuti i postupke protiv ostalih institucija EU-a. Pored toga stoje Komisija čuvar Ugovora, ona predstavlja Uniju i pregovara o trgovačkim sporazumima i suradnji s trećim zemljama. U ime EU-a, a po mandatu Vijeća, Komisija pregovara o carinama, npr. u okviru WT0-a, trgovačkim sporazumima, sporazumima o asocijaciji te čak u praksi o priključenju novih zemalja Uniji. Pregovaračka snaga, koju ima Komisija u trgovačkim sporazumima i suradnji sa zemljama ili skupinama trećih zemalja, povećava učinkovitost Unije u svijetu. Velik broj zemalja u svijetu potpisao je sporazume s Unijom. To se posebno odnosi na zemlje u razvoju (Afrika, Karibi, Pacifik- u okviru konvencije Lome i Cotonou), zatim zemlje srednje i istočne Europe te zemlje bivšeg Sovjetskog Saveza (s kojima je potpisan sporazum o tehničkoj pomoći u okviru programa TACIS16). Zemlje južnog Mediterana korisnice su europskih programa pomoći za razvoj, a suradnja sa zemljama Zapadnog Balkana uokvirena je procesom stabilizacije i pridruživanja. Europska komisija ima predstavništva u preko 160 zemalja svijeta, a u okviru toga predstavljena je i u okviru međunarodnih organizacija, kao što su WT0, OECD i Vijeće Europe. Postupno s povećanjem značenja Komisije, povećavaju se kritike na njezin račun, koje su najčešće usmjerene na njezinu učinkovitost, što je vrlo teško dokazati zbog mnoštva inicijativa koje poduzima svake godine. Međutim, takve kritike su neutemeljene s obzirom da se izvršna vlast Komisije stalno kontrolira. Postoji automatska kontrola na političkoj razini zemalja članica i na administrativnoj razini putem multilateralnog sustava Komisije. Komisiju kontrolira Europski parlament koji je može i smijeniti. Njezine propozicije, radnje i odluke ispituju, verificiraju i prosuđuju druge institucije na više načina, posebno Europska investicijska banka. U svom 116 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ radu Komisija štiti svačije interese i traži najbolje rješenje za sve zemlje članice i zainteresirane kategorije, što često rezultira brojnim izmjenama i dopunama prijedloga te procesom koji traje mjesecima ili čak godinama. Komisija koristi savjetodavnu pomoć brojnih stručnjaka, ostalih institucija i tijela EU-a te mišljenja Odbora regija i EESC-a. U određenim slučajevima Komisija razmatra opravdanost tzv. zaštitne klauzule («safeguard clause») kada određene zemlje članice osjećaju da su ugroženi njihovi vitalni interesi. 3. Vijeće ministara Dok je Komisija čuvar interesa Unije, Vijeće ministara je tijelo koje izražava nacionalne interese. Vijeće ministara glavna je zakonodavna institucija EU-a, koja u isto vrijeme ima nadnacionalne i međuvladine ovlasti. U određenim pitanjima odlučuje kvalificiranom ili običnom većinom, a o drugima jednoglasno. Procedure, praksa i čak različita rješenja označavaju određeni stupanj solidarnosti i povjerenja između zemalja članica Unije. Premda zbog procesa demokratizacije Unije danas u većini područja Vijeće dijeli zakonodavnu ulogu s Europskim parlamentom, ono ipak ostaje ključno kod donošenja bilo koje zakonodavne odluke. Ne smije ga se miješati s Europskim vijećem (European Council), koje je novija institucija i okuplja čelnike država ili vlada zemalja članica EU-a, ali bez zakonodavnih ovlasti, niti s Vijećem Europe (Council of Europe), koje je zasebna organizacija od EU-a i okuplja gotovo sve europske države. Lisabonski ugovor potvrđuje novi službeni naziv-Vijeće ministara (Council of ministers), dok su prijašnji nazivi bili Vijeće EZ-a i Vijeće Europske unije. Vijeće ministara nema u svijetu ekvivalenta. Ono je bitno zajedničko tijelo koje povezuje zemlje članice, donosi zakonodavstvo Unije (u suradnji s Europskim parlamentom), utvrđuje političke ciljeve, koordinira nacionalne politike i uravnotežuje razlike između njih, kao i s ostalim institucijama, što ga čini nezaobilaznim elementom donošenja odluka u okviru EU-a. Sastavljeno je od ministara nacionalnih vlada država članica, a sastav Vijeća mijenja se ovisno o području o kojem se odlučuje. Vijeće postoji od osnivanja triju europskih zajednica premda se neka zasjedanja održavaju u Luxembourgu. 117 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO 3.1. Sastav i organizacija Vijeća ministara Demokratska legitimnost Vijeća ministara nije upitna jer se na svakom sastanku Vijeća grupiraju predstavnici zemalja članica, odnosno ministri koji su odgovorni pred nacionalnim parlamentima i javnim mnijenjem. S obzirom da sastav Vijeća varira ovisno o području o kojemu se odlučuje, u stvarnosti postoji više različitih sastava Vijeća, a najvažniji su: ■ Vijeće općih poslova (pitanja koja obuhvaćaju više politika, npr. proširenje, administrativna pitanja, višegodišnji financijski plan...) ■ Vijeće vanjskih poslova (ministri vanjskih poslova) ■ Vijeće za ekonomske i financijske poslove - ECOFIN (ministri financija ili gospodarstva) ■ Vijeće za poljoprivredu i ribarstvo (ministri poljoprivrede i sl.). Premda učestalost sastanaka ovisi o hitnosti određene problematike, navedena se vijeća u pravilu sastaju jednom mjesečno, a preostala vijeća dva do četiri puta godišnje.4 Vijeće općih poslova ima posebno važnu ulogu jer priprema i dnevni red za zasjedanja Europskog vijeća. Vijeće vanjskih poslova, kojim predsjedava visoki povjerenik Unije za vanjske poslove i sigurnosnu politiku (ujedno i potpredsjednik Europske komisije), također je važan saziv koji se bavi vanjskom trgovinom i razvojnom pomoći trećim zemljama te je zadužen i za Zajedničku vanjsku i sigurnosnu politiku. Ministre mogu iznimno zamijeniti čelnici država ili vlada zemalja članica kada se odlučuje o pridruživanju novih članica Uniji ili eurozoni te o suspenziji prava određene članice koja se ne pridržava osnovnih načela Unije. Slika 3-4. prikazuje konfiguraciju Vijeća ministara zajedno s pratećim odborima i ostalim tijelima koji omogućuju funkcioniranje Vijeća. S obzirom da se ministri sastaju povremeno, stalnost rada Vijeća osigurava pomoćno tijelo-Odbor stalnih predstavnika (COREPER). Odbor priprema sastanke Vijeća ministara u skladu s člankom 240 Ugovora o funkcioniranju EU-a, a sastaje se dva puta tjedno s ciljem traženja kompromisa i lakšeg glasovanja Vijeća ministara. Odbor postoji u dva osnovna sastava: 4 Europska komisija, Oktobar 2010. 118 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ ■ COREPER II - čine veleposlanici država članica pri EU u Bruxellesu, koji se bave političkim pitanjima ■ COREPER I - čine njihovi zamjenici, diplomati u tim veleposlanstvima koji se bave tehničkim pitanjima. Za pripremu Vijeća za poljoprivredu i ribarstvo zadužen je Specijalni odbor za poljoprivredu (SCA-CSA). Prije COREPER-a tehničkim pitanjima vezanima za odlučivanje bave se razne radne skupine i odbori (njih oko 250) sastavljeni od delegata pojedinih zemalja članica.5 Proces donošenja odluka Vijeća ministara nezamisliv je bez pripremnih mehanizama COREPER-a. Prije nego što o bilo kojemu pitanju odlučuju ministri, o tome se prethodno raspravlja i glasuje u okviru COREPER-a. U pravilu, ako s izglasavanjem nekog akta nema poteškoća u COREPER-u, ministri o njemu uopće ne će raspravljati, nego će ga prihvatiti (lista A). Međutim, ako se o nekom pitanju ne može postići konsenzus, ministri o tome onda raspravljaju i eventualno glasuju (lista B). Osim COREPER-a Vijeću ministara u radu pomaže Stalno tajništvo smješteno u Bruxellesu. Tajništvo organizira, koordinira i pomaže u radu Vijeća, Predsjedništva i predsjednika Europskog vijeća te organizira međuvladine konferencije (IGC), a posebno je važno za područje vanjske i sigurnosne politike. Na čelu tajništva je glavni tajnik.29 Brojni stručnjaci, putem interakcije u radu radnih skupina i odbora pridonose približavanju različitih stavova zemalja članica i razumijevanju različitih interesa. Svakih šest mjeseci (od siječnja do lipnja i od srpnja do prosinca) Vijećem predsjedava druga država članica i ona ima osnovni zadatak organizirati i upravljati radom Vijeća ministara. To znači da je određena zemlja, točnije njezini ministri i drugi službenici, zadužena za rad svih tijela i odbora te sastanaka u okviru Vijeća. Predsjedništvo treba usmjeravati rad Vijeća, posredovati između EU-a i država članica te pojedinih institucija EUa, te donekle predstavljati Uniju prema ostatku svijeta. Značenje predsjedanja Unijom postupnim se povećanjem nadležnosti Unije proširivalo i produbljivalo, ali je uvođenje nove funkcije predsjednika Europskog vijeća i visokog predstavnika Unije za Vanjske poslove i sigurnost donekle izmijenilo ovlasti Predsjedništva. S obzirom da je kratko vrijeme predsjedanja, pojedine predsjedavajuće zemlje moraju usko surađivati sa 5 Kandžija, V., Cvečić, I., Ekonomika i politika Europske unije, Sveučilište u Rijeci, 2010, str 132 119 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO zemljama koje su im prethodile na tom mjestu, ali i zemljama koje će nakon njih izvršavati istu zadaću (trijada). 3.2. Zadaće Vijeća ministara i način odlučivanja Vijeće ministara je međuvladin organ u pravom smislu riječi. Četverostruka funkcija Vijeća ministara definirana je člankom 16 Ugovora o EU te člancima 237. – 244. Ugovora o funkcioniranju EU-a: ■ ■ ■ ■ zakonodavna proračunska koordinirajuća funkcija oblikovanja politike. Osnovni zadatak Vijeća ministara je prihvaćanje zakonodavstva EU-a u suradnji s Europskim parlamentom. Raspolaže s pravom donošenja odluka i prihvaća zajednički proračun. Vijeće ministara definira pravce zajedničkih politika Unije - od Amsterdamskog ugovora pravila suodlučivanja primjenjuju se u mnogim oblastima pa Vijeće usko surađuje s Europskim parlamentom. Međutim, za određena pitanja isključivo je nadležno Vijeće, kao npr. Zajednička vanjska i sigurnosna politika, pri čemu se zemlje članice ne odriču vlastitog suvereniteta. Izvršne ovlasti Vijeće delegira na Komisiju, područje po područje, ali usporedno osniva i posebne radne skupine stručnjaka iz zemalja članica, tj. stručne odbore koji načelno kontroliraju rad Komisije u tim područjima. Osim izvršnih ovlasti i raznih imenovanja Vijeće službeno potpisuje sporazume između Europske unije i trećih zemalja ili međunarodnih organizacija. Vijeće osigurava koordinaciju ekonomskih politika, što povezuje sve zemlje članice - svake godine prihvaća kvalificiranom većinom preporuke te izdaje Opće smjernice ekonomskih politika država članica i Europske unije (Broad Economic Policv Guidelines - BEPG). U samom procesu donošenja odluka Vijeće ministara može odlučivati na tri načina: (1) (2) (3) 120 jednoglasno jednostavnom (običnom) većinom kvalificiranom većinom. �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ Jednoglasnost u odlučivanju potrebna je u osjetljivim područjima (Slika 3-5.), kao što su: Zajednička vanjska i sigurnosna politika, oporezivanje, određena institucionalna i financijska pitanja, određena pitanja vezana za sigurnost građana i njihova prava te za sve odluke ustavotvornog karaktera (ugovori). Obična većina rijetko se koristi, i to prvenstveno za proceduralne odluke, a kvalificirana većina se odnosi na većinu odluka koje Vijeće donosi i zahtijeva većinu ponderiranih glasova koji predstavljaju većinu stanovništva Unije. Kada Vijeće ministara odlučuje kvalificiranom većinom, broj glasova koji pripada ministru pojedine države članice varira. Glasovi su ponderirani ovisno o veličini države, a da bi se odluka donijela, potrebno je prema rješenju usvojenom Ugovorom iz Niče ostvariti dvije, odnosno eventualno i tri većine:6 ■ većina broja država članica (katkad 2/3 zemalja) ■ prag kvalificirane većine (oko 74% ukupnih glasova) ■ ukoliko bilo koja od članica zatraži, provjerava odražavaju li glasovi barem 62% ukupnog stanovništva Unije. Broj glasova u Vijeću, odnosno kvalificirana većina i blokirajuća manjina (97 od 345 glasova) mijenjaju se sukladno širenju članstva. Europsko vijeće održano u Nici 2000. godine, raspravljajući o proširenju Unije, usvojilo je novi raspon glasova, ali Lisabonski ugovor predviđa novi način odlučivanja. Prema novom sustavu, koji bi se trebao primjenjivati od 2014. (ili 2017.) godine, kvalificirana većina znači da za određenu odluku treba glasovati 55% država članica, koje istodobno čine barem 65% stanovništva Unije.7 Lisabonski ugovor također proširuje odlučivanje kvalificiranom većinom na pedesetak novih područja, što bi trebalo omogućiti bolje i učinkovitije odlučivanje u okviru Vijeća ministara. 4. Europski parlament Europski parlament jedino je tijelo na razini EU-a koje se bira na izravnim općim izborima. Parlament predstavlja izraz političke i demokratske volje naroda Europske unije; jamac je europskih interesa i zaštite prava 6 7 Europa, The EU at a glance, Europe in 12 lessons: How does the EU work?, rujan 2008 Treaty of Lisbon, rujan 2008. 121 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO građana. To je najveća multinacionalna skupština svijeta i predstavlja oko 500 milijuna građana, lako se zastupnici biraju prema nacionalnim kvotama, oni na europskoj razini nisu politički organizirani nacionalno, već prema političkim opredjeljenjima. Parlament broji 736 zastupnika (Lisabon predviđa 751), a sjedište mu je u Strasbourgu gdje se održavaju mjesečne plenarne sjednice (sastanci parlamentarnih odbora održavaju se u Bruxellesu, a administrativne službe smještene su u Luxembourgu). U početku je Zajednička skupština Europske zajednice za ugljen i čelik bila marginalna institucija (imala je 78 zastupnika). Rimskim se ugovorima osniva Europska parlamentarna skupština zajednička za tri Zajednice, koja dobiva konzultativni karakter. Od 1962. godine skupština mijenja ime u Europski parlament, a od 1979. godine zastupnici se biraju na izravnim izborima. U međuvremenu Parlament postaje prvoklasna demokratska institucija - postupno joj se dodjeljuju tradicionalne parlamentarne funkcije, kao što su predstavljanje naroda (politička funkcija), zakonodavna i proračunska funkcija te nadzorna funkcija izvršne vlasti. Danas je to jedna od najsnažnijih zakonodavnokontrolnih institucija na svijetu. Reformski ugovor, potpisan u Lisabonu krajem 2007. godine, novim izmjenama Parlamentu daje još veću važnost u procesu odlučivanja. 4.1. Zadaće Europskog parlamenta Zadaće Europskog parlamenta slične su onima ostalih parlamenata, tj. prihvaćanje zakona i kontrola izvršne vlasti. Nadopunama Osnivačkih ugovora - Jedinstvenim europskim aktom (1986.), Ugovorom o Europskoj uniji (1992.), Amsterdamskim ugovorom (1997.), Ugovorom iz Niče (2001.) te Ugovorom iz Lisabona (2007.) - ovlasti su mu postupno proširene, a njegova snaga pojačana. Na taj se način daje sve veća uloga građanima EU-a, pogotovo nakon odluke o izravnom načinu biranja zastupnika u Parlament. S obzirom da je u članku 10., Ugovora o EU definirano kako Unija funkcionira na načelima zastupničke demokracije, svaki građanin EU-a ima pravo sudjelovati u demokratskom životu Unije, a Europski parlament upravo doprinosi približavanju odluka građanima. Parlament sudjeluje u sve većem broju odluka, a većina ih se može donijeti samo uz suglasnost i Vijeća ministara i Parlamenta (postupak suodlučivanja). Odluke u Parlamentu se donose apsolutnom većinom 122 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ glasova, osim za područja gdje Ugovori drukčije predviđaju. U nekim područjima Parlament ima samo savjetodavnu ulogu, a u nekima mora dati pristanak (consent). Postupak kooperacije, koji je ukinut Lisabonskim ugovorom, omogućavao je Parlamentu poboljšanje zakonodavnog teksta putem amandmana. Osnovne četiri zadaće Europskog parlamenta su: ■ ■ ■ ■ politička zakonodavna nadzorna proračunska. Zakonodavna vlast Parlamenta ima polazište u Rimskim ugovorima, koji mu daju konzultativno značenje između Komisije, koja predlaže, i Vijeća ministara, koje prihvaća zakonodavstvo. Međutim, izmjenama Osnivačkih ugovora važnost Parlamenta je jačala, tako da danas u najvećem broju slučajeva Parlament ravnopravno sudjeluje u donošenju odluka s Vijećem ministara, a u određenim slučajevima traži se mišljenje ili pristanak Parlamenta prije prihvaćanja zakonodavnog prijedloga Komisije. Europski parlament ima važnu ulogu za proračun EU-a. Tijekom 1970-ih godina prenesene su mu proračunske ovlasti. Proračunski postupak omogućuje Parlamentu utvrđivanje općih smjernica i tipova rashoda, predlaganje izmjena proračunskih sredstava i davanje amandmana na prvobitne prijedloge Komisije te prijedloge zemalja članica u okviru Vijeća ministara. Parlament prihvaća proračun u uskoj suradnji s Vijećem ministara, a u posebnim slučajevima Parlament može odbiti proračun, kada na primjer smatra da pojedine zemlje ili ciljevi nisu dovoljno uzeti u obzir. Lisa-bonski ugovor predvidio je pojednostavljenu i transparentniju proceduru donošenja proračuna i izjednačio važnost Parlamenta i Vijeća ministara pri donošenju konačne odluke. Parlament također nadzire izvršavanje proračuna od prethodne godine, raspravlja o godišnjem proračunskom izvješću Revizijskog suda i potvrđuje ga. Parlament vrši funkciju nadzora nad ostalim institucijama EU-a, posebno Europske komisije. Politički nadzor nad Europskom komisijom Parlament provodi pri njezinu imenovanju i potom tijekom njezina rada. Svakih pet godina imenuje predsjednike i povjerenike u Komisiji, a Komisija je dužna o svom radu izvješćivati Europski parlament. Parlament se, kao prvo, mora složiti s izborom predsjednika Komisije, visokog predstavnika 123 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO EU-a za Vanjsku i sigurnosnu politiku i pojedinih povjerenika, te potom i potvrditi cijelu Komisiju kao kolegij. Nakon Lisabona Parlament će imati ovlasti i izabrati (ne više samo potvrditi) predsjednika Europske komisije, nakon prijedloga Europskog vijeća koji je u skladu s rezultatima europskih izbora. U izuzetnim slučajevima Parlament može izglasati nepovjerenje Komisiji i raspustiti je kao kolektiv. Nema ovlasti razriješiti pojedine povjerenike, no takvu je ovlast Ugovorom iz Niče stekao predsjednik Komisije ili to može zatražiti Vijeće.8 Parlament analizira mnogobrojne mjesečne i godišnje izvještaje Komisije i ovlašten je postavljati Komisiji tzv. parlamentarna pitanja. Ta pitanja ovlašten je postavljati i članovima Vijeća ministara, premda ih je oko 90% upućeno Komisiji. Na prosječno tri do pet tisuća pitanja godišnje članovi Komisije ili ministri odgovaraju pismeno ili usmeno, a odgovori se objavljuju u Službenom glasilu EU-a. O eventualnim nepravilnostima u radu Komisije Parlament može doznati i na temelju pritužbi građana Unije, stoje omogućeno Ugovorom iz Maastrichta. Svi građani, individualno ili kolektivno, mogu Parlamentu proslijediti peticije i tražiti nadoknadu štete od Europske unije. Nadalje, Parlament može osnivati istražne odbore (committees of inquiry) koji će istražiti navodne prekršaje i lošu administraciju, te inicirati postupke pri Sudu pravde ili intervenirati u određenim postupcima. Europski parlament imenuje i Pučkog pravobranitelja (ombudsmana), posrednika zaduženog za žalbe svih građana Unije ili svih fizičkih osoba koje stanuju u zemljama članicama. Te se žalbe odnose na loše funkcioniranje administracije u institucijama ili tijelima EU-a. Svoje mišljenje Parlament daje i o članovima Revizijskog suda te izvršnog odbora Europske središnje banke, uključujući i glavnog direktora. Veliko je značenje Europskog parlamenta u održavanju uskih veza s nacionalnim parlamentima preko regularnih sastanaka predsjednika i parlamentarnih odbora. Ti su kontakti pojačani raspravama o politikama Unije u okviru konferencije, nazivano parlamentarno zasjedanje. Snaga Parlamenta potvrđuje se primjenom njegova mišljenja u važnim međunarodnim sporazumima, kao što su: sporazumi o pridruživanju novih 8 European Parliament Fact Sheets, the European Parliament: powers“, rujan 2009. 124 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ zemalja Uniji, sporazumi o asocijaciji s trećim zemljama, sporazumi s bitnim financijskim implikacijama i slično. Parlament provodi političku funkciju nad ukupnom politikom Europske unije. On predstavlja oko pola milijarde stanovnika i to je europski forum «par excellence». Često traži od drugih protagonista, Komisije i Vijeća ministara, da razviju ili preokrenu postojeću politiku ili lansiraju novu glede npr. transporta, zaštite okoliša, prava radnika, ljudskih prava u svijetu itd. Lisabonski ugovor značajno je pridonio uvažavanju Europskog parlamenta, jer su njegove zakonodavne ovlasti praktički izjednačene s onima Vijeća, a suodlučivanje se uvodi u pedesetak novih područja. Slično je i s odlučivanjem o EU proračunu i imenovanjem predsjednika Europske komisije. Međutim, novim ugovorom predviđen je i veći utjecaj nacionalnih parlamenata zemalja članica - npr. moći će izglasati veto na odluke iz područja pravosudne suradnje u civilnim pitanjima, moći će preispitivati odluke europskih institucija u skladu s načelom supsidijarnosti te će moći izražavati mišljenja o novim kandidatima za članstvo u EU. 4.2. Organizacija i funkcioniranje Parlamenta S izravnim izborima europski parlament postao je jedini istinski multilateralni parlament na svijetu značajan u izgradnji Europe. U početku je mjesto Parlamenta bilo čisto o se njegovo značaj povećao. Prvih dana stvaranja Europske zajednice delegirali su nacionalni parlamenti. Prvi predsjednik skupštine CECA-e bio je, a prvi nakon stvaranja EEZ-a i EURATOM-a bio je Francuz Robert, te je Pariškim i Rimskim ugovorima, izbor europske Skupštine izvršen neposredno od 7. do 10. lipnja 1979. godine. Izbor zastupnika organizira se u svakoj broj mjesta, a za kvotu određene države članice mogu se kandidirati i druge članice, koje imaju prebivalište u onoj državi u kojoj se održavaju izbori, a što je dodijeljeno uvođenjem instituta Europskoga građanstva. Na Europskom vijeću iz Bruxellesa u rujnu 1976. godine odlučeno je da se po prvi put održe izravni izbori za Europski parlament. Tada su određena zajednička načela izbora zastupnika, pri čemu je dogovoreno da svaka država članica sama precizira uvjete održavanja izbora na vlastitom teritoriju i izbora zastupnika. 125 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Osnivačkim ugovorom i ugovorima koji ga izmjenjuju, ili pristupnim ugovorima za nove članice, određuje se broj zastupničkih mjesta u Europskom parlamentu za svaku zemlju članicu. Taj broj donekle odražava veličinu stanovništva, jer je zbog vrlo velike razlike u broju stanovnika među članicama teško postići istinsku razmjernu zastupljenost europskih građana. Ugovori uređuju i minimalni broj zastupnika za svaku zemlju (6) te najveći mogući broj zastupnika u Parlamentu (96). Gornju granicu broja zastupnika moguće je prijeći u razdobljima između dvaju izbora za Parlament kako bi se eventualno uvrstili zastupnici novih članica. Broj europskih parlamentaraca povećavao se postupnim proširenjem Zajednice, odnosno Europske unije. Nakon zadnjeg proširenja Unije iz 2007. godine ukupan broj zastupnika u Parlamentu iznosio je čak 785, ali je taj broj smanjen na 736, sukladno Ugovoru iz Nice, na posljednjim izborima za Europski parlament iz 2009. godine. Ugovor iz Lisabona predviđa najviše 750 zastupnika i predsjednika Parlamenta (Tablica 5). Tablica 5: Zastupnici u Europskom parlamentu Država Njemačka Francuska Vel. Britanija Italija Španjolska Poljska Rumunjska Nizozemska Grčka Portugal Belgija Češka Rep. 126 Saziv za 2007. 