<abstract>
<title style='display:none'>Abstract</title>
The communication and cooperation with colleagues, has been seen that it affects the performance of teachers at school, their desire for work and the love and quality with which they conduct lessons, as well in creating a positive school climate although it is not talked too much and is not addressed in the various reports. This paper aims to develop and understand different forms of communication with colleagues in educational institutions, in order to increase and improve cooperation between them. The paper also aims to bring techniques and strategies that will increase the communication and cooperation skills between teachers, based on the review of a wide literature, its evaluation by bringing contemporary studies as well as different viewpoints regarding the relationship between the pedagogical staff in the school and outside of it. The cooperation helps the realization of the Individual Education Plan, but also the planning of educational work at school. This cooperation aligns work objectives to develop the student’s potential and to improve student’s results. A bad and non-cooperative relationship with colleagues and managers affects quality reduction. In most of their work, teachers are seen not only as transmitters of knowledge, but also as behavior models and educators of a new generation. It is thought that cooperation has an impact on the teacher’s performance, but also on the students’ performance and results. The article combines the researcher’s point of view, and gives some recommendations as well-planned implementation to successfully influence the collaborative process and progress, teaching staff must function as a team and abandon traditional norms of isolation and individualism. The investment in time to do this kind of practical and applied work should be accompanied by redesigned guidelines that are more coherent and structurally sound.
</abstract>

Techniques and Strategies of Communication and Cooperation with Colleagues Inside and Outside the School

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<title style='display:none'>Abstract</title>
This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” - Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered were ungrammatical.1
</abstract>

Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

<abstract>
<title style='display:none'>Abstract</title>
In this argument, based in concrete observation for toddlers 2-4 years old, will be treated the case of lexical input of this age, used in the act of speech from the communication through special words- accompanied with extra-linguistic means,- from holophrases, to generating simple sentences, as special constructs of syntax. Primal phases of owning the language have already slowly started in the first years of their lives. The child follows the unstoppable road to understanding and enriching knowledge. As helping to our material will be included, except for their group and family life, didactic materials as well, in which part of our study were “Open and Find out” books, which are made of secret windows and puzzle books, which contain plenty of material that serves to the children’s speech-gaining act. The theory treating of the problem above will be mostly supported by Albanian language data, or by Albanian children – as native speakers of that mother language. The principal phases of owning the language have slowly started during the first years of his life. Now the child follows the unstoppable way to gaining and enriching his knowledge. The methodology followed in this material includes preschool children. During this phase the child articulates more lexical words than grammatical words. We noticed the phenomena when observing 14 children, who were selected from two age groups. The conversations of the different aged and gendered subjects were analyzed, as well as the vocabularies they owned. During this treatment will be shown linguistic features that children are prone to change from one phase of life to another. It’s also interesting to emphasize how even in the word and sentence producing phase, children are developed and skilled by using didactic books on them.
</abstract>

Discourse Act Contributing to the Linguistic Formulation from Word to Sentence: Albanian Children

<abstract>
<title style='display:none'>Abstract</title>
Our contribution focuses on the issue of reading children in a bilingual setting, and the control of two languages is natural to them. In spoken language, children express themselves almost flawlessly, but the problem arises when they begin to read. One language is better, easier to understand, more natural. Our contribution is of a research character. Through an interview with a selected sample of children, we try to uncover the phenomena and patterns that occur when reading bilingual children. The article also deals with the reading habits of pupils from the bilingual environment, pupils’ reading and book relations. We find out which language learners prefer more when reading books, and how their parents have influenced their language preferences and what reader’s interests children have in their early childhood. Children of disease in research are deliberately chosen to meet the requirements of the research goal. We chose four children attending the first grade of elementary school. Each of these children has a second language (English, Norwegian, Belgian and French) besides the Slovak language. Research data was collected through individual interviews with these children. Through this research, we have also sought to identify the importance of reading in the lives of contemporary children.
</abstract>

Reading Language of Bilingual Children and Its Characteristics

<abstract>
<title style='display:none'>Abstract</title>
The beauty of poetry is influenced by the choice of words expressed in the style of any languages. There are influences of Arabic language and literature in the Malay world. In addition, most of studies on Malay literature text are using western theories. Therefore, this study attempts to examine the appropriateness of the use of <italic>‘Ilm al-Bayan</italic> which is a form of Arabic Rhetoric in analyzing Malay poetry texts. The library approach is used in this study. The choice of this approach is to gather information related to <italic>‘Ilm al-Bayan.</italic> Descriptive analysis approach is used to analyze the information gathered to see suitability of the Arabic style that used in assessing the Malay literature texts. The study found that there are similarities between the functions <italic>‘Ilm al-Bayan</italic> with Malay rhetoric, although the terms of each of these languages are different. It is certainly based on the expression of the original speakers of the language, whether in Arabic or Malay literatures.
</abstract>

