Volume 14 (2019): Edition 1 (July 2019)

This study deals with the issue of cultural integration of a migrant community, i.e. Albanian community or Diaspora in the Austrian society. First, it elaborates culture as an element that distinguishes human beings from other living beings, stating that man is not born with culture but it is rather acquired, developed, cultivated, and enriched during one’s lifetime. It also emphasizes the weight that culture has in society, noting that three forces have the greatest impact on society: the state, religion and culture. The second issue treated is cultural assimilation, as a process of social and cultural fusion of groups with different identities, cultural defense, cultural isolation and ghettoization. The second is Albanian Diaspora in Austria, the history, structure and cultural apology trends. Final and most important element of this research is empirical part, namely the survey applied in the field, i.e. in Austria, with 296 respondents, selected randomly. Among the conclusions are that Austrian Albanians tend cultural self-defense, apology of their code by creating cultural islands, meeting points, being concentrated culturally, that the first generation is more hesitant in accepting the Austrian cultural values compared with the second generation that is more cosmopolitan.

This article discusses the implementation of the reader-response theory and approach in the context of a literature course (English Literature 1) taught to students enrolled at the Department of English Language and Literature, who are preparing to be future teachers of English language. This article aims to examine the benefits and values of the reader-response theory applied in the described context, as well as potential drawbacks. The basic postulates of the reader-response theory and reader-response approach in class emphasize the crucial role of the reader on the literary and aesthetic experience when reading a literary text. The reader’s way of understanding and perceptions of a literary text, as well as the experience of the reader, influence the interaction between the reader and a text. This interaction contributes to the development of interpretation of the text and reconstruction of the ideas expressed in the text. The article examines the possible ways of implementing the reader-response theory in a literature class, including written assignments, personal responses to a literary text and in-class discussions. The research focuses on qualitative data collection and on analyzing students’ responses to these activities. Furthermore, the research aims to provide a clearer picture of students’ attitudes, observations and personal reactions when interacting with a literary text. One of the aims of the article is to provide recommendations and suggestions regarding reader-response theory application in teaching literature courses at tertiary level, in addition to designing course curricula and selecting appropriate in-class activities.

In this study of English Foreign Language Learners, the author explored the learning preferences of 14 students (ages 18-20) enrolled in English for Specific Purposes (ESP) course. All students were provided with the same content, course materials, assignments and time for completing the assignments. They were all given the same pre and post-learning questionnaire, writing tasks and final exam. However, they completed these tasks either in a digital environment or in-class.

The study was conducted at South East European University in Macedonia where digital instruction is not well known or practiced. The results indicate that the best way for students to learn is by combining the two learning environments. By completing an assignment both ways, students discovered not only that some tasks are best done in a digital environment and others in class, but also they discovered their preferred way of learning.

Eleven years after Kosovo’s unilateral declaration of independence, Spain’s position vis-à-vis Kosovo has not only not varied, but it has become stronger, turning Madrid into the leader of the Kosovo non recognizers club within the EU. This paper analyses Kosovo-Spain relations in the last eleven years. More specifically, the paper examines the reasons behind the non-recognition of Kosovo and the approach of the Spanish governments toward Kosovo’s statehood. This is followed by a thorough analysis on how Kosovo’s path for self-determination played a major role in Catalonia’s quest for independence in 2017.

The empirical research demonstrates that Spain’s main reason not to recognise Kosovo is based on the country’s internal dynamics; namely, Catalonia and the Basque country. Likewise, the paper argues that the Spanish governments throughout the last eleven years have created an analogy between Kosovo and Catalonia; not in their political statements, but in their political decisions, by worsening the almost inexistent diplomatic relations with Kosovo, when the Catalan path for independence was at its highest peak. By the same token, the paper reveals that this position was enhanced and driven by Catalan separatism, that continuously used Kosovo’s unilateral declaration of independence as a model to further their own path for self-determination. The data provided and analysed in this paper as well as the statements made are based on desk research and seven semi-structured interviews conducted in Prishtina, Brussels, Madrid and Barcelona in 2018.