2009. 99 78 78 Saziv za 2009. (prema Ugovoru iz Nice) 99 72 72 Saziv prema Ugovoru iz Lisabona 96 74 73 Broj Stanovnika po stanovnika zastupniku (2007.) (prema «Lisabonu») 82.210.000 856.354 63.753.140 861.529 60.587.300 829.963 78 54 54 35 27 24 24 24 24 72 50 50 33 25 22 22 22 22 73 54 54 33 26 22 22 22 22 59.337.888 45.200.737 38.115.967 21.438.000 16.402.414 11.147.000 10.623.000 10.584.534 10.349.372 812.848 837.051 705.851 649.636 630.862 506.682 482.864 481.115 470.426 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ Mađarska Švedska Austrija Bugarska Danska Slovačka Finska Irska Litva Latvija Slovenija Estonija Cipar Luksemburg Malta UKUPNO 24 19 18 18 14 14 14 13 13 9 7 6 6 6 5 785 22 18 17 17 13 13 13 12 12 8 7 6 6 6 5 736 22 20 19 18 13 13 13 12 12 9 8 6 6 6 6 75 10.053.000 9.179.731 8.327.709 7.639.000 5.457.415 5.396.168 5.302.000 4.301.000 3.369.600 2.277.000 2.023.223 1.342.409 855.000 467.000 407.000 496.146.607 456.955 458.987 438.300 424.389 419.801 415.090 407.846 358.417 280.800 253.000 252.903 223.734 142.500 77.833 67.833 660.647* Izvor: Eurostat 2009. Najviše zastupnika imaju Njemačka (99) te Francuska, Italija i Velika Britanija (72), a najmanje Estonija, Cipar i Luksemburg (6) te Malta (5), koja će na sljedećim izborima dobiti pravo i na šestoga zastupnika, stoje minimalan broj zastupnika za pojedinu zemlju članicu, kako predviđa Lisabonski ugovor. Svakim daljnjim širenjem Unije velike će članice imati sve manje zastupnika, osim ako ne dođe do novih institucionalnih rješenja. lako se zastupnici Europskog parlamenta biraju prema nacionalnim kvotama, na europskoj razini oni su organizirani prema političkim opredjeljenjima. Stoga su srodne nacionalne političke stranke organizirane u europske političke stranke. U sazivu Parlamenta 2009. - 2014. većinu ima Europska pučka stranka (PPE/EPP), koalicija nacionalnih stranaka demokršćanske orijentacije, a slijede je savez socijalista i demokrata te liberalna stranka. Tablica 3-13. i Grafikon 3-1. prikazuju sastav Europskog parlamenta prema europskim strankama. Većina odluka u Parlamentu ovisi o dogovoru glavnih političkih grupacija, koje u europskom interesu često dolaze do konsenzusa oko bitnih pitanja. Sljedeći izbori za Europski parlament održat će se 2014. godine, kada će o rezultatima izbora ovisiti i izbor buduće Komisije. Naime, 127 �Halid Konjhodžić, Vlado Sabljić: INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Lisabonski ugovor predvidio je da političke grupacije u Parlamentu u budućnosti trebaju predlagati predsjednika Komisije, sukladno političkoj zastupljenosti u Parlamentu. Rad Parlamenta organiziran je tako da se prijedlozi razmatraju u okviru pojedinih parlamentarnih odbora (npr. za proračun, za vanjske poslove itd.). Dvadeset je stalnih odbora raspoređenih po raznim temama, ali Parlament povremeno osniva i privremene odbore koji najčešće djeluju godinu dana. To je važna zajednička institucija koja je odraz demokratske volje europskih građana. Uostalom, Lisabonski ugovor ističe kako je «Europski parlament sastavljen od 'građana Unije'». Tako, između ostalog svakog Europljanina Europski parlament godišnje stoji 2,60 eura.9 ZAKLJUČAK Na kraju izlaganja o institucionalnom sustavu Europske unije, mogu se izvući sljedeći zaključci: Prvo, ustroj Europske unije je jedinstven i predstavlja sustav «sui generis»; Drugo, najznačajnije institucije koje osmišljavaju politike te ih ugrađuju u pravno obvezujuće norme Europske unije su Europska komisija, Vijeće ministara i Europski parlament Treće, Europska komisija je institucija koja ne predstavlja zemlje članice, nego Europsku uniju kao cjelinu. Ima izuzetnu moć ekspertize i gotovo monopol u predlaganju europskih tekstova, a na temelju odluka Vijeća zadužena je za izvršavanje odluka; Četvrto, Vijeće ministara je tijelo koje izražava nacionalne interese. Ono je zakonodavna institucija EU-a, koja u isto vrijeme ima nadnacionalne i međuvladine ovlasti. Vijeće ministara nema u svijetu ekvivalenta. Peto, Europski parlament predstavlja narod zemalja članica Europske unije. On ima zakonodavnu (i savjetodavnu), proračunsku i nadzornu funkciju, a 9 Jim Higgins (MEP), «About the EU», 11.09.2008. (http://www.iimhiggins.ie/html/in europe europarl.html) 128 �ZBORNIK RADOVA - Međunarodna naučna konferencija „Javni i privatni aspekti nužnih pravnih reformi u BiH: Koliko daleko možemo ići?“ bira se izravnim općim izborima. Parlament predstavlja temelj života i političke rasprave u EU, jer se zastupnici grupiraju u europske političke stranke i opcije. LITERATURA Europa, „The European Commission, jun 2012. Europa, The EU at a glance, Europe in 12 lessons: How does the EU work?, rujan 2008 European Parliament Fact Sheets, the European Parliament: powers“, rujan 2009. Europska komisija, Oktobar 2010. Jim Higgins (MEP), «About the EU», 11.09.2008. Kandžija, V., Cvečić, I., Ekonomika i politika Europske unije, Sveučilište u Rijeci, 2010, Odluka Europskog vijeća od 11. – 12. 12. 2008. Treaty of Lisbon, rujan 2008. Internet izvori: http://ec.europa.eu/index_en.htm http://europa.eu/about-eu/institutions-bodies/council-eu/ http://europa.eu/about-eu/institutions-bodies/europeancommission/index_en.htm http://europa.eu/about-eu/institutions-bodies/europeanparliament/index_en.htm 129 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3058 Title A name given to the resource INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO Author Author KONJHODŽIĆ, Halid ČOKIĆ, Mirela SABLJIĆ, Vlado Abstract A summary of the resource. 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. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) https://omeka.ibu.edu.ba/files/original/72f1d5a51f3150762d527f4843d2d14b.pdf 0f24be97ffc8149ef9933724c316c6ab PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Institutional Reforms as Requirement for Efficiency and Functionality in the Governance of Bosnia and Herzegovina Kemal Balihodžid International Burch University, Sarajevo, Bosnia and Herzegovina kbalihodzic@ibu.edu.ba Esad Oruč International Burch University, Sarajevo, Bosnia and Herzegovina eoruc@ibu.edu.ba The aim of this paper is to emphasize the problems of state governance regarding constitutional structure of Bosnia and Herzegovina and economic inefficiencies as a consequence of an overloaded, jaded and complex state structure. In addition, the paper analyzed how the system can be accommodated to provide more state powers, credibility and accountability in regards to lower state levels to overcome and prevent bad business conditions, legal and political particularism. The institutional overlapping can be overcome with a strategy of providing the state with more legitimate authority over other levels of governance and by redefining the most basic interests of the current constitutional system based on the Dayton agreement. Thus, presenting valuable argument and solution for addressing institutional reforms and/for economic development. Keywords: State Governance, Institutional Reform, State Structure, Political System, Economic Development, Legal Particularism. 184 � https://omeka.ibu.edu.ba/files/original/d59370c6c79904c62eee15c14dde77ac.docx 830f3855dddae9ecbb2aa8c99d733ce7 https://omeka.ibu.edu.ba/files/original/b52be2811431f7bc12eec759967672f7.pdf f4d367890e45d40fe111fca68efc3fdb PDF Text Text International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Institutional Reforms as Requirement for Efficiency and Functionality in the Governance of Bosnia and Herzegovina Kemal Balihodzic International Burch University kbalihodzic@ibu.edu.ba EsadOruc International Burch University eoruc@ibu.edu.ba Abstract The aim of this paper is to emphasize the problems of state governance regarding constitutional structure of Bosnia and Herzegovina and economic inefficiencies as a consequence of an overloaded, jaded and complex state structure. In addition, the paper analyzed how the system can be accommodated to provide more state powers, credibility and accountability in regards to lower state levels to overcome and prevent bad business conditions, legal and political particularism. The institutional overlapping can be overcome with a strategy of providing the state with more legitimate authority over other levels of governance and by redefining the most basic interests of the current constitutional system based on the Dayton agreement. Thus, presenting valuable argument and solution for addressing institutional reforms and/for economic development. Key words: state governance, institutional reform, state structure, political system, economic development, legal particularism Introduction Bosnia and Herzegovina has fallen in to a stage of decadence, claiming a position of status quo under the constitutional governing system that consistently proves to be inefficient and nonfunctional. Under the boundaries of state institutions that are smothering the financial, economic as well as the political system, there is a dire need for institutional reforms that would transfer the existing financial burden to efficient and more effective state governance. In addition, the system can be accommodated to provide more state powers, credibility and accountability in regards to lower state levels to overcome and prevent bad business conditions, legal and political particularism. The current virtually of the state is an existing pathological problem, controlled and monitored by the international society with soft politics that is in constant turmoil in terms of political changes that would grant the existing state structure more significant political power in regards to lower state government. In addition, coordination within different levels of state government is a prerequisite for a functional state government. On the 8thMarch, 2003, by the meeting of the Peace Implementation Council (PIC), Brussels, chairman of the Council of Ministers as well as the representatives of both entities within Bosnia and Herzegovina have agreed to conduct reform measures in regards 1 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo to public administration, that has still yet to be considered. In addition, available funds that have been provided for this purpose, as a necessary requirement for the implementation of the reforms have been disregarded and left without professional coordination and allocation. Nevertheless, the strategy for reform of public administration has been respectively analyzed and determined that from 2006, when the strategy was created, only 36.46% has been strategically fulfilled.1 The aim of the research is to address the weaknesses that arises from an overwhelming and overlapping institutional structure thus conditioning legal particularism, bad business conditions that could easily be overcome with a clear strategy for reforms, slow financial flow due to an nonfunctional system that create significant financial burden to state administration, communication deficit with an ineffective overlapping system and an inefficient state administration. Constitutional organization of Bosnia and Herzegovina Bosnia and Herzegovina gained its independence in 1992 after three and a half-year war that was ended by General Framework Agreement for Peace in Bosnia and Herzegovina (Hereinafter Dayton Agreement).2 Integral part to the Dayton Agreement is the Constitution of Bosnia and Herzegovina. According to the Constitution, Bosnia and Herzegovina is a democratic state, which operates under the rule of law, based on free and democratic elections.3 Bosnia and Herzegovina has a specific and very complex constitutional and legal system. It is a state composed of two entities: the Federation of Bosnia and Herzegovina and the Republic of Srpska, as well as Brcko District. Also, Federation of Bosnia and Herzegovina consist of 10 cantons. The Constitution of Bosnia and Herzegovina divides jurisdiction between the state and the two entities. The following matters fall under exclusive authority of the state level institutions: foreign policy; foreign trade policy; customs and monetary policy; finances of the institutions and for the international obligations of the state; immigration, refugee, and asylum policy and regulation; international and inter-entity criminal law enforcement, including relations with Interpol; establishment and operation of common and international communications facilities; regulation of inter-entity transportation; air traffic control.4 All governmental functions and powers that are not expressly assigned to the state institutions fall under authority of entities. As we can see the jurisdiction of the entities is greater in scope than the jurisdiction of the state level institutions. Also, considering exclusive legal powers of cantons in Federation of B&H, it is obvious that the cantons participate significantly in the overall performance of state authority. Furthermore Brcko District has a status of neutral, self-governing 1Strategijareformejavneuprave u Bosni i Hercegovini: www.parco.gov.ba; Uredkoordinatoraza reformu javneuprave i Akcioni plan 1 uz Strategijureformejavneuprave u Bosni i Hercegovini.(accessed on http://www.adsf(Commission, 2010)bih.gov.ba/uploaded/posebnidokumenti/PAR_strategija_hrvatski.pdf) 2 The General Framework Agreement for Peace in Bosnia and Herzegovina, also known as the Dayton Agreementis the peace agreement reached at Wright-Patterson Air Force Base near Dayton, Ohio in November 1995, and formally signed in Paris on 14 December 1995. These accords put an end to the Bosnian War, one of the armed conflicts in the former Socialist Federative Republic of Yugoslavia. Available at>http://www.ohr.int/dpa/default.asp?content_id=380 3 Robbers, G. Encyclopedia of World's Constitutions, Facts on File Inc, 2007, pp 115-117 4 Article III of the Constitution of B&H 2 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo administrative unit, under directly sovereignty of Bosnia and Herzegovina. The city of Mostar also has some kind of special legal treatment. Economic argument for institutional reforms The post-war public administration bodies and the governing institutions have been defined by fragmentation, miscommunication, administrative overlapping and as a very significant budget consumer. Thus, they have been labeled as an unnecessary financial burden that can be overcome with a strategic approach that would divide the existing institutions upon necessity and functionality. In addition, there is a significant institutional overlapping that is not managed accordingly and without functional coordination as well as the fact that under different levels of the governance, there is a different legal stature. Nevertheless, administrative workers lack significant professional enhancement and qualifications that has to be addressed equally as important as the issues mentioned above. Nevertheless, according to the Strategy for Reforms in Public Administration (2006), the essential need for reforms is highlighted in the sector of “Public Finances” which is significantly linked with the requirements of the European Union”, and concerns with the “process of establishing the budget” under the principles and standards of the internal public financial control (PIFC1). As the document5 confirms the fact that most of the reforms conducted previously have not been done in a strategic, planned and efficient manner, and in the aim of promoting an “open, efficient, effective and responsible” administration, it is necessary to conduct “consolidation and increase the current efforts in the sector of public finances, to establish an efficient system of governing and controlling the finances and increase the monitoring procedure of the sector”. Thus, the reform would increase the quality of politics in the sector of public finances, strengthen the effectiveness and efficiency in controlling and governing the budget, redevelop the accounting system as well as the banking system. 6 In addition, the reform would instate a Public Internal Financial Control (PIFC) in line with the requirements of the EU as well as “increase the capacity of the Ministry of Finance that would have impact on all budged consumers and fiscal organs”. Negative reform politics The political system, based on the constitutional requirements has defined as such that it could be easily manipulated. The fact stays that public administration has witnessed several attempts for reforms, unsuccessfully. Thus, the paper also discusses the causes for such an inability as well as the requirements for a successful one. A functional and effective institutional structure and network is necessary for a functioning governance and economic development. A complex state structure is sucking the funds right underneath the social, health, educational and other sectors that are fewer priorities due to the financial burden caused by unnecessary administrative wages. All of these interconnected, interrelated and co-existent institutions are also dependent on a political consensus guided by effective leadership that would provide necessary coordination between the existing administrative bodies on different levels of the government. The status quo is unstable and causes a loss in credibility of the state that thus loses power. With the economic instability 5 Strategijareformejavneuprave u Bosni i Hercegovini: www.parco.gov.ba; Uredkoordinatoraza reformu javneuprave i Akcioni plan 1 uz Strategijureformejavneuprave u Bosni i Hercegovini.Translateddocument(accessed on http://www.adsfbih.gov.ba/uploaded/posebnidokumenti/PAR_strategija_hrvatski.pdf ) 6 Ibid 3 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo arises the political one. Nevertheless, this section of the paper deals with the possibilities to manage the current instable system of public administration, the negative political influence, the economic argument for effective reforms, alternatives and the measures needed for strengthening the state structure through reforms and new arrangements that would include economic development. According to the European Commission report (2010) 7, in regards to the sector of public administration, the reforms in this sector are crucial and “top priority” of the European partnership”, suggesting that there has been some advancements in regards to the reforms. Further on, the “resources have been allocated for conducting the reforms but the resources for the necessary requirements are insufficient in terms of entities and cantons, except Brcko district. In addition, there is no, or limited state capabilities to have an impact on this process” adding that political will and more funds are crucial for this arrangement and the success for the reforms of public administration. The document further on suggests that the institutional and “administrative structure is still incapable to respond efficiently to the requests of the European integration” as well as confirming that “the state institutional structure is too big, divided…. and with no clear understanding of jurisdictions on different levels of the government”. Nevertheless, there has been certain development in terms of communication. A unique information system has been adopted for governing human resources. Naming of certain offices are still lacking due to political tension, which prove to be the main issue in fulfilling the reforms. Further on, due to a complex institutional structure, the report emphasizes the need for “transparent procedures of employment based on success and a system of modern career promotion.” Analyzing the report from a year ahead (2010)8 there is a noticeable difference and the lack of enthusiasm for further development. The document9 further states that although the “office of the Coordinator for reforms (PARCO) has enough human and financial resources for coordination and monitoring of the strategy… but on the entity and cantonal level... the resources are still insufficient “. Thus, a clear pattern of unwillingness and low state power and the lack of “executive jurisdiction” limit the success of the reform and the process of the strategy for reforms in the public administration sector. Further on, the report states that “Bosnia and Herzegovina has not witnessed any advancements in administrative (institutional) capacities” as well as the fact that the institutional structure is too “big, divided and with no clear control and jurisdiction overlapping” in terms of different levels of the government. It is necessary to highlight the inefficient development in terms of “professional and polities state administration” and continues to emphasize the issue of communication in terms of “unique information system for management of human resources” that the state has stopped using. Further “strengthening state institutions are made difficult with the development of polarized laws about state institutions in the Federation, where they predict the creation of new agency for state service on the cantonal level… that would cause more risks and further divide the system of state service throughout the country.”10 To conclude that, according to the report of the European Commission in 2011, there still lacks sufficient political will as well as coordination 7 European Commision „Report of the progress in Bosnia and Herzegovina 2010“, p.10, (accessed on http://ec.europa.eu/enlargement/pdf/key_documents/2010/package/ba_rapport_2010_en.pdf) 8 European Commision „Report of the progress in Bosnia and Herzegovina 2010“, p.10, (accessed on http://ec.europa.eu/enlargement/pdf/key_documents/2010/package/ba_rapport_2010_en.pdf) 9 Ibid 10 Ibid 4 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo structures for entities and cantons. The report suggests that new measures should be taken to overcome this issue in terms of a more “professional, responsible, transparent and efficient state service based on the professional criteria and responsibility.” Public Finances and the Administrative structure JospehStiglitz11 has defined the public finances as „the finances of the many that a small group of people deal with“. Of course, public finances are usually regarded as a discipline that secures the functioning of the state executive, legislative and judicial organs by providing the necessary financial requirements. Thus, the process of collecting public revenues, their distribution and spending or economic activity of the state is called public Finance. Politics of state income and expenditure of a country is a fiscal policy that governs how revenues will be collected and how it will be deployed. One of the most important issues is the amount of participation of public revenue and expenditure in total newly created values, ie. gross domestic product during the calendar year. Defining the term “public administration” regards the “implementation of government and public policies trough and academic study of preparing civil servants for working in public sector.”12As a "field of inquiry with a diverse scope" its "fundamental goal... is to advance management and policies so that government can function."13 For the purposes of this paper, according to FeridOtajagić, public administration would best be defined as: a) Natural activity carried out by various parties – functionally defining the concept of administration, and the type b) Type of organization - defining the concept of organizational management.14 The extent to which it points is called Fiscal burden and what is the ratio of all fiscal levies (taxes, contributions, tax, customs, etc.) in relation to the gross national product, and is expressed as a percentage of gross domestic products. After understanding the terminology in use, further assumption involving the reform would present in the field of public finances. Thus, the reform would involve the process of “harmonizing the creation of the budget on all levels of the government... in the next three years that at the same time presents a proposal for a global fiscal framework.” 