<italic>‘Ilm Al-Bayan</italic> and Its Suitability in Analyzing Malay Poetry Texts

<abstract>
<title style='display:none'>Abstract</title>
This research focuses on theoretical and practical issues of multilingualism in Prizren, the Republic of Kosovo’s most linguistically diverse city. It examines the city’s linguistic landscape, culture, and values, investigating language use at home, in public, and in institutions. It analyzes language legislation and its often uneven implementation. In the last 20 years the language situation in Prizren has changed dramatically. This research attempts to provide a clear picture of the current language situation of Prizren in the new and independent Republic of Kosovo, and is relevant for the general public, minority communities, government, non government and international organizations. The research was conducted in order to shed more light on the concept of multilingual societies. The central sources for this research are the Constitution of the Republic of Kosovo, the policy on language rights and language use in the country, questionnaires, and observation.
</abstract>

Multilingualism in Prizren, Language Use and Language Policy

<abstract>
<title style='display:none'>Abstract</title>
The present study examines differences in syntactic complexity in English writing among advanced and upper intermediate undergraduates by means of quantitative measures of syntactic complexity. Participants were 250 Spanish undergraduates enrolled in a Degree in Modern Languages. A total of 121 students had an upper intermediate level (B2 level according to the CEFR) and 129 had an advanced level (C1 level according to the CEFR). Essays were evaluated by quantitative measures gauging different aspects of L2 complexity. Results indicate that the complexity measures chosen can capture significant differences in writing proficiency when comparing different proficiency levels. The scores on the general quality of the writings and on all syntactic complexity measures increased from B2 to C12 and for all complexity measures the increase was statistically significant.
</abstract>

L2 Writing: A Comparison of Upper Intermediate and Advanced EFL Learners

<abstract>
<title style='display:none'>Abstract</title>
In times of crisis, a government’s communication with the public is fundamental, as one of the government’s main tasks is to provide critical information to protect the population. In the current context of the COVID-19 pandemic, public health communication has been paramount because of the elevated risk of contagion. Moreover, in public health communication, experts play a pivotal role by providing reliable information on the basis of their technical expertise. The impact of the COVID-19 pandemic is often compared to that of the Spanish flu, a pandemic occurring in 1918-1919, whose global spread decimated tens of millions of people. This contribution aims to assess the role of experts in the two crises by highlighting the differences in France’s public health communication during the two events. Assuming that the objectives of public health communication during the two pandemics were more or less identical, i.e. to prevent the spread of disease and inform and protect the public, the paper inquires about the means used to achieve them, focusing on the contribution of experts. The main characteristics of public health communication during the Spanish flu will be investigated by analysing articles published in the period between 1918 and 1919 in two French newspapers <italic>Le Matin</italic> and <italic>Le Petit Parisien</italic>. In terms of the current COVID-19 pandemic, this paper will probe articles published since December 2019 in the newspaper <italic>Le Monde</italic>.
</abstract>

Public Health Communication in France during the Spanish Flu and the COVID-19 Pandemic: The Role of Experts

<abstract>
<title style='display:none'>Abstract</title>
Guatemala experienced a cruel genocide in the early eighties, in the context of a repressive Conflict. Due to the different governments´ repressive policies, this terrible social situation was little known abroad, and even in the own country. Just after the Peace Accords, several organisms worked to uncover the historical truth. In any case, we cannot forget that testimonial literature is a privileged mean to know this dark period of the contemporary history of Guatemala. This genre is particularly relevant, because the main writers are originally Mayans, and have directly suffered both repression and social exclusion due to ethnic reasons. Rigoberta Menchú, Unmberto Ak´abal and Víctor Montejo represent a new and original point of view in the measure in which they describe feelings and situations from the perspective of those who experience them personally. Testimonial literature or <italic>the Testimonio</italic> becomes an ethnographic document that allows us to know not just a period but a people who have suffered from repression and exclusion for centuries.
</abstract>