The tradition of international criminal tribunals which started with the Nuremberg and Tokyo tribunals was returned with the International Criminal Tribunal for the former Yugoslavia. As a result of the bloody wars in the territory of the former Yugoslavia in the 1990s, the Security Council of the United Nations decided to establish the ICTY as an ad hoc tribunal, that was approved by the resolutions 808 and 827. The main purpose of the paper is to highlight the features of the ICTY during its mandate from 1993 to 2017. For the realization of this research are used qualitative methods, based on the bibliography that is related with international criminal law, with special emphasis with the activities of international criminal tribunals. Furthermore, some data are also collected from the credible internet sources, which have valuable information about the procedures of the ICTY and for the International Residual Mechanism for Criminal Tribunals. The results of the study demonstrate that during its mandate, the ICTY was accompanied with a lot of successes which distinguish it from the other international criminal tribunals. At the same time, the ICTY has also a lot of failures, which have come as a result of various political influences within it. The conclusions of this paper aim to increase knowledge about the activity of the ICTY, by offering important information for its establishment and organs, and for its main successes and failures.

The development of multilateral diplomacy over the past decades, its importance that the process of multilateral diplomacy withholds in solving crises and global governance, this paper will try to evaluate the current trend of processes and critically evaluate is there hope and realistic expectation that multilateral diplomacy will become a basis for global governance in the future. There are many definitions given to the multilateralism, having in account that multilateralism within the global governance is becoming increasingly complex in its form and expressions. In doing the analysis on how much there is scope of multilateral diplomacy as basis for global governance, an overview on historical facts, international organizations and elements contributing to the global governance achievement will be touched upon. Impact and historical aspects of international organisations such as United Nations, European Union and World Trade organisations in setting the first pillars of global governance will be also elaborated, with an emphasis on impact and potential that these institutions have in global governance evolution.

A civil partnership is a legally recognized relationship between two people of the same sex or the opposite sex that offers many of the same benefits as a conventional marriage. Before addressing the specificities of the French civil partnership contract, designated as a civil covenant of solidarity (pacte civil de solidarité), commonly known as PACS, it is necessary to define and explain the origin of this type of contract. The conclusion of a PACS, despite the fact that it is less formal than marriage, implies the respect of certain conditions of substance and form during its formation and its modification. Recently, PACS has undergone changes on this point, through a simplification of the rules of form with the establishment of its statement and registration by the registrar, removing the court clerk’s intervention. Once the PACS is concluded, with the main purpose of organizing the couple’s common life, this contract produces personal, pecuniary and patrimonial effects between the partners. As the PACS is legally only a contract, it can be dissolved by the appearance of four events. When PACS is dissolved, consequences result for the situation of the partners because they must proceed to the liquidation of the property they own and also repay the debts incurred during the period of their living together. If the dissolution of PACS is caused by the death of one of the partners, then particular consequences will affect the situation of the surviving partner. In fact, couples who entered into a PACS are not considered heirs in the eyes of the law. However, there are alternatives preventing the application of this principle, but they must be realized during the lifetime of the partners.

Contrary to the claim made by Hutchinson and Waters (1987) that designing teaching materials should be the last option considered, Basturkmen and Bocanegra-Valle (2018) remind that many ESP teachers are very frequently directly involved in designing teaching materials as commercially published coursebooks and other materials tend not to be relevant to the needs of their specialized groups of learners.

This paper offers an insight into the key aspects as well as the sequence of ESP materials design. It outlines the main beliefs and principles which constitute the general framework for teaching materials development and summarizes the major explicit and implicit teachers’ beliefs which inevitably reflect on the process of materials design. This paper also tackles the issues of assumed abilities and training for developing and/or adapting teaching materials offered to ESP teachers in the attempt to answer the everlasting question whether being a good ESP teacher automatically implies being a good materials designer.