15 Addressing the constitution of Bosnia and Herzegovina, authority has been provided for an internal organization within the entities and lower level of the government, each entity has been given the political “power” for internal organization for the government and institutions, thus the institutional structure and arrangements of each entity is different. Each administrative level of the government provides and governs within its own budget area16: “budget of the common institutions of B&H, the budgets of the entities of the Federation of Bosnia and Herzegovina and the Serbian Republic, the budget of the Brcko District, cantonal budgets and budgets of municipalities. Executive government institutions in Bosnia and Herzegovina Presidency of B&H (3), the Council of Ministers (the chairman and nine ministers) and deputies of the entity (RS president and two vice presidents, Federation - the president and two vice11 Joseph Eugene Stiglitz, (born February 9, 1943) is an American economist and a professor at Columbia University. 12Random House Unabridged Dictionary (accessed on http://dictionary.infoplease.com/public-administration) 13Eds Jack Rabin, W. Bartley Hildreth, and Gerard J. Miller.Handbook of Public Administration. 1989: Marcel Dekker, NY. p. 3 14FeridOtajagic, SavremeneTendencije u JavnojUpravi,AnaliPravnogfakulteta br.10, god. 5. (accessed on http://prf.unze.ba/v2/docs/anali/godina_5_broj_8/10%20Otajagic.pdf ) 15 Cenić, S. (2011). Budžet institucija Bosne i Hercegovine i međunarodnih obaveza Bosne i Hercegovine. Bosnia and Herzegovina: Friedrich-Ebert-Stiftung. Preuzeto 01.03 2013. iz http://www.fes.ba/publikacije/2012/Budzet/s_cenic.pdf, translated from Bosnian 16 ibid 5 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo presidents), government entities (RepublikaSrpska Prime Minister and 16 ministers, Federation - Prime Minister and 16 ministers), Canton (ten cantons of FB&H, 10 + 95 prime ministers) and the Brcko District (Mayor, Deputy coordinator and 10 heads of departments) and mayors (142 municipalities FBiH-79 + RS 63). Administrative and professional tasks performed by institutions of public administration at the state, entity, cantonal and local level. The executive power of the Brcko District made the mayor and heads of departments.”17 According to the statistics, World Bank document (February, 2012) “Bosnia and Herzegovina: Challenges and Recommendations for Reform - Public Expenditure and institutions, according to data during the reconstruction period (1996th to 2002nd)”18 Revenue growth after the introduction of VAT, the government in B&H have increased spending since 2007. Rapid increase in public spending, especially public sector and administrative institutional wages and cash transfers, resulted in a fiscally unsustainable situation, which has led to a recession in 2009, while public spending is again exceeded 50 percent of GDP (is around 53%). When addressing the issue of an unnecessary budget overload, according to the Agency for Statistics of B&H (Monthly Report, August, 2011)19 shows that the sector of public administration and defense - compulsory social insurance in B&H with 72,406 employees located at the third position in the number of employees, with the number of workers in this field increased by 2.3 percent compared with the same period last year. Of this number, 21,400 were employed in the institutions of Bosnia and Herzegovina. During the 2011th year, the salaries of the budget is expended the sum of 520 million marks, and for other expenses such as per diem or representations are 110 million marks from the budget. This is a significant budget burden which in the end proves to be one of the biggest consumers, not only in the state of B&H, but also in Europe (comparing the overall percentage of demography, financial data etc.) Conclusion Bosnia and Herzegovina has a specific and very complex constitutional and legal system which remains inefficient and is subject to different political and financial interpretations. Current constitutional system resulted in legal particularism and very complicated decision-making process at all levels of governance. All above mentioned has contributed to the delay in structural reforms and reduced the state capacity to make any progress. The existing situation can be overcome with a strategy of providing the state with more legitimate authority over other levels of governance and by redefining the most basic interests of the current constitutional system based on the Dayton agreement. Also the boundaries of state institutions that are smothering the financial, economic as well as the political system, there is a dire need for institutional reforms that would transfer the existing financial burden to efficient and more effective state governance. 17 18 ibid Izazovi i preporuke za reforme, Pregled javnih rashoda i institucija.(2012) World Bank Document. Preuzeto od http://siteresources.worldbank.org/INTBOSNIAHERZ/Resources/BHPEIR2012IzazoviPreporukeZa Reforme.pdf 6 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo References Cenić, S. (2011). Budžet institucija Bosne i Hercegovine i međunarodnih obaveza Bosne i Hercegovine. Bosnia and Herzegovina: Friedrich-Ebert-Stiftung. Preuzeto 01.03.2013 iz http://www.fes.ba/publikacije/2012/Budzet/s_cenic.pdf Commission, E. (2010). Report of progress in Bosnia and Herzegovina 2010. European Commission. Preuzeto od Eds Jack Rabin, W. B. (1989). Handbook of Public Administration. New York: Marcel Dekker. http://ec.europa.eu/enlargement/pdf/key_documents/2010/package/ba_rapport_2010_en.pd f Otajagić, F. (2005). Savremene Tendencije u Javnoj Upravi. Anali Pravnog Fakulteta br.10, 265-286. Robbers, G. (2007) Encyclopedia of World's Constitutions, Facts on File Inc, TheGeneral Framework AgreementforPeace in BosniaandHerzegovina Vijeće Ministara BiH(2004). Strategija reforme javne uprave u Bosni i Hercegovini. Bosna i Hercegovina: Vijeće ministara Bosne i Hercegovine. Preuzeto 24. 2 2013 iz www.parco.gov.ba World Bank Document (2012), Bosna i Hercegovina: Izazovi i preporuke za reforme, Pregled javnih rashoda i institucija.. Preuzeto od http://siteresources.worldbank.org/INTBOSNIAHERZ/Resources/BHPEIR2012Iz azoviPreporukeZaReforme.pdf 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1622 Title A name given to the resource Institutional Reforms as Requirement for Efficiency and Functionality in the Governance of Bosnia and Herzegovina Author Author BALIHODŽIĆ, Kemal ORUČ, Esad Abstract A summary of the resource. The aim of this paper is to emphasize the problems of state governance regarding constitutional structure of Bosnia and Herzegovina and economic inefficiencies as a consequence of an overloaded, jaded and complex state structure. In addition, the paper analyzed how the system can be accommodated to provide more state powers, credibility and accountability in regards to lower state levels to overcome and prevent bad business conditions, legal and political particularism. The institutional overlapping can be overcome with a strategy of providing the state with more legitimate authority over other levels of governance and by redefining the most basic interests of the current constitutional system based on the Dayton agreement. Thus, presenting valuable argument and solution for addressing institutional reforms and/for economic development. Keywords: State Governance, Institutional Reform, State Structure, Political System, Economic Development, Legal Particularism. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3 https://omeka.ibu.edu.ba/files/original/e799d733bc26b586b4beee2c27f91160.pdf d30e68d118b00816d4ee8330130a621f PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo ECER, H. Ferhat (2004) Yüksek Lisans Tezi “Entelektüel Sermayenin Firma Değeri Üzerindeki Etkisi ve Ekonometrik Bir Analiz”. HATİBOĞLU, Z. (1986) “İşletmelerde Stratejik Yönetim” İstanbul: İrfan Yayıncılık. KÖSE & AKGÜN (2004) “Süleyman Demirel University’s 10. Year Gift”. Isparta. Süleyman Demirel University's Strategic Plan (2011). Isparta. TUIK (2011) Adrese Dayalı Nüfus Kayıt Sistemi Veri Tabanı. World Commission on Environment and Development (WCED, 1987) “Our common future” Oxford: Oxford University Press, p. Institutionalization In Hotel Management And An Applied Study On Cappadocia’s 4 And 5 Star Hotels Mustafa Caliskan, Hayrullah Cetin Nevsehir University, Nevsehir, Turkey 1.INTRODUCTION In the simplest terms, institutionalization means that the specific rules are to be valid in all the relevant issues. In other words, certain rules are dominated in all of the social processes such as from the one’s individual life to the family life and to the institutions and organizations, societies, and inter-communal relations. Institutionalization is not just a question of top management. A general management philosophy covering the entire of the enterprise is a corporate culture.The decision or personal behavior of salesman working at the endpoint of organization is an indication of the level of institutionalization of the company. Recently, it is seen that many enterprises enter into the process of institutionalization so that they have more stable and more planned growth path. The most important element of the tourism sector is the hotel enterprise. Revealing that hotel enterprises give importance to which points to institutionalization and determining the viewpoint of them on the institutionalization constitute the basic question of the study. In the study, primarily by considering the institutional framework; institutionalization term, principles, the importance of institutionalization in terms of hotel enterprises and the concept 141 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo of institutionalization in terms of employees are discussed. Then, a survey for the hotels the Cappadocia has been practiced. Keywords: Institutionalization, Institutionalization in Tourism. Purpose Of The Study, the purpose of this study is to determine the level of institutionalization of the hotel enterprises operating in the tourism sector - one of the main sectors of the economy- and to make an assessment of perception about institutionalization of those working in the hotel enterprise. Due to that, the study aims to show the emphasis on the issue of institutionalization of the hotel enterprise offering accommodation services in tourism sector, it can be defined as setting out the current situation (descriptive). Overview Of The Research, the overview of the research consists of 4 and 5 stars hotel enterprises in Cappadocia. For the study, fourteen hotels have been reached. Three hotels haven’t participated in the study. A questionnaire consisting of 375 questions were distributed eleven hotels participating in the study. 175 questionnaires have been taken back within 10 days. 141 of them have been evaluated. 34 questionnaires haven’t been suitable for further evaluation. 1.1. Literature Rewiev 1.2.The Notion Importance and Principles of Institutionalization Institutionalization is a process of composing literal norms and currencies for the aim of accruing of generally wanted to be reached targets, being carried out the system of coordination and control, making an organization attuned to internal and external environment. (Baran, 2000: 6-7)In other words, it is something that definite rules dominate in all of the social processes from individual life of a person to his/her domesticity, agency and institute, communities and inter-societal relations. (Fındıkcı,2005:82) In the simplest term, it means that definite rules relating to every kind of issue are valid. Expressing it as a process, institutionalization can be defined as a series of a complement of activities that have a work environment composed which is accepted by everybody and based on the rules derived from the involvement of staff members working both at the top and at the bottom level for firms’ reaching their pre-determined aims. (Ak, 2010: 37) Institutionalization emerges by starting to be implemented similarly by the followers of actions which are became a pattern by various actors. As long as the actions became a pattern show similarity, a corporate identity is formed. (Berger and Luckmann, 1976,72). Institutionalization of a firm reflects the resistance against this firm’s illiberality culture. (Selznick, 1996: 271) 142 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In Turkey, institutionalization is perceived as administrative efforts aimed at turning into organizations which are estranged from selfhood while determining the responsibilities, conducting the business and prioritize persistence. (Yildirim, 2011:190). Chief aim of institutionalization is that the firms become independent of individuals (boss, administrator, core personnel, etc.) and their fulfilment method depending on their own talents. Institutionalization means that a firm is able to become a system. Corporate Governance is a system where firms are controlled, leaded in an economical and social system, and firms’ administration and organizational structure are arranged. (Korkmaz and others, 2012:5) Corporate Governance could be carried out when a corporation management is subjected to a set of principles determined in accordance with legislations and market laws after moving exactly away current conflicts of interest. That is, carrying out corporate governance is possible by acting according to these principles. In Turkey, Capital Markets Board of Turkey determined the framework of institution management through the criteria specified by OECD. According to Corporate Governance Association, main principles of corporate governance having universal acceptance and validity are fairness, accountability, transparency and liability. (www.tkyd.org/tr) 2.Importance of Institutionalization in Hotel Management Institutionalization capability of private sector enterprises operating in an area plays a fundamental role in effectuation of development objective of the area. So long as enterprises are institutionalizing, they develop a certain character and distinctive capabilities. Institutionalization of enterprises increases their capacity, makes them grown and lived long standing. Institutionalization is essential for fulfilment of enterprise objective systematically, creating an original identity, developing stable administration policies, and especially legitimating of enterprise asset. Enterprises should review, harmonize their structuring persistently according to requirement of the present and, if it needs, start the right changing. Apart from the changing, enterprise creating its own identity lies behind being able to success the institutionalization. Institutionalized enterprises providing with the economic value to their areas is increasing. In addition to supplying with principally the accommodation requirement of their clients, hotel operations are facilities involving in auxiliary and supplementary units for catering and entertainment, etc. requirements. The importance of institutionalization activity in hotels is increasing gradually because of the reasons such as customer expectations, conditions of competitions, development of technology and the obligation of hardening between customer orientation and cost-orientation. Even though the economy of Cappadocia Region is predominantly based on agricultural sector, the agricultural sector is a subject of national economy from the point of the region. Cappadocia is known as a tourism region in international community. Cappadocia is in line for growing in tourism with its uncommon geographical features. The institutionalization level of the hotels, especially four and fivestar, operating in this region will raise their contributions to regional economy. 143 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.1.Institutionalization From The View Of Labour Force Of Enterprise Nowadays in work life qualities of serving or property that is understood as institution policy, are concepts like quality in workers’ manufacture who work in enterprise and quality in their relation (professionalism) and generally making investment in society for people, for customer and reputation. Corporate mentality, institutional action, motivation, communication, determining method of management and relation between management and workers are very important indicators of institutionalization. These assets are heightening the importance of corporate governance and institutional constituent on workers more and more. (www.isletmeportali.com). In an institutional constitute development and sustainability is being possible with the action of constituted work, not with the format of work. Also efficiency of institutionalization is important for enterprise from the view of human resource, which is very important capital for enterprise. In this regard institutional administrative mentality and action have an important and efficient result on workers. Managers should try to ascertain their company’s priorities together with workers’ participate and they should try to be understood and accepted all these priorities by all workers. Otherwise the workers’ aim and association’s aim will be differed. So, desired output and desired participation cannot be achieved. (Korkmaz and others, 2012:5). It is certain that institutionalized company is preferred by the workers qualified and with high performance. Workers’ education and expressing their ideas freely can be possible in institutionalized governance enterprise. An administrative mentality in which workers are able to defence their idea freely can make workers take part in decision making process more active. One of the important factor in workers’ motivation, more important than money, is the environment that they can improve themselves. So, enterprises which can apply the institutional management in the proper sense can have more qualified human resource. 3.Problem statement The research attemps to make an assessment as to what extent have institutionalization and the attached importance reached in hotel enterprises providing service in the field of tourism, one of the main sectors of economy. Purpose Of The Study, the purpose of this study is to determine the level of institutionalization of the hotel enterprises operating in the tourism sector - one of the main sectors of the economy- and to make an assessment of perception about institutionalization of those working in the hotel enterprise. Due to that, the study aims to show the emphasis on the issue of institutionalization of the hotel enterprise offering accommodation services in tourism sector, it can be defined as a description, setting out the current situation. 144 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 4.Research Methodology Firstly, domestic and foreign literature related to the institutionalization has been inquired. After examining the literature, a questionnaire has been prepared to gather information in the light of the information obtained. In this way, a questionnaire has been prepared for those working in hotel enterprises. With the aim to learning what those working hotel enterprises think about the institutionalization and determining the effects of institutionalization in the hotel enterprises on the workers, such a questionnaire has been prepared. The questionnaire prepared for the hotel enterprises consists of two chapters. The first chapter consists of six closed-ended questions in order to determine of the demographic characteristics of people working in hotel enterprise and reveal a relationship with the hotel enterprise. The second chapter consists of twenty questions in order to determine the level of institutionalization approach in the enterprise of those working in the hotel enterprise and the behavior of entrepreneurs in the process of institutionalization. Those working in the hotel enterprise have been kindly asked to answer as “yes” or “no” with the twenty questions in the second chapter. 4.1.Findings The reliability test of the study has been made and it is concluded that reliability of the survey is 85%. In the evaluation of questionnaires, status determination has been made using SPSS 17 statistical package program. When we beware of the briefs to the analysis of questionnaire; According to the survey results, in the first question it is seen that the opinions of the employees weren’t asked. In the second question, employees expressed that there is an enterprise constitution. In the third question, in-hotel permissions were seen as arranged without conforming to the rules. When it is evaluated with the second question, a contradiction emerges. It is understood that enterprise constitution doesn’t run in practice. According to the results,in the forth question the enterprises get consulting service from outside. In the fifth question, employees are aware of the conflict between the family members. When we evaluate this question with the working hours, it is viewed that the more working hours increase, the more employees become aware of the conflict between the family members. In the sixth question, employees expressed that decisions are taken by only one of the family members. In the seventh question, in terms of the findings, it is understood that the founder of the hotel made an effort for development of employees. In the eightth question, 75 percent of the employees stated that they know the person who will take the place of the founder of the hotel in the event of quitting of him. In the ninth question, 84.4 percent of the employees know the in charge in the hotel. 