The Guatemalan Genocide Through Indigenous Mayan Literature Twenty Years After the Peace Accords: Rigoberta Menchú, Humberto Ak´Abal and Victor Montejo

<abstract>
<title style='display:none'>Abstract</title>
TA training is an important component of any rhetoric/composition program in American universities. As a faculty member in the Department of English, Comparative Literature, and Linguistics with a specialty in classical oratory and comparative rhetoric, I have been training TAs for over a decade as a significant portion of my teaching assignment. In my presentation, I would like to discuss the major factors that affect the quality of the TA training program and ways to balance these factors to maximize the learning experience for the TAs. TAs, short for “teaching assistants” or “teaching associates,” are graduate students in English who are assigned to teach a writing class or two, usually of beginning college level. It is essential that these graduate students be provided with detailed hands-on training both in theory and in practice every step of the way in order for them to feel confident and comfortable in the classroom. My role as their teacher and supervising instructor is to provide them with fundamental training, laying a solid foundation for them to grow professionally. As I see it, four major factors interact in the TA training process: the available theory, the institutional and academic expectations, the class of student writers they each teach, and the TAs themselves as a team. Some of these factors are relatively constant; others are fluid and always changing. They often present fresh challenges when they interact in the writing classroom. I would like to explore how these factors act upon each other and complement each other as I try to create an environment in which the TAs feel encouraged to learn and experiment on their own with a minimal amount of guidance. I will argue that, based on my years of experience and on the reflections by the TAs themselves, it is of critical importance that the focus be placed on the balancing of the four factors in an individualized approach for TA training.
</abstract>

Negotiating between the Constant and the Changing: Balancing Acts in the Training of Writing Teachers

<abstract>
<title style='display:none'>Abstract</title>
The importance of involving students in writing activities that encourage them to work on metacognitive processes is shared by educational experts (Albanese et al., 2003; Harris et al., 2010; De Simone et al., 2015). During the formative process, activities that require students to use judgment and critical thinking skills, as well as challenging them to reflect on themes close to their daily-life, are those reported to be more effective (Bruning &amp; Horn, 2000; Boscolo &amp; Gelati, 2007; Smith et al., 2007). The paper presents the results of a writing laboratory developed with Italian undergraduate students. The students were freshmen at the Department of Education of the Roma Tre University. The main objective was to work on the metacognitive skills of students, asking them to clarify their idea of “school organization and assessment processes in Italy”, through a written paper. In addition to argumentative texts, students were asked to identify one or more illustrations to support their own judgment. The research hypothesis was that ideas that students have about scholastic organization and about assessment processes could considerably influence the way in which they approach their academic path. The products of the laboratory were systematically shared and discussed with the students. The result of the research confirms the importance of working with students on writing skills and on metacognition. These are shown to be relevant to the students’ educational and professional future.
</abstract>

Writing and Metacognition: How Italian Students Represent the School Organization and the Assessment Processes

<abstract>
<title style='display:none'>Abstract</title>
In this article we introduce and analyze the morfo-syntactic behaviour of activity verbs in standard Albanian.The grouping of verbs by their lexical-semantic meaning deals with the study of the way of presentation of the action development. To the verbal action we refer when we are looking to analyze and classify the lexical meanings of different verbs, which are grouped or separated by the means of word formation. Even in the cases when for the expression of verbal action are used special syntactic constructions, these are, still, as a function of their respective lexical meaning. However, they don‘t deal with the grammatical meanings but with the lexical meanings of these constructions. In the case of aspect there are grammatical oppositions, expressed with grammatical means, therefore with different forms of the same verb. The aspect in the Albanian language is realized, above all, by the change of tenses, as amongst the imperfective and the perfective (aorist), instead of the verbal action that, generally, it is not indicated by the means of conjugation. Finally, we will study the meanings related not from individual lexical meaning, but from the general lexical meaning. It is this feature that makes the verbal action in Albanian an objective category, different and distinguishable from the subjective category of aspect<italic>1.</italic>
</abstract>

Aspect and Verbal Action in Albanian - Activity Verbs

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European Journal of Language and Literature Studies

Print ISSN 2411-9598  European Journal of Language and Literature Studies (EJLS) is an open-access, peer-reviewed journal dedicated to recent research and studies in the field...

Print ISSN 2411-9598  European Journal of Language and Literature Studies (EJLS) is an open-access, peer-reviewed journal dedicated to...