In order to motivate students and create a tension free environment English language teachers implement different technological tools in the classroom. This paper aims to emphasize the importance of using video material in the classroom that facilitates ESL teaching. The study was conducted at SEEU Language Centre with 87 students’. Major ethnical groups include Macedonian, Albanian, Turkish, and Roma. The respondents’ age varies from 18-20 studying ESP classes, such as Computer Sciences 1, ESP (Public administration 1) as well as Academic and Advanced Academic English, and the research questions are: to what extent students are motivated to study English using videos, do Video presentations stimulate students’ critical thinking skills. Moreover, 8 teachers responded to the questionnaire and strongly agreed that Videos motivate students’ discussions in class.

Teaching ESP courses using audio-visual tools is especially beneficial for both students and teachers because the appropriate video material can make students more interested in the subject, more engaged as well as become more confident in communicative language learning competencies.

Teachers always try to give their best to educate all students that have been entrusted to them!

Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties.

Understanding specific learning difficulties may not be hard but handling it is a great challenge.

So what are specific learning difficulties?

This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo.

Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

Currently, the Internet has become a part of the everyday life of human beings. The way of communication between people has changed and social networks are dominating in the lives of everyone. One of the most used social networks is Facebook, but besides that it is used for communication and entertainment, Facebook can also be used for learning. Therefore, the main issue of this paper is the use of Facebook for educational approaches by students and teachers. Case studies are the challenges of integration of Facebook in High Education in the municipality of Kumanovo in the Republic of North Macedonia in 2016. Special emphasis is devoted in usage of Facebook in schools as the main questions were whether students use Facebook to ask for help for assignments or any material, and do teachers use Facebook to post assignments and to communicate with students. To understand this, there are conducted two questionnaires, one to students and one to teachers and interviews with school principals, and finally responses of people who participated have been analyzed. The result is that by joining Facebook in education, students are more motivated to learn, Facebook helps students to learn by sharing knowledge with each other and by using Facebook at school, teachers will find it easier to inform students.

The research focus is set in the investigation of positive and negative aspects of use of social networks using a ‘bifocal approach’ to social networks analysis. Our bifocal approach uses qualitative approach reviewing published literature primarely blogs, forums, web sites, etc and interchangeably compares and conveys the results with focus groups. The objective of the research study is to show that social networks can runs both ways, it can be helpful while at the same time can be very dangerous and impact in asocialization and other harmfull ways. Social networks have become an inseparable part of not only students but also the lives of people in general. Students spend a lot of time utilizing social networks and are considered to be the largest social network users. Students communicating with social networks, especially virtual communities, enabled real-time access, communication synchronization, posting and sharing photos, videos, original and creative work are the main activities and interests of students. As a result of the fast acquisition of social networks, people today live in the world of technology and can quickly gain competences in their daily lives, these changes in technology also affect the lives of students. The Internet has also changed day-to-day and student activities both in University life and in social life. The research study tries to investigate and present a realistic picture of the current situation on the impact of social networks on students. The research methodology is qualitative and reviewed is the published research in the field as well as blogs, forums and other web sites where real life experiences and opinions are expressed from real users. Also 2 student focus groups have been used, novice and expert group. The research study tries to contribute with the recommendations how students can use these networking technologies positively in their daily lives and where educational opportunities are still unknown, we can help schools to be more important, connected, and fully understandable to students, and at the same time to alert to the dangers of social networks. Therefore, the main purpose of this research study is to investigate the effects of using social networks and their social or antisocial impact to society. Based on the study, the conclusion is that in order to protect the student we should increase the awareness for the risk that are coming from inappropriate use of social networks. Insights and recommendations are provided.

The Serbian Orthodox Church has been described in scholarship as having had a significant impact onto the social and political life of Serbia, especially since the wars of the nineties. With the coming of the age of the Internet and social science automation, however, more options have gradually become available to researchers in the recent years. For this reason, this article will tackle the official rhetoric of the Serbian Orthodox Church in relation to the sociopolitical with the assistance of social science automation. Forming an examination via the methodological lens of Operational Code Analysis, this article delves into the Church’s discourse on Kosovo, via heavy vetting of all official statements given on the website of the Serbian Orthodox Church. It also expands upon the initial methodology – Operational Code Analysis – to an analysis of an institution with a uniform discourse, which has so far not seen light in scholarly production.