145 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In the tenth question, It is seen that the employees solve their problem by getting information from just one person. In the eleventh question, according to 74.5 percent of the employees, anyone doesn’t interfere in scope of authority and responsibility of each other. In the twelveth quesiton, according to 75 percent of the employees, it was expressed that the administrators who are not family members bear so called responsibility and authority. In the thirteenth question, in as much as the results, 79.4 percent of the employees expressed that suggestions and opinions are discussed by conducted a meeting in their working sections. In the fourteenth question, most of the employees find the quality of provided service high. In the fifteenth question, 71.2 percent of the employees know that sales volume of the hotel accrued in proportion to the previous year. In the sixteenth question, 76.6 percent of them know the new service project of the hotel. In the seventeenth question, 83 percent of the employees expressed that they are in accordance with the environment of the hotel that they work. In the nineteenth question, most of the employees said that the hotel that they work took part in a social responsibility project. In the last question, 75.2 percent of them stated that the result related to the hotel was shared by everybody. 4.1.1.Summary of Findings 4 Stars hotels in Cappadocia Region are more institutionalized than 5 stars hotel in that region. It is understood that, when 5 stars hotels got the fifth star, they gave up institutionalization process. 4 stars hotels are keeping on institutionalization process. The Most Important Limitation Of The Study is that the study cannot do with managers and business owners. Because, they rejected to do it. So, it became difficult to collect owner and manager opinions to our research. 5.CONCLUSION Tourism sector consists of many components. But the most important component is hotel management. Hotel managements should give up traditional management styles. In every respect, hotel managements should implement modern management styles for tourism sector and economic system. This will lead to better results. One of this management styles is intuitionalism. Intuitionalism is very important concept as without it or by neglecting it, managements may lose their rivalry position. Hotels participated to the questionnaire though believe in intuitionalism, it is observed that they still have deficiencies. During questionnaire period, hotel founder and managers didn’t 146 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo accept our invitations to take the survey so this indicated that hotel managements should implement severe institutionalization practices (precautions). In this respect, managers and owners should attend the conferences and should observe the successful applications in other institutions. Employees should constantly be involved in in-service programs, so it helps to the employees, attending decision period, finally they can easily make some decisons. In conclusion owners, managers and employees should cooperate and should be in communication all the time. This is an important step towards intuitionalism. Criteria about distribution of work, authority and responsibilities, employing procedures, appointment, and promotion should be by the institution rules and be independent of individual factors. REFERENCES AK G. B. (2010). Aile İşletmelerinde Kurumsallaşmanın İşletme Başarısına Olan Etkileri: Aydın İlinde Faaliyet Gösteren Aile İşletmeleri Örneği, Adnan Menderes University, Social Sciences Institute, Phd Thesis, Aydın. BARAN. Y, (2000).“Kurumsallaşma İle Örgüt Kültürü Arasındaki İlişki”, İ.Ü. Social Sciences Institute, Management Faculty. BERGER, P. L. ve LUCKMANN, T. (1976). The Social Construction of Reality A Treatise in the Sociology of Knowledge, Penguin Books Ltd., Middlesex. FINDIKCI, I. (2005), Aile Şirketleri, İstanbul: Alfa Books. KORKMAZ M, SAVAS, K. ve YAHYAOGLU, G. (2012) Kurumsal Aile İşletmelerinde Stratejik Yönetimin Çalışanlar Üzerinde Etkisi Üzerine Bir Çalışma, Academic Wiev Magazine, V: 28, Kirgyzistan. SELZNICK, P. (1196). Institutionalizm, Old & New, Administrative Science Quartely, Volume 41, Number 2 , June. YARAR, O. (2008), Kurumsallaşma Ve Markalaşma, İstanbul İlindeki Özel Hastaneler Üzerinde Bir Araştırma, İstanbul University, Social Sciences Institute Phd Thesis, İstanbul. YILDIRIM, S. (2011). Kurumsallaşamayan Aile Şirketlerinde Pazarlama Sorunları Üzerine Nitel Bir Çalışma, Kocaeli University, Social Sciences Institute Magazine, V: 2 N:185-202 http://www.isletmeportali.com/konular/yonetim-ve-organizasyon/kurumsallasma-4.html (10 April 2012 http://www.tkyd.org/files/downloads/basin_odasi/tkyd_makaleleri/murat_dogu_23 ( 10 April 2012) 147 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1108 Title A name given to the resource Institutionalization In Hotel Management And An Applied Study On Cappadocia’s 4 And 5 Star Hotels Author Author Mustafa, Caliskan Abstract A summary of the resource. In the simplest terms, institutionalization means that the specific rules are to be valid in all the relevant issues. In other words, certain rules are dominated in all of the social processes such as from the one’s individual life to the family life and to the institutions and organizations, societies, and inter-communal relations. Institutionalization is not just a question of top management. A general management philosophy covering the entire of the enterprise is a corporate culture.The decision or personal behavior of salesman working at the endpoint of organization is an indication of the level of institutionalization of the company. Recently, it is seen that many enterprises enter into the process of institutionalization so that they have more stable and more planned growth path. The most important element of the tourism sector is the hotel enterprise. Revealing that hotel enterprises give importance to which points to institutionalization and determining the viewpoint of them on the institutionalization constitute the basic question of the study. In the study, primarily by considering the institutional framework; institutionalization term, principles, the importance of institutionalization in terms of hotel enterprises and the concept of institutionalization in terms of employees are discussed. Then, a survey for the hotels the Cappadocia has been practiced. Keywords: Institutionalization, Institutionalization in Tourism. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/623529495d5e288c303e6f8d79509926.pdf 0944b02593f960a963a86723e5207eae PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo INSTRUCTIONAL ASPECTS OF ESL/BILINGUAL EDUCATION PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Dr. Volkan Cicek Faculty of Education Ishik University, Iraq volkancicek@gmail.com Abstract: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.. Key Words: English as a Second Language, Bilingual Education, Modifications, Accommodations, Regular and Specific Class Settings, Standardized Testings, Holistic Rating Components Basis Basis for Instructional Services English language learners come from a variety of language backgrounds, cultures, and educational settings. Some are born in the U.S. and educated here from kindergarten on, while others are immigrants who may be in any grade when they arrive in the U.S. Immigrant students come to the U.S. with varying knowledge of the English language. They also have widely differing educational backgrounds. Some immigrants have had excellent academic preparation; others have had only limited prior school experience. Ensuring the academic success of ELL(English Language Learner)s is a national concern. While some U.S. schools have well-established programs that help second language learners reach their full potential, other schools need to take steps to effectively address the special needs of this student population. Effective instructional programs enable ELLs who have a solid academic foundation to stay in step academically as they learn English. Effective programs also intervene quickly on behalf of students who enter the U.S. with limited prior schooling. Due to differences in instruction it is essential for decisions concerning instruction and assessment for LEP students to be made on an individual basis. Objectives The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. Bilingual education and English as a second language programs shall be integral parts of the total school program. Such programs shall use instructional approaches designed to meet the special needs of limited English proficient students. The basic curriculum content of the programs shall be based on the essential skills and knowledge. Legally Enforced Instructional Standards for ESL/Bilingual Education As stated in Chapter 74 of title relating to Curriculum Requirements in bilingual education programs using Spanish and English as languages of instruction, districts shall use state-adopted English 1226 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process; in addition, districts may use other curriculum adaptations which have been developed. The bilingual education program shall address the affective, linguistic, and cognitive needs of limited English proficient students as follows; Affective: Limited English proficient students shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language and in English which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall address the history and cultural heritage associated with both the students' home language and the United States. Linguistic: Limited English proficient students shall be provide d instruction in the skills of comprehension, speaking, reading, and composition both in their home language and in English. The instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher order thinking skills in all subjects. Cognitive: Limited English proficient students shall be provided instruction in mathematics, science, health, and social studies both in their home language and in English. The content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher order thinking skills in all subjects. ESL programs shall be intensive programs of instruction designed to develop proficiency in the comprehension, speaking, reading, and composition in the English language. In prekindergarten through Grade 8, instruction in English as a second language may vary from the amount of time accorded to instruction in English language arts in the regular program for non-limited English proficient students to a full-time instructional setting utilizing second language methods. The language proficiency assessment committee may recommend appropriate services that may include content courses provided through sheltered instructional approaches by trained teachers, enrollment in English as a second language courses, additional state elective English courses, and special assistance provided through locally determined programs. Districts shall use state-adopted English as a second language instructional materials and supplementary materials as curriculum tools. In addition, districts may use other curriculum adaptations which have been developed. The district shall provide for ongoing coordination between the English as a second language program and the regular educational program. The English as a second language program shall address the affective, linguistic, and cognitive needs of limited English proficient students as it is the case for bilingual education with the sole difference that all instruction is in English language for ESL students. In subjects such as art, music, and physical education, the limited English proficient students shall participate with their English-speaking peers in regular classes provided in the subjects. The district shall ensure that students enrolled in bilingual education and English as a second language programs have a meaningful opportunity to participate with other students in all extracurricular activities. Except courses of art, music, and physical education, English as a second language strategy, which may involve the use of the students' home language, may be provided in any of the courses or electives required for promotion or graduation to assist the limited English proficient students to master the essential knowledge and skills for the required subject(s). The use of English as a second language strategy shall not impede the awarding of credit toward meeting promotion or graduation requirements. Instructional Implementations Modifications Modifications for ESL students in regular class settings are determined and notified by LPAC, which are usually categorized as follows; Pacing     Avoid any assignments requiring copying (writing in a timed situation) Shorten/lengthen time required for each task Give work in smaller amounts Reduce length of exams or allow more time for completion of exams Methods      Set special needs student close to you so that you can supervise his/her activity Pre-teach vocabulary Ask questions requiring short answers Let student do written assignment on computer Reduce distractions 1227 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo            Assign tasks at the appropriate level (lower difficulty) Reduce distractions Assign tasks at the appropriate level (lower difficulty) Reduce reading level of the regular assignment (reword, paraphrase, edit, etc.) Let the student type, record, or give answers orally instead of writing them Let student copy from a card or teacher‘s manual instead of from the blackboard Provide alternative methods in completing assignments: o Buddy system within the classroom (reading/writing assistance, etc.) o Older student, volunteer tutoring, or teacher aide assistance Avoid penalizing for spelling errors Provide tactile aids to spelling (letters of sandpaper, slat box, etc.) Exam modifications o Reduce the length of the regular exam o Use objective term o Give same exam orally o Grade on basis of individual achievement/ability Individual grading Materials        Use concrete materials to provide additional cues (manipulative, pictures, etc.) Use visuals when possible (charts, slides, films, maps, handouts, demonstrations) Use audio materials (tapes, records, films, etc.) Highlight textbooks and materials Use-adapted textbooks if available Weighted scores (ex. Daily work given heavier weight than tests) Modify and/or limit paper/pencil tasks Standardized Testing of Eligible LEP Students LAT (Linguistically accommodated testing) The LAT process enables eligible immigrant ELLs to be assessed with linguistic accommodations that help them better understand the language used on the tests. LAT administrations are available for  Grades 3–8 reading and grade 10 ELA  Grades 3–8 and 10 mathematics  Grades 5, 8, and 10 science Linguistics Accommodations The linguistic accommodations used during LAT administrations must not include explanations, definitions, pictures, gestures, or examples related to mathematical or scientific terminology, concepts, or skills assessed because such accommodations would invalidate the test results. The test administrator must NOT provide any direct or indirect assistance or reinforcement that identifies or aids in the identification of the correct response to a test item. After a LAT administration, no discussion or scoring of test items is allowed at any time. Objective evidence is the information provided as the rationale on the Accommodation Request Form, and it clearly indicates why the student needs the accommodation. Strong objective evidence might include, but is not limited to, the following information:  Explanation of disability and how it relates to the requested accommodation,  Observational narrative describing how the student performs with and without the  Accommodation, and  Test scores with and without the use of the accommodation. An accommodation should not be provided simply as a matter of convenience, nor should it compromise the content being tested. It should be used only as a tool that is necessary to help ensure student success. Ongoing assessment of individual need should be part of every student‘s instructional program. 1228 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Linguistic Accommodations for LAT Reading Tests Indirect Linguistic Support A) Accommodation: Clarification of Test Directions Type of Assistance: The test administration directions may be translated, reworded, or repeated as needed to ensure understanding. B) Accommodation: Breaks at Request of Student Type of Assistance: Breaks during the test administration should be provided in accordance with the needs of the student. C) Accommodation: Testing over Two Days Type of Assistance: Students participating in LAT reading and ELA administrations are assessed over two days. The administration directions in the LAT test administrator manual specify where in each test to stop at the end of Day 1. Direct Linguistic Support A) Accommodation: Bilingual Dictionary Type of Assistance: Throughout the reading test, a student may use a bilingual dictionary to find the translation of words he or she does not understand. Paper and electronic bilingual dictionaries are permitted. Many English words have multiple meanings that may be unfamiliar to an ELL. For this reason, the test administrator may, upon request; help a student locate the applicable meaning/translation of a word in the dictionary if this type of assistance is part of regular classroom instruction. B) Accommodation: English Dictionary Type of Assistance: Throughout the reading test, a student may use an English dictionary, ESL dictionary, or picture dictionary. Paper and electronic dictionaries are permitted. Many English words have multiple meanings that may be unfamiliar to an ELL. For this reason, the test administrator may, upon request, help a student locate the applicable meaning of a word in the dictionary if this type of assistance is part of regular classroom instruction. C) Accommodation: Reading Aloud—Word or Phrase Type of Assistance: At the request of the student, the test administrator may read aloud words or phrases in selections or test items. Sentences and longer portions of text may not be read aloud. D) Accommodation: Reading Aloud—Entire Test Item Type of Assistance: At the request of the student, the test administrator may read aloud an entire test item (i.e., test question and answer choices). Voice inflection must be kept neutral during the reading of test questions and answer choices. E) Accommodation: Oral Translation—Word or Phrase Type of Assistance: At the request of the student, the test administrator may orally translate words or phrases in selections and test items that the student does not understand. The test administrator is not permitted to translate entire sentences, longer portions of text, or tested vocabulary words. F) Accommodation: Clarification—Word or Phrase Type of Assistance: At the request of the student, the test administrator may clarify the meaning of words and phrases in selections and test items that the student does not understand. The test administrator is not permitted to clarify the meaning of entire sentences, longer portions of text, or tested vocabulary words. Synonyms, definitions, explanations, pictures, and gestures may be used to provide clarification. Linguistic Accommodations for LAT Mathematics and Science Tests Indirect Linguistic Support 1229 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo First two Indirect Linguistic Support Accommodations for LAT Reading Tests, which are Clarification of Test Directions, and Breaks at Request of Student aforementioned above both apply to Linguistic Accommodations for LAT Mathematics and Science Tests with the same types of assistances. Direct Linguistic Support A) Accommodation: Linguistic Simplification Type of Assistance: A student may ask the test administrator to say in simpler language what a test question is asking. Test administrators may provide this assistance using simpler words, pictures, and/or gestures, as long as they do not define or explain mathematical or scientific terminology or a concept that the test question is assessing. Secure LAT linguistic simplification guides are provided to test administrators for use with this accommodation. The guides for English-version LAT tests provide suggested linguistic simplifications. For the test versions in both English and Spanish, the guides delineate which subject-area terms may not be simplified. At the request of the student, test administrators may provide additional allowable linguistic simplifications to meet the individual student‘s needs. B) Accommodation: Oral Translation Type of Assistance: At the request of a student, the test administrator may orally translate words, terms, phrases, and sentences that the student does not understand. The test administrator is not permitted to define or explain mathematical or scientific terms, concepts, or skills. The test administrator is permitted only to give the equivalent word or words in the other language. Examples: If a Spanish-speaking student asks what ―sodium‖ means in an item, the test administrator may say the equivalent term sodio. If the student asks what ―row‖ means in the context of rowing a boat, the test administrator may say remar. C) Accommodation: Reading (Decoding) Assistance Type of Assistance: At the request of the student, the test administrator may read aloud any words, terms, phrases, or sentences in the test question, prompt, or answer choices that the student is having difficulty reading, including terms directly related to the content being assessed. Reading assistance is allowable regardless of whether the student is using the English version or the Spanish version of the LAT test form. Note that all grade 3 students are permitted to request reading (decoding) assistance on the mathematics test. For grade 3 mathematics, it is not necessary to predetermine and document this as an accommodation. D) Accommodation: Bilingual Dictionary Type of Assistance: Students may use a bilingual dictionary to find the translation of words they do not understand. Paper and electronic dictionaries are permitted; however, bilingual dictionaries that contain explanations, definitions, pictures, or examples of mathematical or scientific terminology may not be used. Many English words have multiple meanings that may be unfamiliar to an ELL. For this reason, the test administrator may, upon request, help a student locate the applicable meaning (equivalent translation) of a word in the dictionary if this type of assistance is part of regular classroom instruction. Example: At the request of the student, the test administrator may identify which of several translations of ―due‖ in the bilingual dictionary fit the way the word is used in the test question. E) Accommodation: Bilingual Glossary Type of Assistance: Students may use locally developed or other customized bilingual glossaries to find the translation of words they do not understand. The glossary must not include definitions, explanations, examples, or pictures that will aid students in understanding the mathematical or scientific terms or concepts assessed. In the case of mathematical or scientific terms, only nativelanguage equivalents are allowed. Example: It would be appropriate to translate ―square inch‖ as pulgada cuadrada in Spanish in a bilingual glossary. It would not be appropriate to define what a square inch is or to include a picture of a square inch. F) Accommodation: English and Spanish Test Side by Side (Grades 3–5) Type of Assistance: For grades 3–5 mathematics and grade 5 science, a Spanish-speaking student may refer to both the English-version and Spanish-version LAT tests to enhance comprehension. If 1230 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo a student does not understand something in one language, the student may refer to it in the other language. English Language Proficiency Assessment System (TELPAS) TELPAS is prepared based on The ELPS (English Language Proficiency Standards) that includes cross-curricular second language acquisition essential knowledge and skills that teachers of all foundation and enrichment subject areas are required to teach ELLs. A key difference between TELPAS and standardized test, e.g., TAKS is that TELPAS measures reading ability according to distinct stages of second language acquisition, or English language proficiency levels. These proficiency levels, which are defined in the ELPS, allow a student‘s English reading ability to be measured according to a continuum of second language development. This proficiency continuum starts with an initial understanding of high-frequency English words and phrases and culminates with the ability to read and understand texts similar to those written for English-proficient students. Students new to the English language progress in a similar way through each stage of second language acquisition whether they are in elementary school or high school. Another key difference is that TELPAS assesses to a greater degree than standardized tests the ability to read and understand language used in core content areas such as mathematics and science. The domain of reading in grades 2-12 is assessed through a multiple-choice test. The grade clusters for the TELPAS reading assessments are grade 2, grade 3, grades 4–5, grades 6– 7, grades 8–9, and grades 10–12. TELPAS is composed of holistically rated assessments and multiple-choice tests. The TELPAS holistically rated assessments are based on student observations and written student work. These assessments are administered for:  Grades K–1 observational assessments in listening, speaking, writing, and reading  Grades 2–12 observational assessments in listening, and speaking  Grades 2-12 writing collections Types of Grades 2-12 Writing Collections Type 1: Basic descriptive writing on a personal/familiar topic Examples:  Writing about self, family, best friend, school, etc.  Describing what is seen in a picture, photo, piece of art, etc.  Comparing self to a friend or relative by describing the similar and different aspects  Comparing two friends, two pictures, two photos, two places or houses lived in, etc. Students shall be encouraged to include biographical information, physical traits, and personality traits. The writing collection should include a copy of any pictures used. Type 2: Writing about a familiar process Examples:  A daily routine (getting ready for school, what is done after school or on weekends)  How to prepare a familiar food or recipe (sandwich, taco, fruit drink, scrambled eggs)  How to play a familiar game or sport Type 3: Narrative writing about a past event Examples:  Stories based on something shown in a picture or pictures  Narratives about something that happened or that you did that was disappointing, unforgettable, surprising, interesting, unexpected, funny, unfair, etc.  Original stories composed in creative writing activities  Narratives about what was done this morning, yesterday, this weekend Students should be encouraged to write in as much detail as they can. The more vivid and detailed their narratives are, the more useful they will be in evaluating their vocabulary development, ability to narrate and describe using the past tense, and grasp of basic versus complex language structures. Narrative writing about a past event is required in each collection. Type 4: Reflective writing Examples:  A time when a lesson is learned, a problem is resolved with another person, etc. 1231 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo       What true friendship is, the importance of believing in self, setting goals, etc. What is liked and not liked, or would like to see changed about certain school rules or policies A person that is admired, a person who has influenced your life, etc. How first impressions of people can change What it was like to move to the United States, learn a new language, etc. Thoughts about the United States before moved in here compared to thoughts now Type 5: Extended writing on a topic from language arts Examples:  Reflective pieces linked to stories and literature read in class (for example, comparing events in a text with personal experiences; relating a character‘s conflict in a text to a personal experience, experience of a friend, experience of a relative, etc.)  Describing and analyzing a change that a character undergoes  Comparing story variants, a movie and novel based on the same story, etc. Type 6: Academic writing from science, mathematics, or social studies This type of writing should give students the opportunity to write connected paragraphs using the academic/abstract vocabulary and language structures needed for developing academic language proficiency in these subject areas. Academic writing tasks for less proficient students should be appropriately adapted for their level. Two samples of this type of writing are required in each collection. Examples from science:  Explaining a scientific process that is learned about  Explaining the steps in an experiment or scientific investigation that is done  Writing about something learnt in science class  Writing about something that is difficult or easy to learn and why  Writing about why lab rules are important  Writing about how to use a certain device or piece of science equipment  Writing about something liked or not liked to do in science class Examples from mathematics:  Writing about a way using mathematics outside of school  Explaining the steps used in a mathematical process.  Writing about something learnt in math class  Writing about something that is difficult or easy to learn and why  Writing to reflect the thinking done to solve a problem  Writing about something liked or not liked to do in math class Examples from social studies:  Writing about a historical figure, the person‘s contributions or significance, etc.  Writing an expository piece about an important historical or current event  Writing about something learnt in social studies class  Writing about something that is difficult or easy to learn and why  Defending a point of view about a governmental policy or controversial issue  Writing a persuasive piece to influence a change in policy or law  Writing about something liked or not liked to do in social studies class TELPAS Rating The TELPAS rating process calls for raters to consider both the social and academic language proficiency of students. Second language learners who can engage in everyday, casual interactions have not necessarily developed the command of English needed for the ongoing learning of new and often complex academic concepts. The TELPAS English language proficiency continuum focuses on both a student‘s ability to use English to interact with others and to use English as a medium for learning. Academic language proficiency is not the same as academic achievement but is an essential component of academic achievement. English language learners who have academic language proficiency can understand and use the English needed for effective participation in regular, all-English instructional settings. 1232 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Students rated beginning demonstrate little ability to understand and use the English language. They may know a little English but not enough to function in ―real-world‖ or ―authentic‖ social or academic settings. Students rated intermediate have some ability to understand and use English. They can function in real world social and academic settings when the language tasks involve simple language structures and high frequency English vocabulary within routine contexts. Students rated advanced have the ability to understand and use grade-appropriate English, although with supports that address their linguistic needs. Advanced students function beyond the level of simple, routinely used English. They have a sufficient command of the English language to engage in gradeappropriate academic tasks as long as linguistic supports are provided. Students rated advanced high have the necessary levels of social and academic English language proficiency to participate in grade-appropriate academic instruction in English with only minimal linguistic support. Observing Students Listening There are many settings in which to gather information about an individual student‘s English language listening proficiency level. How well the student understands the English he or she hears shall be reflected during activities such as:  reacting to oral presentations  responding to text read aloud  following directions  cooperative group work  informal, social discourse with peers  large-group and small-group interactions in academic settings  one-on-one interviews  individual student conferences Listening/Beginning Level Beginning English language learners (ELLs) have little or no ability to understand spoken English used in academic and social settings. These students:  struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports (e.g., visuals, slower speech and other verbal cues, gestures)  struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs  may not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues. Listening/Intermediate Level Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students:  usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations (e.g., visuals, slower speech and other verbal cues, simplified language, gestures, pre-teaching to preview or build topic-related vocabulary)  often identify and distinguish key words and phrases necessary to understand the general meaning(gist) during social and basic instructional interactions that have not been intentionally modified for ELLs  have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech. Listening/Advanced Level Advanced ELLs have the ability to understand, with second language acquisition support, gradeappropriate spoken English used in academic and social settings. These students:  usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding  understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs  occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear 1233 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Listening/Advanced High Level Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students:  understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with only occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used  understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions  rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear Speaking There are many settings in which to gather information about an individual student‘s English language speaking proficiency level. How well the student speaks English shall be reflected during activities such as:  cooperative group work  oral presentations  informal, social discourse with peers  large-group and small-group interactions in academic settings  one-on-one interviews  classroom discussions  articulation of problem-solving strategies  individual student conferences Speaking/Beginning Level Beginning English language learners (ELLs) have little or no ability to speak English in academic and social settings. These students:  mainly speak using single words and short phrases consisting of recently practiced, memorized, or highly familiar material to get immediate needs met; may be hesitant to speak and often give up in their attempts to communicate  speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including keywords and expressions needed for basic communication in academic and social contexts  lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material  exhibit second language acquisition errors that may hinder overall communication, particularly when trying to convey information beyond memorized, practiced, or highly familiar material  typically use pronunciation that significantly inhibits communication Speaking/Intermediate Level Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students:  are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning  speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail  exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense • exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English  use pronunciation that can usually be understood by people accustomed to interacting with ELLs Speaking/Advanced Level Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students:  are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning 1234 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo     discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions may mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs Speaking/Advanced High Level Advanced high ELLs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students:  are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses  communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native Englishspeaking peers  can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers  make few second language acquisition errors that interfere with overall communication  may mispronounce words, but rarely use pronunciation that interferes with overall communication Reading Reading observations are performed only for Kindergarten thru 1 st grades since 2nd thru 12th grades are assessed via online multiple choice reading tests. Reading (K–1 Only) The reading rating will be based on observations of the student‘s reading during language and literacy instruction and in other academic settings. The rater should also consider informal and spontaneous reading that occurs naturally, such as when a student reads bulletin boards, labels, and other environmental print around the classroom and school. How well each student understands the English used shall be reflected during activities such as:  paired reading  sing-alongs and read-alongs, including chants and poems  shared reading with big books, charts, overhead transparencies, and other displays  guided reading with leveled readers/text  reading subject-area texts and related materials  independent reading  literature circles  cooperative group work  reading response journals  sustained silent reading Reading (K–1 Only)/Beginning Level Beginning English language learners (ELLs) have little or no ability to use the English language to build foundational reading skills. These students:  derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are– read in short ―chunks‖ – controlled to include the little English they know such as language that is high-frequency, concrete, and recently practiced– accompanied by ample visual supports such as illustrations, gestures, pantomime, and objects and by linguistic supports such as careful enunciation and slower speech  begin to recognize and understand environmental print in English (e.g., signs, labeled items, names of peers, logos)  have difficulty decoding most grade-appropriate English text because they – understand the meaning of very few words in English – struggle significantly with sounds in spoken English 1235 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo words and with sound-symbol relationships due to differences between their primary language and English Reading (K–1 Only)/Intermediate Level Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students:  demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include – predictable story lines – highly familiar topics – primarily high-frequency, concrete vocabulary – short, simple sentences – visual and linguistic supports  regularly recognize and understand common environmental print in English (e.g., signs, labeled items, names of peers, logos)  have difficulty decoding grade-appropriate English text because they– understand the meaning of only those English words they hear frequently – struggle with some sounds in English words and some sound-symbol relationships due to differences between their primary language and English Reading (K–1 Only)/Advanced Level Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students:  demonstrate comprehension of most main points and most supporting ideas in gradeappropriate stories read aloud in English, although they may still depend on visual and linguistic supports to gain or confirm meaning  recognize some basic English vocabulary and high-frequency words in isolated print  with second language acquisition support, are able to decode most grade-appropriate English text because they – understand the meaning of most grade-appropriate English words – have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English Reading (K–1 Only)/Advanced High Level Advanced high ELLs have the ability to use the English language, with minimal second language acquisition support, to build foundational reading skills. These students:  demonstrate, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, comprehension of main points and supporting ideas (explicit and implicit) in grade-appropriate stories read aloud in English  with some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers  with minimal second language acquisition support, have an ability to decode and understand grade-appropriate English text at a level nearly comparable to native English-speaking peers Writing Districts are not required to assemble writing collections for students enrolled in grades K–1. The rating of writing for students enrolled in grades K–1 will be based on classroom observations. Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples from mathematics, science, or social studies. In assembling a collection, writing samples that reflect the student‘s proficiency level shall be chosen, and samples that interfere with the ability to rate the student effectively shall be avoided; some may be linguistically complex for students at lower proficiency levels to address, others may be appropriate for students at lower levels of proficiency but may not be challenging enough for students at higher proficiency levels. For example, an early intermediate writer whose collection contains mainly abstract or academically complex writing assignments may appear to be at a beginning level because the student is not given enough opportunity to demonstrate the ability to write in simple sentences using high-frequency, everyday English. On the other hand, an advanced high writer whose collection contains too many assignments that elicit undetailed responses or social language may appear to be at a lower proficiency level because the assignments do not elicit the ability to use academically complex, abstract English to give precise and detailed explanations. Writing (K–1) 1236 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo For kindergarten and grade 1, the writing rating will be based on observations of the student‘s writing during language and literacy instruction and in other academic settings. How well each student writes in English shall be reflected during activities such as:  journal writing for personal reflections  shared writing for literacy and content-area development  language experience dictation  organization of thoughts and ideas through prewriting strategies  publishing and presenting  making lists for specific purposes  labeling pictures, objects, and items from projects  cooperative group work  first drafts  revising and editing skill application Writing (K–1) / Beginning Level Beginning English language learners (ELLs) have little or no ability to use the English language to build foundational writing skills. These students:  are unable to use English to explain self-generated writing(e.g., stories they have created or other personal expressions),including emergent forms of writing (pictures, letter-like forms, mock words, scribbling, etc.)  know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language  cannot express themselves meaningfully in self-generated, connected written text in English beyond the level of high-frequency, concrete words, phrases, or short sentences that have been recently practiced/memorized  may demonstrate little or no awareness of English print conventions Writing (K–1) / Intermediate Level Intermediate ELLs have a limited ability to use the English language to build foundational writing skills. These students:  know enough English to explain briefly and simply self-generated writing, including emergent forms of writing, as long as the topic is highly familiar and concrete and requires very highfrequency English  can participate meaningfully in grade-appropriate shared writing activities using the English language only when the writing topic is highly familiar and concrete and requires very highfrequency English  express themselves meaningfully in self-generated, connected written text in English when their writing is limited to short sentences featuring simple, concrete English used frequently in class  frequently exhibit features of their primary language when writing in English (e.g., primary language words, spelling patterns, word order, literal translating) Writing (K–1) / Advanced Level Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills. These students:  use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing  can participate meaningfully, with second language acquisition support, in most gradeappropriate shared writing activities using the English language  although second language acquisition support is needed, have an emerging ability to express themselves in self-generated, connected written text in English in a grade-appropriate manner  occasionally exhibit second language acquisition errors when writing in English Writing (K–1) / Advanced High Level Advanced high ELLs have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills. These students:  use English at a level of complexity and detail nearly comparable to that of native English-speaking peers when explaining self-generated writing, including emergent forms of writing 1237 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo   can participate meaningfully in most grade-appropriate shared writing activities using the English language although minimal second language acquisition support may be needed, express themselves in selfgenerated, connected written text in English in a manner nearly comparable to their native Englishspeaking peers Writing (Grades 2–12) For grades 2–12, the writing rating will be based on the student‘s writing collection, which should be representative of the writing the student does during language and literacy instruction and in a variety of academic content areas. Writing (Grades 2–12)/Beginning Level Beginning English language learners (ELLs) lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students:  have little or no ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction  lack the English necessary to develop or demonstrate elements of grade-appropriate writing (e.g., focus and coherence, conventions, organization, voice, and development of ideas) in English  Typical writing features at this level:  ability to label, list, and copy  high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, memorized, or highly familiar material; this type of writing may be quite accurate  present tense used primarily  frequent primary language features (spelling patterns, word order, literal translations, and words from the student‘s primary language) and other errors associated with second language acquisition may significantly hinder or prevent understanding, even for individuals accustomed to the writing of ELLs Writing (Grades 2–12)/Intermediate Level Intermediate ELLs have enough English vocabulary and enough grasp of English language structures to address grade-appropriate writing tasks in a limited way. These students:  have a limited ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction  are limited in their ability to develop or demonstrate elements of grade-appropriate writing in English; communicate best when topics are highly familiar and concrete, and require simple, highfrequency English  Typical writing features at this level:  simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English  high-frequency vocabulary; academic writing often has an oral tone  loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning  repetition of ideas due to lack of vocabulary and language structures  present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies  descriptions, explanations, and narrations lacking detail; difficulty expressing abstract ideas  primary language features and errors associated with second language acquisition may be frequent  some writing may be understood only by individuals accustomed to the writing of ELLs; parts of the writing may be hard to understand even for individuals accustomed to the writing of ELLs Writing (Grades 2–12)/Advanced Level Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition support is needed. These students:  are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction 1238 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo        know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar Typical writing features at this level: grasp of basic verbs, tenses, grammar features, and sentence patterns; partial grasp of more complex verbs, tenses, grammar features, and sentence patterns emerging grade-appropriate vocabulary; academic writing has a more academic tone use of a variety of common cohesive devices, although some redundancy may occur narrations, explanations, and descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or low-frequency vocabulary is required occasional second language acquisition errors• communications are usually understood by individuals not accustomed to the writing of ELLs Writing (Grades 2–12)/Advanced High Level Advanced high ELLs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support. These students:  are able to use the English language, with minimal second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction  know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English  Typical writing features at this level:  nearly comparable to writing of native English-speaking peers in clarity and precision with regard to English vocabulary and language structures, with occasional exceptions when writing about academically complex ideas, abstract ideas, or topics requiring low-frequency vocabulary  occasional difficulty with naturalness of phrasing and expression  errors associated with second language acquisition are minor and usually limited to lowfrequency words and structures; errors rarely interfere with communication Nonallowable Writing Collections  papers containing language directly copied from a textbook, lesson, or other written source o Students need to write using their own words.  papers in which the student relies heavily on a dictionary or thesaurus  papers that show a teacher‘s corrections  papers that have been polished through editing by peers, parents, or teachers  Students may revise their writing as long as the revisions are their own. It is natural for students to seek occasional assistance and guidance when writing. If you believe a student received too much assistance on a piece of writing, do not include it in the collection.  papers in which the student writes primarily in his or her native language o Even students at the beginning level should have five writing samples that show their ability to write in English. Samples written primarily in the native language should not be included.  worksheets or question-answer writing assignments  photocopies of state standardized test written compositions or responses to state standardized test open-ended questions  papers that are brief, incomplete, or obviously reflect writing that was rushed o Rushed pieces will not accurately portray the student‘s English language proficiency level. Students should be given plenty of time to complete the writing assignments. o Brief writing samples should not be included in the collections of students who are capable of extended writing. (It is to be expected that the limited English of beginning and lower intermediate students will cause some writing to be brief.) Conclusions and Recommendations US Kindergarten thru 12 Public School System is among the largest public school systems in the world with the most number of foreign students incorporated into the system each year. US public school system is a very dynamic system that is updated regularly with the latest findings in research done in 1239 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo many Colleges of Education throughout the country. Postgraduate research done in Educational Sciences in US is amongst the leaders of the world in terms of quality and quantity. Thus, it would be very reasonable to evaluate and try to adapt parts of this system as needed. Unlike systems of other sciences, which would need the appropriate infrastructure to adapt, educational systems are relatively easier to adapt due to little physical infrastructure involved. However, one cannot underestimate the human factor that is the readiness of the society, thus it would be a safe bet to say that adapting portions of such a system would be easier for smaller school systems. References LPAC Decision-Making Process Procedural Manual (2008), Texas Education Agency Student Assessment Division, pp. 14-16, 24, 32-35, 42, 49-50, 77. Standardized Test Accommodations Manual for Students Including General Education Students, Students Receiving Special Education Services, Students with 504 Plans, English Language Learners (2009), Texas Education Agency Student Assessment Division, pp. 14-15, 48-52, 61. Adaptations for Special Populations, Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students 19 TAC Chapter 89, Subchapter AA and BB (2007), US Division of Policy Coordination. Guidelines for Identification Process of Prospective LEP (Limited English Proficient) Students (2009), Harmony Science Academy ESL&SPED Services, pp. 2, 5. The English Language Proficiency Standards (ELPS) 19 Texas Administrative Code §74.4, Chapter 74, Subchapter A, English language proficiency level descriptors and student expectations for English language learners (ELLs) (2009), US Division of Policy Coordination TELPAS (Texas English Language Proficiency Assessment System) Rater Manual Grades K–12 Texas (2009), pp. 4, 38-42, 55-56. Student Testing Requirements, Subchapter A, General Provisions, §101.5, Texas Education Agency Student Assessment Division, http://www.tea.state.tx.us/rules/tac/chapter101/ch101a.html Commissioner‘s Rules Concerning the Participation of Limited English Proficient Students in State Assessments, Subchapter AA, §101.1001 Policy, English Language Proficiency Assessments, §101.1003, Texas Education Agency Student Assessment Division Role of the Language Proficiency Assessment Committee, §101.1005, Texas Education Agency Student Assessment Division Limited English Proficient Students at the Exit Level, §101.1007, Texas Education Agency Student Assessment Division Limited English Proficient Students at Grades Other Than the Exit Level, §101.1009, Texas Education Agency Student Assessment Division 1240 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 672 Title A name given to the resource INSTRUCTIONAL ASPECTS OF ESL/BILINGUAL EDUCATION PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Author Author Cicek, Volkan Abstract A summary of the resource. 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.. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/07860b1ad1ba6e5c09ebb108e7a3c1d0.pdf 6ed9dfaba1f7cfba38b72b874d5d16d7 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo INSTRUCTIONAL ASPECTS OF SPED PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Dr. Volkan Cicek Faculty of Education Ishik University, Iraq volkancicek@gmail.com Abstract: 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 Introduction According to The Individuals with Disabilities Education Act (IDEA) of US law, the term special education means specially designed instruction to meet the unique needs of a child with a disability. It is important to note that under this law;  Not all struggling learners have a disability.  A child with a disability who does not need special education services is not eligible for special education. In other words, there should be an educational need sourced by student‘s disability. Such an example is when a child‘s low achievement is caused by lack of appropriate instruction or Limited English Proficiency (LEP). Eligibility Categories There are 13 disability categories in special education: 1. Learning disability 2. Other health impairment 3. Speech impairment 4. Autism 5. Emotional disturbance 6. Orthopedic impairment 7. Auditory impairment 8. Visual impairment 9. Deaf-Blind 10. Mental retardation 11. Developmental delay 12. Traumatic brain injury 13. Non-categorical Early Childhood 1. Learning Disability (LD) 1241 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo LD is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, perform, or do mathematical calculations. The term includes such conditions as  perceptual disabilities,  brain injury,  minimal brain dysfunction,  dyslexia, and  developmental aphasia . The term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. Characteristics Researchers estimated that 90% of all children identified as learning disabled are referred for special education services because of reading problems. Approximately half of the students in special education receive services in the category of Learning Disability. Many students with learning disabilities show one or more of the following characteristics:  Deficits in written language  Underachievement in math  Poor social skills  ADHD  Behavior problems  And low-self- esteem. In addition to their academic and social-skills deficits, students with learning disabilities possess positive attributes and interests that teachers should identify and try to strengthen. Educational Approaches Best practice is characterized by explicit instruction, the use of content enhancements, and teaching learning strategies to students. Explicit instruction is unambiguous, clear, direct teaching of targeted knowledge or skills: Students are shown what to do, given frequent opportunities to practice with teacher feedback, and opportunities to later apply what they have learned. Content enhancements such as graphic organizers, note-taking strategies, and mnemonics help make curriculum content more accessible Learning strategies help students guide themselves successfully through specific tasks or general problems Ways the student learns best: Does he or she learn by hands-on practice, looking, or listening? Breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use textbooks-on-tape (available through Recording for the Blind and Dyslexic, listed under Organizations); letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. Dyslexia Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties such as inaccurate word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Characteristics Dyslexic students have  difficulty segmenting spoken words into individual sounds- mat; m-a-t.  difficulty in accurately decoding nonsense words.  difficulty in reading single words when they are not in context. Reading becomes extremely difficult and fluency is slow and inaccurate. Reading comprehension is difficult as well as learning the names of the letters and associated sounds. Spelling, rapid naming - vocabulary - and word findings are all difficult. Written composition, learning and saying the alphabet in correct sequence are very difficult. Three times as many boys as girls are affected, 1242 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bad spelling, problems remembering telephone numbers and appointments, and bad handwriting can also be signs of dyslexia, particularly in the many high-achieving dyslexics who have managed to compensate for their reading difficulties. Educational Approaches Teachers need to spend time with the dyslexic children in their classes and make an effort to help them. The most important thing to do is to be understanding and supportive. All successful dyslexics attribute their success to a crucial someone who believed in them when they were struggling in childhood. Students shall not be blamed or to be put pressure on for not achieving. They have to be explained that their dyslexia is a real physical condition, like deafness or having to wear glasses. To help the child distinguish between letters that confuse him, they have to be taught to begin writing each of the letters at a different point on the letter. Students identified as dyslexic may receive accommodations in classroom instruction and testing. These accommodations usually are;  Orally reading all proper nouns associated with each passage (from the state-supplied propernouns list) before the students begin individual reading  Orally reading all test questions and answer choices to students,  Extending the testing time over a two-day period. Eligible students should be tested individually or in small groups. 2. Other Health Impairment (OHI) OHI is defined as having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment adversely affecting a child's educational performance, that is due to chronic or acute health problems such as;  asthma,  attention deficit disorder (ADD)  attention deficit hyperactivity disorder (ADHD),  diabetes,  epilepsy,  a heart condition,  hemophilia,  lead poisoning,  leukemia,  nephritis,  rheumatic fever,  sickle cell anemia Characteristics Students with other health impairments may have limited mobility and may get tired easily, depending on their illness. They may appear inattentive, depending on their illness. They may experience social isolation due to stigma related to their illness and/or frequent absences. The student with ‗other health impairments‘ does not have the strength or alertness to keep up with their class. Common ‗other health impairments‘ on the reservations are asthma, ADD, ADHD and diabetes, less common health impairments are epilepsy, heart conditions, or hemophilia. OHI is basically caused by health problems and diagnosed by medical person, not school personnel. Educational Approaches Students may miss many days of school due to illness, so, accommodations should be made to keep students from falling too far behind, including sending work home and providing a tutor in the child‘s home or after school. Most students actually want to go to school, as they see it as a distraction from their illness and they need to socialize with their friends, attending school and being with their friends helps them to feel ―normal‖. If a student misses class a lot because she is sick, the teacher needs to change around the curriculum for her so she is not so far behind. She can receive lecture notes, videotaped lectures, or can use the Internet in researching topics from home. The teacher must also be aware of the student‘s physical condition and mental abilities, often students with health impairments do not have the same stamina as other students. They can be paired 1243 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo up with another student, given assignments that are shorter, or given more time to complete their work. They can use art instead of writing in an assignment if their writing abilities or other intellectual abilities have become limited. 3. Speech Impairment (SI) SI (A speech or language impairment) is a communication disorder such as  stuttering,  impaired articulation,  a language impairment, or  a voice impairment that adversely affects a student‘s educational performance. Students eligible for Speech Impairment (SI) usually receive speech therapy from a certified speech therapist (audiologist) or speech pathologist at certain times. Characteristics A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills; delays in speaking may be the first sign to parents that something might be wrong in their child's development. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case. Speech and language development is affected by the physical, cognitive, and sensory-motor characteristics of each child. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r." Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound. Educational Approaches As the child with specific speech and language difficulty may have additional difficulties which impact on his/her learning it is important that the child sits near the teacher. This will facilitate both teacher and child in utilising the prompts, cues or other strategies employed to engage the child. Before initiating a conversation it is important to make eye contact with the child. This will ensure to have his/her attention. Depending on the child‘s language difficulties it may be important to simplify language and using a slower speech rate. This will facilitate communication and the processing of information through the auditory channel. It is important, however, that speech rate is not so slow as to lose continuity in the message. It is important to simplify sentence structure. Teacher language should be aimed at the level of language functioning of the child. This will aid the decoding of incoming information. Where children experience serious difficulty with the understanding of what is being said, repetition, exaggeration, modelling, gesture and the rephrasing of sentences should be used to aid communication. Depending on the age of the child it sometimes helps to involve the child in selecting the strategy that works best for them. 4. Autism (AU) A child may be considered to be a child with autism if the child has a developmental disability significantly affecting:  Verbal communication;  Nonverbal communication; and  Social interaction; Other characteristics often associated with autism are  engagement in repetitive activities and stereotyped movements  resistance to environmental change or change in daily routines  unusual responses to sensory experiences Autism is generally evident before age 3. The most accurate statement regarding the cause of autism is in most cases a specific cause cannot be confirmed. Characteristics Autism may be defined as any diagnosis on the Autism Spectrum ranging from Pervasive Developmental Disorder to Aspergers Syndrome. Individuals who fall under the Pervasive Developmental Disorder category in the DSM-IV exhibit commonalties in communication and social deficits, but differ in terms of severity. Here are some major points, (from the Autism Society of America), that help distinguish the differences between the specific diagnoses used:  Autistic Disorder, impairments in social interaction, communication, and imaginative play prior to age 3 years. Stereotyped behaviors, interests and activities. 1244 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo     Asperger's Disorder (Mild Autism), characterized by impairments in social interactions and the presence of restricted interests and activities, with no clinical significant general delay in language, and testing in the range of average to above average intelligence. Pervasive Developmental Disorder-Not Otherwise Specified (commonly referred to as atypical autism)a diagnosis of PDD-NOS may be made when a child does not meet the criteria for a specified diagnosis, but there is a severe and pervasive impairment in specified behaviors. Rett's Disorder, a progressive disorder which, to date, has occurred only in girls. Period of normal development and then loss of previously acquired skills, loss of purposeful use of the hands replaced with repetitive hand movements beginning at the age of 1-4 years. (Rett was not used to be classified as an Autistic Disorder before, but it is now) Childhood Disintegrative Disorder, characterized by normal development for at least the first 2 years, significant loss of previously acquired skills.  Educational Approaches Children with autism are among the most difficult students to teach. Those children require instruction that is carefully planned, meticulously delivered, and continually evaluated and analyzed. Learning style best suits the child shall be determined and emphasized. It is common for an autistic child to be unable to process multiple sensory inputs at the same time. For example, it may be impossible to process both visual and auditory input simultaneously. In such cases, teaching has to be separated into "channels" and focus has to be on only one sense at a time. Autistics often have trouble with generalization, which can affect the way they learn skills. When teaching a child to look both ways before crossing a street, it may be necessary to show them in several locations. If not, they may think they need to look only when crossing at that particular spot. Autistic children may fixate on something they enjoy, such as trains. Incorporating this fixation into their lessons by including stories of trains, math problems involving trains, and so on gives motivation to learn. It is common for an autistic to have trouble connecting two events even if they are very close together. If teaching reading with flash cards, use cards with both the written word and the picture of the object on the same side of the card. If they are on different sides, the child may not understand that they represent the same idea. 5. Emotional or Behavioral Disorders (ED) Emotional or behavioral disorder is a condition in which one or more of the following characteristics are exhibited for a long period of time and to a marked degree that adversely affects a student‘s educational performance. Such inabilities are;  An inability to learn that which cannot be explained by intellectual, sensory or other health factors.  An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.  Inappropriate type of behavior or feeling under normal circumstances.  A tendency to develop physical symptoms or fears associated with personal or school problems.  Schizophrenia is also included as part of the definition.  Characteristics Although various factors such as heredity, brain disorder, diet, stress, and family functioning have been suggested as possible causes, research has not shown any of these factors to be the direct cause of behavior or emotional problems. According to the federal definition of emotional disturbance, children and youth who are socially maladjusted are not eligible for special education and related services unless it is determined that they are also emotionally disturbed. Some of the characteristics and behaviors seen in children who have emotional disturbances include:  Hyperactivity (short attention span, impulsiveness);  Aggression/self-injurious behavior (acting out, fighting);  Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety);  Immaturity (inappropriate crying, temper tantrums, poor coping skills); and  Learning difficulties (academically performing below grade level).  They can get out of their seats, yell, talk out and curse, disturb peers, hit or fight, ignore the teacher, complain and argue excessively, steal and lie. Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. Some are identified as children who have a severe psychosis or schizophrenia. Many children who do not have emotional disturbances may display some of these same behaviors at various times during their development. However, when children have 1245 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo an emotional disturbance, these behaviors continue over long periods of time. Their behavior thus signals that they are not coping with their environment or peers. Educational Approaches To increase appropriate behavior, a necessary first step is for the teacher to explicitly, clearly, and fairly define behavioral expectations. Other educational approaches include;  Presenting materials at independent level, not frustration level,  Providing short, manageable tasks,  Setting short-term expectations,  Repeating directions frequently,  Using special education staff for problem solving,  Following through on everything  Be willing to modify classroom expectations and homework problems,  Not placing hands on students, keeping a sense of humor and using it,  Solving problems privately and not publicly Teachers can most effectively change behavior when they avoid fulfilling the function of an undesired behavior, and assist a student fulfill the behavioral function or purpose through a desired behavior. For example, if the function of a student‘s yelling is to gain the teacher‘s attention, the teacher may remove the student from the class (time-out) and deliberately avoid fulfilling the behavioral function to gain the teachers attention. However, when the student speaks in an appropriate tone of voice the teacher gives the student the attention he/she desires and assists the student in choosing a desired behavior. Referral Process Referral process is a very delicate component of identifying eligible students that will receive special education services and it is mandated by RtI (Response to Intervention). Only major aspects of RtI will be described in this section. RtI Tiered Intervention Categories: Tier I interventions: Tier I interventions are available to all students. They are basically classroom modifications, e.g., checking homework of the child each day. Tier II interventions: Tier II interventions are individualized to the needs of students in general education setting. They are;  Problem-solving interventions: They are classroom-based interventions implemented by teacher.  Standard-protocol interventions: They are stand-alone interventions given outside of the classroom. Ex: tutorials  Tier III interventions: Tier III interventions are for severe and chronic students. They are given only through special education. Referral Process Steps 1. Classroom teacher notices the sign of academic difficulty. 2. Teacher independently puts Tier I interventions into place and monitors/documents the performance. 3. If the student fails Tier I, the teacher refers him/her to Student Support Team for Tier II interventions by completing a referral form. 4. Student Support Team starts collecting data and meets with the teacher in order to brainstorm about interventions (must be scientific, research-based interventions) likely to meet the needs of the referred student. 5. The student is observed/monitored with Tier II by Student Support Team for a reasonable period of time (i.e. 6 weeks). If the student fails, change the intervention. 6. A student, who continues to show chronic and significant academic deficits despite a history of intervention attempts, may need to be found eligible for special education. Then Tier III. 7. If a child continues to experience difficulty in general education after above interventions, school personnel may refer the child for a FIE for special education services. 1246 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Standardized Testing As other students, students receiving special education services have to be tested via standardized state tests for federal and state accountability purposes. In the example state of Texas, Texas Assessment of Knowledge and Skills (TAKS) measures a student‘s mastery of the statemandated curriculum that is the Texas Essential Knowledge and Skills (TEKS). TAKS (Accommodated) Test TAKS includes a form called TAKS (Accommodated) for students receiving special education services who meet the eligibility criteria for specific accommodations. This is a general assessment based on the same grade-level academic achievement standards as TAKS. The TAKS (Accommodated) includes format changes (larger font, fewer items per page) and contains no embedded field-test items. TAKS, including TAKS (Accommodated), is administered in English for  Grades 3–9 reading  Grades 3–10 and exit level mathematics  Grades 4 and 7 writing  Grade 10 and exit level English language arts (ELA)  Grades 5, 8, 10, and exit level science  Grades 8, 10, and exit level social studies  TAKS, including TAKS (Accommodated), is administered in Spanish for  Grades 3–5 reading  Grades 3–5 mathematics  Grade 4 writing  Grade 5 science TAKS-M (Modified) Test TAKS–M is an alternate assessment based on modified academic achievement standards and is designed for students receiving special education services who meet participation requirements for TAKS–M. Each test covers the same grade-level content as TAKS, but TAKS–M tests have been changed in format (larger font, fewer items per page, etc.) and test design (fewer answer choices, simpler vocabulary and sentence structure, etc.). TAKS–M is administered in English for  Grades 3–9 reading, including SSI retest opportunities in grades 5 and 8  Grades 3–11 mathematics, including SSI retest opportunities in grades 5 and 8  Grades 4 and 7 writing  Grades 10 and 11 English language arts (ELA)  Grades 5, 8, 10, and 11 science  Grades 8, 10, and 11 social studies TAKS-Alt (Alternate) Test TAKS–Alt is an alternate assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities receiving special education services who meet the participation requirements for TAKS–Alt. This assessment is not a traditional paper or multiple-choice test. Instead, it involves teachers observing students as they complete state-developed assessment tasks that link to the grade-level TEKS. Teachers then evaluate student performance based on the dimensions of the TAKS–Alt rubric and submit results through an online instrument. This assessment can be administered using any language or other communication method routinely used with the student. TAKS–Alt is administered for  Grades 3–9 reading  Grades 3–11 mathematics  Grades 4 and 7 writing  Grades 10 and 11 English language arts (ELA)  Grades 5, 8, 10, and 11 science  Grades 8, 10, and 11 social studies Other Standardized Tests Linguistically accommodated testing (LAT) and Texas English Language Proficiency Assessment System (TELPAS) are other tests assess students with limited English proficiency to 1247 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo address federal requirements by NCLB. Students eligible for special education services may also be a LEP (Limited English Proficient) student and in that case LAT and TELPAS tests may apply as well. For such students, ARD committee must include an LPAC member to address educational needs due to limited English proficiency and decide whether an exemption is appropriate. Accommodations Most students with disabilities can achieve grade-level academic content standards when they receive  instruction from teachers who are highly qualified to teach in the content areas  addressed by state standards and know how to differentiate instruction for diverse learners;  specialized instruction within the framework of an IEP; and  appropriate accommodations to help them access grade-level content. Accommodations are practices and procedures that provide equitable access to grade-level curriculum during instruction and assessment for all students. This includes general education students with special needs, eligible ELLs who need linguistic accommodations, as well as students with disabilities who receive special education services. Accommodations do not reduce learning expectations. Therefore, their use should not replace the teaching of subject-specific knowledge and skills as outlined in the state curriculum for each grade. Certain accommodations may be needed more often at some grades than others depending on academic content and rigor. Although some accommodations may be appropriate for instructional use, they may not be appropriate or allowed on a standardized assessment. The decision to use an accommodation should be made on an individual basis and take into consideration both the needs of the student and whether the student routinely receives the accommodation in classroom instruction and testing. It is neither appropriate nor effective to provide ―one size fits all‖ accommodations to students. For example, one student with a visual impairment might use large-print textbooks and worksheets while another would benefit from a magnification device. In most cases, accommodations are unique to a student and should not be provided to an entire group of students, such as those in the same class or disability category. It should be kept in mind that students unaccustomed to using specific accommodations may be hindered rather than helped by the use of accommodations not routinely used in classroom instruction. In some cases students need ample experience with accommodations for them to be effective. The process of making decisions about accommodations requires, in essence, that educators attempt to ―level the playing field‖ so that students can participate meaningfully in the general education curriculum and assessments. Accommodation decisions should not be made for entire groups of students, such as those in the same class or with a particular disability. The more extensively students are involved in the selection process; the more likely appropriate accommodations will be used, especially as students reach adolescence and the desire to be more independent increases. Students need opportunities to learn not only which accommodations are most helpful to them but also how to make use of those accommodations in their classes. Types of Accommodations The accommodations except linguistic accommodations are categorized in four groups: presentation (P), response (R), setting (S), and timing and scheduling (T). Presentation Accommodations allow students to access information in alternate formats other than regular print. These alternate modes of access may include auditory, multi-sensory, tactile, and visual modes. Response Accommodations allow students to complete activities, assignments, and assessments using methods other than paper-and-pencil or machine-scorable responses. Response accommodations may also include allowing students to solve or organize problems using a supplemental aid. Setting Accommodations change the location in which a test or assignment is given or the conditions of the assessment setting. Timing and Scheduling Accommodations increase the standard length of time to complete an assignment or assessment or possibly change the way the time is organized. Presentation Accommodations Braille (Available in all standardized tests but TELPAS Reading) A student who has a visual impairment and routinely uses Braille materials in the classroom may use a Braille version of the test. Braille tests are available in both contracted and uncontracted Braille*. Uncontracted Braille tests may be ordered only for students who use uncontracted Braille materials routinely in classroom instruction. 1248 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Test items with a visual element that cannot be rendered in Braille will include a description of what is depicted in the print version of the test. Special consideration should also be given to lighting conditions for students with low vision. Student responses for all Braille and large-print tests must be transcribed and transferred to a scorable test booklet or answer document. If this is not done, the student‘s test cannot be scored. Transcribing may be done by the test administrator during or after testing. *Uncontracted Braille is the most basic form of Literary Braille and requires the least amount of cognitive burden on the reader. Uncontracted Braille is very limited in use, as it is not suitable for most reading material beyond a beginning scope of a Braille reader, and is not suitable for math and science. Uncontracted Braille simply consists of the 26 characters of the alphabet and various punctuation symbols such as the period (.) and comma (,) but does not include abbreviations or contractions. Contracted Braille is more advanced than uncontracted and is considered to be the universal standard form of Literary Braille. Contracted Braille consists of several abbreviations and contractions that provide the reader with greater ease of use. Braille readers often learn uncontracted Braille first and then learn contracted, which requires more cognitive processing by the Braille reader to decipher the translation. Large Print (Available in all standardized tests) The student who has a visual impairment and has difficulty decoding grade-level material and reads quickly over unknown words, compromising comprehension as a result. The larger print allows the student to track carefully and more effectively, which causes fewer decoding mistakes and increases comprehension. Magnifying or Low-Vision Devices (Available in all standardized tests) Some students with visual impairments read regular print materials using magnification devices such as eyeglass-mounted magnifiers, or freestanding or handheld magnifiers. Some students also use a closed-circuit television (CCTV) or a document camera to enlarge print and display printed material with various image enhancements on a screen. For TELPAS reading tests, technology-based accommodations such as LCD projectors and interactive white boards, which enlarge the display of the online test, can be used to enable ELLs with visual impairments to test online. Photocopies of Test (Available in all standardized tests) Having a visual impairment (macular degenerative optic nerve hypoplasia) and vision loss is progressive over time. Doctor recommends print size of 20 point font enlargement and the use of optical visual aids for all school work. Although optical visual aids are available, student is not proficient with their use and takes longer to complete tasks. Student is able to complete assignments successfully in less time with larger print. Photocopying test to a 20 point font size is necessary because the state-provided large-print test is smaller. To maintain security and confidentiality, districts must ensure that all standard test security policies and procedures are followed. Place Markers (Available in all standardized tests) A student may use a blank place marker on the test and answer document. These place markers may include index cards, adhesive notes, etc. Colored Overlays (Available in all standardized tests) A student may use colored overlays. Markers may be used to make notes on the colored overlay. Reading Test Aloud to Self (Available in all standardized tests) A student may read aloud or read into a recording device during testing and play it back while working. A student may also use a voice feedback device (e.g., PVC phone). If the use of these accommodations is distracting to other students or compromises the security of the test, an individual administration is required. Oral/Signed Administration for Mathematics, Science, and Social Studies (Available in all standardized tests but TELPAS Reading) An oral administration by a test administrator may include different levels of reading support for each student, such as reading only a few words or phrases, reading multiple sentences throughout the test, or reading the test in its entirety. Reading Aloud Test Questions for TAKS–M Reading Selections (Available for TAKS-M reading sections only) On TAKS–M reading tests and the reading section of the TAKS–M ELA tests, reading the test questions and answer choices aloud is an accommodation for students whose ARD committees have determined a need and who routinely use this type of assistance in classroom instruction. It is the 1249 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo responsibility of the ARD committee to determine if a student needs all of the test questions and answer choices read aloud or if the accommodation will be provided only if the student asks for assistance. Dyslexia Bundled Accommodations (for TAKS and TAKS Accommodated Reading 3rd thru 8th Grades only) The dyslexia bundled accommodations include orally reading all proper nouns associated with each passage before students begin individual reading, orally reading all test questions and answer choices to students, and extending the testing time over a two-day period. These three accommodations must be ―bundled,‖ meaning the accommodations must be provided together. Sign/Translate Directions (Available in all standardized tests) Test administration directions given orally before or after the test may be either signed to a student who is deaf or hard of hearing or translated into the native language of a student with limited English proficiency. Translating directions into the native language of the student is not considered an accommodation for an ELL taking a TELPAS reading test or LAT. For these tests, translating directions is part of the test administration procedures. If a student‘s primary access to the TEKS is provided by a deaf educator in a classroom setting, then the deaf educator would be the test administrator. In some cases, a certified sign language interpreter may be needed to facilitate communication between the test administrator and student. The test administrator should employ the sign language that the student routinely uses as part of daily instruction. When the test is administered in sign language, it may be necessary for the print versions of the test administration directions and/or test content to be projected on a screen so that the student can access the test in both print and sign; however if a test booklet must be photocopied onto transparencies for use on an overhead projector, an Accommodation Request Form must be submitted unlike direct projection onto a screen. A) If a sign exists, the test administrator should use it when it occurs in print on the test. Signs that are commonly used in sign language are allowable in the signed administration of state assessments. Occasionally a commonly used sign that is ―conceptually accurate‖ may appear to give the student an unfair advantage; however, conceptual accuracy is a critical component of American Sign Language and most sign systems. Conceptually accurate signs incorporate meaning in the production of the sign. For example, if an item asks the student to identify a triangle, the commonly used sign is a pantomimed drawing of a triangle. This is the commonly accepted sign used in conversation and instruction, and therefore should be the sign that is used when the English word ―triangle‖ appears in the test. Finger spelling is not an acceptable substitution because it increases the difficulty of the item by requiring the student to recognize ―triangle‖ by its spelling. A hearing student would not be required to recognize a word by its spelling in an oral administration; therefore, it should not be required of a deaf student. B) If a sign has been locally developed and routinely used in instruction, the test administrator may use it when it occurs in print on the test. For much of the vocabulary used in instruction, there are not commonly used signs. In many cases, teachers or sign language interpreters will develop signs for frequently used vocabulary, with the understanding that these are locally developed signs for a particular academic setting. These locally developed signs may be used in a signed administration if they are regularly used during instruction. An example of a locally developed sign might be for the English word ―fission.‖ It is not a commonly used word and it would be extremely rare to find it in any sign language dictionary. However, if ―fission‖ is used frequently during science instruction, the teacher or sign language interpreter might develop a sign to be used only in the instructional setting. The concept of ―splitting apart‖ might be incorporated into the formation of the sign. It would be allowable to use this locally developed sign in the testing situation. Conceptual accuracy in a sign that exists or in a sign that has been locally developed is a key component of sign language and should not be denied to the sign language user. C) If there is no commonly accepted sign and a local sign has not been developed, the test administrator must determine if the word or phrase is or is not the concept being assessed. If the word or phrase is the concept being assessed, the test administrator must fingerspell the word. It is not acceptable to create new signs or to use an equivalent or expansion to explain vocabulary that is being assessed. For instance, in the following question of ―What is the range of the sale prices for a Stunt-Pro bicycle at these stores?‖ the word ―range‖ is the concept being assessed. Therefore, if a sign for this word does not exist or has not been locally developed, the test administrator must fingerspell it. If the word or phrase is not the concept being assessed, the test administrator may use a reasonable equivalent or expansion. The test administrator has more flexibility when signing words or phrases that are not the concepts being assessed. On the other hand, it is unlikely that a sign exists or has been locally 1250 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo developed for the phrase ―Stunt-Pro‖. However, since this is not the concept being assessed, the test administrator may provide a reasonable equivalent or expansion. Amplification Devices (Available in all standardized tests) Amplification devices help reduce the interference of background noise, override poor acoustics, and reduce the effect of distance between the student and the test administrator. A student may use an amplification device, such as a frequency modulated (FM) system, if the student is identified as having a hearing impairment and/or has a disability that affects the student‘s ability to focus or concentrate in large-group situations. Manipulating Test Materials for Students (Available in all standardized tests) A student may have a temporary or permanent disabling condition that interferes with the ability to physically manipulate test materials, such as test booklet pages, rulers, etc. The student must direct the test administrator very specifically regarding all steps necessary when manipulating the materials (for example, when to turn the page or where to place the ruler). For online administrations, the test administrator may assist a student who is unable to move the mouse to navigate the online test. The student must provide specific directions to the test administrator regarding how to navigate the test. The test administrator may not provide feedback regarding the correctness of the student‘s directions. Response Accommodations Other Methods of Response (Available in all standardized tests) A student may have a temporary or permanent disabling condition that interferes with or limits the ability to make notes, do computations, or record responses on a scorable document. This may include, but is not limited to, students with an injury (e.g., broken arm), physical condition (e.g., cerebral palsy), visual difficulties (e.g., extremely limited vision, broken eyeglasses, or tracking difficulties), or a significant deficit in written expression. Students who simply have poor handwriting or spelling skills will most likely not fall into this category. However, this accommodation may be appropriate for students who have such severe fine motor or spelling deficits that they cannot communicate meaning through writing. Any of the following methods of response are allowed for students who meet the conditions above. Students  may respond orally or sign responses to test items;  mark responses in the test booklet;  point to their response;  use an augmentative communication device;  record responses on a dry-erase board, chalkboard, or scratch paper (e.g., blank, lined, or  graph paper);  or type responses on a typewriter, portable word processor, or computer. All special features of assistant devices (e.g., spell check, word predictor) must be disabled for all TAKS writing/ELA tests and the TAKS (Accommodated) or TAKS–M grade 4 writing test. In addition, these special features should be disabled for all other writing/ELA tests unless the student receives spelling assistance as an accommodation. Student responses may not be saved to a disk or hard drive. Scribe A scribe is the trained test administrator who writes down what a student indicates through an assistive communication device, pointing, sign language, print, or speech. Being a scribe requires understanding the boundaries of the assistance to be provided. A scribe may not edit or alter student responses in any way and must record word for word on the standard answer document exactly what the student has indicated. The scribe may not provide feedback regarding the correctness of the student‘s response. Written Composition The role of the scribe is to write exactly what is dictated. The scribe should ask for clarification from the student about the intended use of capitalization, punctuation, and spelling of key words that are unique to the student‘s creativity and word choice (not basic grade-level sight words) since these conventions are part of the score the student receives. The student must have the opportunity to review and edit what the scribe has written; for example, the scribe may intentionally leave out all capitalization and punctuation for the student to edit. The student must be made aware of the space allowed for his or her response so that the transcribed composition will fit onto the two lined pages provided on the standard answer document. Open-ended Responses 1251 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The role of the scribe is to write exactly what is dictated. The scribe is not required to ask for clarification from the student about the intended use of capitalization, punctuation, and spelling of key words since these conventions are not part of the scoring rubric used to assess students‘ short-answer responses. The student must be made aware of the space allowed for his or her responses so that the transcribed responses fit in the spaces provided on the standard answer document. Griddable Items When transcribing a student‘s response to a griddable item for a mathematics or science test, the student‘s response must fit in the spaces provided on the standard answer document. The student must be made aware of the spaces allowed for his or her response so that the transcribed response fits in the spaces provided on the standard answer document. Computation/Notes If the student is physically unable to record mathematical computations, the student must direct the scribe very specifically regarding all steps necessary to complete the computation (for example, digit by digit, how to align numbers, etc.). For transcription of notes during the test, the scribe must follow the student‘s exact instructions. This may include making notes in the margins of the test booklet or underlining phrases or words in passages. The scribe may not provide feedback regarding the correctness of any computations or relevance of any notes. If the use of any of these accommodations is distracting to other students or compromises the security of the test, an individual administration may be required. Spelling Assistance (Available in TAKS Accommodated and TAKS M only) If a student is capable of organizing thoughts and ideas in written responses but has a disability that affects the physical reproduction of letters and words or the ability to remember spelling rules, word structures, or letter patterns, spelling assistance may be used. For example, a list of frequently misspelled words would be appropriate only for a student who can select a word with an irregular spelling pattern for use on his or her written response but is unable to reproduce the letters or pattern needed to correctly and consistently spell the word without assistance.  A student taking the TAKS (Accommodated) or TAKS–M grade 4 writing test may only use word lists. Word lists may not contain definitions or examples of how to use words in a sentence.  A student taking the TAKS (Accommodated) or TAKS–M grade 7 writing test, grade 9 reading test, or grade 10 or 11/exit level ELA test may use spelling assistance (e.g., spell check, pocket spell checkers, word lists) Calculation Devices (Available in TAKS Accommodated and TAKS M only) Student‘s deficits are in basic math calculation and memory retrieval. There is no deficit in math reasoning. Before the use of the calculator, student failed tests by making mistakes on all operations. Student would ―draw out‖ calculation problems but would miscount the final answer. A multiplication chart would also help, but only with multiplication facts. It is important to determine whether the use of a calculation device is a matter of convenience or a necessary accommodation. Calculators may be adapted with large keys or voice output (talking calculators). In some cases, an abacus may be useful as it serves as a paper and pencil for some students with visual impairments. If the use of the accommodation is distracting to other students, an individual administration may be required. Supplemental Aids (Available in all standardized tests but TAKS) A supplemental aid is a resource that assists a student in recalling information. If a student‘s disability affects memory retrieval, a supplemental aid may be allowed. The student must be able to understand the material being assessed, but may need assistance recalling the information. The supplemental aid must serve only as a tool and not as a source of direct answers—meaning it cannot provide direct answers to the TEKS being assessed. It is important to determine whether the use of a supplemental aid is a matter of convenience or a necessary accommodation. Manipulatives (Available in TAKS Accommodated and TAKS M only) Manipulatives are concrete objects that a student can move and touch in order to visualize abstract concepts. The manipulative must serve only as a tool and not as a source of direct answers— meaning it cannot provide direct answers to the TEKS being assessed. The following manipulatives are allowed; 1252 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo        real or play money, clocks, base-ten blocks, various types of counters (e.g., two-sided chips, blocks, etc.), algebra tiles, fraction pieces, non-labeled geometric figures. Blank Graphic Organizers (Available in all standardized tests but TAKS) A student who has a processing problem may benefit from the use of blank graphic organizers. Examples of common graphic organizers include webs, charts, and boxes. Blank graphic organizers do not contain any words, numbers, or symbols. Graphic organizers that contain any words, numbers, or symbols are considered supplemental aids. Setting Accommodations Minimizing Distractions to the Student (Available in all standardized tests) A student may need an accommodation that minimizes external and/or internal distractions. Some examples of this accommodation may include, but are not limited to, headphones or a stress ball. Individual Administration (Available in all standardized tests) A student may receive an individual administration. A trained test administrator must be present in the testing room at all times. Small-Group Administration (Available in all standardized tests) A student may be tested in a small group. A trained test administrator must be present in the testing room at all times. The state does not define how many students constitute a small-group administration. Groupings for this accommodation should be based on student need and, in all cases, should be smaller than the number of students in a traditional testing room. Timing Accommodations Extended Time—Testing Over Two Days (Available in all standardized tests) Testing over two days will be approved only for a very small number of students who have unique situations. Some examples of students who may need extended time on a test include those who take a Braille version of the test, have a serious medical condition or a severe physical impairment, or have a severe emotional disturbance. For example, it would not be appropriate to submit a two-day request for all students who have autism, but it would be appropriate for those who have documented success with the use of extended time on assignments similar in length and rigor to the state assessments. It is not appropriate to request this accommodation for students with test anxiety, attention deficit disorder, or for students needing extra time to complete specific testing strategies unless there are other extenuating factors that make a student‘s situation unique. Visual, Verbal, or Tactile Reminders to Stay on Task (Available in all standardized tests) A student who loses focus easily may need general visual, verbal, or tactile reminders to stay on task. For example, a test administrator may say ―You need to continue working‖ or ―You are on page X.‖ Or, the test administrator may gently tap a student‘s shoulder to redirect his or her attention to the test. The use of this accommodation may require an individual or small-group administration. Multiple or Frequent Breaks (Available in all standardized tests) A student who cannot concentrate continuously for an extended period or who becomes frustrated or stressed easily (e.g., a student with autism or a severe behavioral disability) may need frequent or extended breaks. This accommodation may also be helpful for a student who takes medication that causes fatigue or affects his or her ability to stay Alert. The test booklet may be divided into short sections (e.g., by using paper clips or adhesive notes) so that a student can take a break between each section. A timer may be used so that the student can take breaks at planned intervals. A student may be allowed to take brief breaks in the testing room during a test session. However, testing personnel should ensure that while taking a break, the student does not participate in any activity that may potentially provide access to information related to any subject-area test content. For example, activities such as reading books or magazines are not permitted. The test booklet must be closed with the answer document inside, and it is essential that the student be closely monitored at all times so the content of the test is not discussed with others. The use of this accommodation may require an individual or small-group administration. 1253 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conclusions and Recommendations US Kindergarten thru 12 Public School System is among the largest public school systems in the world with the most number of foreign students incorporated into the system each year. US public school system is a very dynamic system that is updated regularly with the latest findings in research done in many Colleges of Education throughout the country. Postgraduate research done in Educational Sciences in US is amongst the leaders of the world in terms of quality and quantity. Thus, it would be very reasonable to evaluate and try to adapt parts of this system as needed. Unlike systems of other sciences, which would need the appropriate infrastructure to adapt, educational systems are relatively easier to adapt due to little physical infrastructure involved. However, one cannot underestimate the human factor that is the readiness of the society, thus it would be a safe bet to say that adapting portions of such a system would be easier for smaller school systems. References Texas Education Agency Student Assessment Division (2008), LPAC Decision-Making Process Procedural Manual, pp. 14-16, 24, 32-35, 42, 49-50, 77. Texas Education Agency Student Assessment Division (2009), Standardized Test Accommodations Manual for Students Including General Education Students, Students Receiving Special Education Services, Students with 504 Plans, English Language Learners, pp. 14-15, 48-52, 61. Division of Policy Coordination (2007), 19 TAC Chapter 89, Subchapter BB, Chapter 89. Adaptations for Special Populations, Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students, pp. 2, 7. Guidelines for Identification Process of Prospective LEP (Limited English Proficient) Students (2009), Harmony Science Academy ESL&SPED Services, pp. 2, 5. The English Language Proficiency Standards (ELPS) (2009), 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, English language proficiency level descriptors and student expectations for English language learners (ELLs) TELPAS (Texas English Language Proficiency Assessment System) Rater Manual Grades K–12 Texas, pp. 4, 38-42, 55-56. Effective Instruction for Struggling Readers Who Are Blind or Visually Impaired: Research-Based Practices, (2003), FL Handout 2A, University of Texas. Hong, S. & Erin, J. N. (2004), The Impact of Early Exposure to Uncontracted Braille Reading on Students with Visual Impairments, Journal of Visual Impairment & Blindness, 98, 325-340. Miller, C. & Rash, A. (2001), Reading for Everyone: Expanding Literacy Options, See/Hear, 6, 22-26. Steinman, B. A., LeJeune, B. J., & Kimbrough, B. T. (2006) Developmental Stages of Reading Processes in Children Who Are Blind and Sighted. Journal of Visual Impairment & Blindness, 100, 3646. A Student‘s Guide to the IEP by the National Dissemination Center for Children with Disabilities, (2005), http://nichcy.org/pubs/stuguide/st1book.htm Scheiber, B., & Talpers, J. (1985). Campus Access for Learning Disabled Students: A Comprehensive Guide, Pittsburgh: Association for Children and Adults with Learning Disabilities. 1254 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 673 Title A name given to the resource INSTRUCTIONAL ASPECTS OF SPED PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Author Author Cicek, Volkan Abstract A summary of the resource. 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 Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/94ede4712e4479c2c77028fe13a72694.docx 7f867ebb894dc96dda01b0d8e8127a37 https://omeka.ibu.edu.ba/files/original/ccce68e75386f678582e84ef95f26f97.pdf 8ecd8b8fa7782d59830cfcc49dd9009c PDF Text Text Instructional Materials Appreciated By EFL Teachers at Elementary Schools İsmail Çakir Erciyes University/ Kayseri, Turkey ABSTRACT It is an undeniable fact that teaching a foreign language is a hard task for foreign language teachers as it requires a well prepared teacher who is up to date. To facilitate this task both teachers and learners need to use a lot of instructional materials in EFL classes. Due to the rapid advancement of technology, several technological devices have appeared to be utilized for the benefit of language teaching. Most of the learners, digital natives, expect to be provided with these instructional materials as well as the traditional ones. This paper stresses on the question “what kind of instructional materials are employed by the foreign language teachers at elementary schools?” To do this, during the course of School Experience, 128 prospective English teachers majoring at ELT department observed 38 teachers of English working at 14 elementary schools. While observing, they were required to fill in the Classroom Evaluation Form which included the items regarding the use of instructional materials that a foreign language teacher should use. The descriptive results have revealed that most of the teachers are still reluctant to use many of the materials because of some reasons (excuses) such as overcrowded classes, lack of time for preparation, time constraint of the curriculum, working load, burnout etc. It is unfortunately true that coursebook still remains the only indispensible instructional material that most of the teachers posses whereas some other materials are rarely appreciated. The study suggests that apart from coursebooks teachers should use other instructional materials to motivate learners and offer an interactive teaching atmosphere. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1785 Title A name given to the resource Instructional Materials Appreciated By EFL Teachers at Elementary Schools Author Author CAKIR, İsmail Abstract A summary of the resource. It is an undeniable fact that teaching a foreign language is a hard task for foreign language teachers as it requires a well prepared teacher who is up to date. To facilitate this task both teachers and learners need to use a lot of instructional materials in EFL classes. Due to the rapid advancement of technology, several technological devices have appeared to be utilized for the benefit of language teaching. Most of the learners, digital natives, expect to be provided with these instructional materials as well as the traditional ones. This paper stresses on the question “what kind of instructional materials are employed by the foreign language teachers at elementary schools?” To do this, during the course of School Experience, 128 prospective English teachers majoring at ELT department observed 38 teachers of English working at 14 elementary schools. While observing, they were required to fill in the Classroom Evaluation Form which included the items regarding the use of instructional materials that a foreign language teacher should use. The descriptive results have revealed that most of the teachers are still reluctant to use many of the materials because of some reasons (excuses) such as overcrowded classes, lack of time for preparation, time constraint of the curriculum, working load, burnout etc. It is unfortunately true that coursebook still remains the only indispensible instructional material that most of the teachers posses whereas some other materials are rarely appreciated. The study suggests that apart from coursebooks teachers should use other instructional materials to motivate learners and offer an interactive teaching atmosphere. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed