<abstract xmlns="http://www.w3.org/1999/xhtml"> The article aims to reveal the challenges both ESP learners and teachers encounter during learning/teaching specific content and specific vocabulary of English for Legal studies. The main issue which is anticipated to be a challenge for teachers in this course is often inadequate knowledge of a specialist field. As far as learners are concerned we anticipate that in most ESP courses they are not prepared for professional communication in English on the area of their field. These anticipated results are the basic hypothesis of our manuscript to focus on. The study is aiming at finding out and answering these two questions. For this purpose the survey was carried out at SEEU, English for Legal Studies faculty. Both teachers and learners were asked about their attitude and preparedness towards ESP course </abstract>

Challenges for Learners / Teachers in the Esp Course for Legal Studies

<abstract xmlns="http://www.w3.org/1999/xhtml"> The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined </abstract>

Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

<abstract xmlns="http://www.w3.org/1999/xhtml">The Language Centre (LC) as an integral part of the South East European University (SEEU) implements a number of well-established, institution wide quality procedures which are intended to have a positive impact on the standards of learning and teaching. These include: Teaching Observation Procedure, an annual Student Evaluation Survey, a performance management process for staff linked to professional development and an LC cycle of strategic planning, linked both to internal and LC Specific external evaluation. In developing these procedures, the University and Centre has drawn on international quality assurance guidelines, trends and good practice in order to develop effective approaches to quality within a specific educational and national context. The purpose of this paper is to evaluate what changes these procedures have made, both at individual teacher and LC level, how far institutional -wide processes have been applicable and valuable to the LC and whether there has been an impact on LC staff in their awareness and/or commitment to quality enhancement. Our conclusions will be drawn from an evaluation of these procedures, a comparison of LC data over a period of time and an investigation into Centre staff perceptions. We hope that the results of these findings will contribute to a greater understanding of the value of quality assurance procedures for Language Centers as well as to identifying what makes such processes successful </abstract>

The Impact of Quality Procedures on a Language Centre

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper explores the parallel interpretation of the funerals, the folk beliefs and the symbolic understandings of funeral customs in the Greek and the folk tradition in the territory of the Republic of Macedonia. Most of the Greek funeral customs, as well as those in the Macedonian folk tradition, can be connected with those that were practiced in other people and in other times. Although impression is gained that the ancient funeral customs have been forgotten, they have lived their development thus as they could, with the aim to satisfy the living and to give expression of human grief, pain, enthusiasm and even hope. In the Greek and Macedonian folk traditions, old beliefs and rites are present today as well in these areas. In some places they have been altered as a result of the contemporary views, and in some rural areas are almost identical as in the time when they first appeared. The aim is to show the similarities and differences within the scope of the funeral and magical - ritual actions between these two folk traditions that begin immediately after the death of a loved one and continue until the funeral. This paper will also offer a comparative analysis of the funeral customs between the Greek and the Macedonian folk tradition by observing the rudiments of the funeral customs that were practiced in the past. In certain cases they have been altered as a result of modern views, and in some rural areas they have remained unchanged </abstract>

The Funeral Customs in the Folk Traditions of Greece and the Territory of the Republic of Macedonia

<abstract xmlns="http://www.w3.org/1999/xhtml">Researchers have investigated the role of information technology (IT) in learning but there is a need for studies investigating the impact of Blogging distinctively. There are previous studies which support the use of technology in the classroom and researchers who are arguing the opposite by expressing their concerns related to technology integration into the curriculum. This paper attempts to explore the impact and effectiveness of using weblogs in universities, particularly in English for Specific Purposes (ESP) environment. The participants in this study were 25 second and third year Communication Sciences students attending ESP one and two courses. Qualitative and quantitative approaches were used for the data collection. Evidence was gathered in the form of student questionnaires, weblogs and teacher’s analysis and evaluation of the process. The findings indicate that ESP students would not use their blogs effectively unless they are monitored and motivated by their teacher. It can be suggested that blogs can be used as an educational tool in different ESP courses and not only with ESP for Communication Sciences because their usage enhances student-student and teacher-student interaction and promotes discussions. Moreover, using Blogs in the classroom proved to be a good opportunity to promote students’ self reflection, peer evaluation skills and also their critical thinking ability. Finally, weblogs encourage collaborative work; establish a rapport between the learners and the teacher, by building a learning community and enhancing learner autonomy </abstract>

The Impact of Integrating Weblogs into an ESP Classroom

<abstract xmlns="http://www.w3.org/1999/xhtml"> The Integrations plan is a process that requires work, time and institutional commitment. The mobilization of all bring the success of acceptance into the Euro-Atlantic, which is main intention of the Republic of Kosovo to be part of European Union, NATO, etc.. In the phase where the new republic is found in Europe, is initial stage, figuratively speaking "as a child in the first steps of walking." The commitment of the Government of the Republic of Kosovo, especially the Ministry of Integration and Foreign Ministry, is not missing, even though is required work and cooperation from the other ministries, also by the citizens themselves, diaspora, businesses, etc.. As the newest state without any political and diplomatic influence, the Republic of Kosovo should strengthen the sector of public diplomacy which mobilizes all institutional structures, non-governmental organizations, individual citizens, etc.. Public diplomacy is seen as a way of achieving the goals by smaller states which do not have influence on other forms. This diplomacy also sends to achievement of goals for integration, and my suggestion about the fulfillment of conditions for integration is to use public diplomacy, about forms and methods that should be used by the Republic of Kosovo, I have explore and explain in the continuing of the paper </abstract>

Public Diplomacy in the Integration Plan of the Republic of Kosovo

<abstract xmlns="http://www.w3.org/1999/xhtml"> This article aims to contribute to the growing interest and consideration for the importance of the welcoming family of schools to prevent violence among students. This study reflects upon the importance of qualitative collaboration, namely to enrich the public opinion with the valuable information about the cooperation between school and family. The purpose of this article is to ascertain whether it affects the level of contacts between school and family for preventing violence among students by family welcoming at school.This study used quantitative method and aims to find answers to the following questions: What are the forms of violence among students in school? What are its dimensions? What are the reasons? What impact has the use of violence? What attitudes are being held towards violence? Are there school programs that deal directly with the study, prevention, rehabilitation? At what level is welcomed by the family of schools for prevention of violence among students. Research hypothesis: The level of contacts between the school and families affected by the welcoming family at school. We have included 400 teachers and 400 parents from rural areas in this study, as well as 300 teachers and 300 parents of fourth classes’ from the urban areas. Were made 98 interviews with parents and 97 with the teachers. 97 pupils are involved in focus groop. They come from the various city schools in Kosovo. Systematic sample was randomly selected, and we have compiled the questionnaire. A team of pedagogues, who have been previously trained to use this questionnaire, took attitudes of both subjects. Data were analyzed by SPSS 20 program. The study has reached some findings and conclusions. Participants' responses indicate that the level of contact between the school and families for preventing violence among students is affected by the factor family welcoming at school. </abstract>

Welcoming families by school – important factors for cooperation between school and family to prevent violence among students.

<abstract xmlns="http://www.w3.org/1999/xhtml">The works of Naim Frashëri and Ismail Kadare have had a great impact in the Albanian literature. We will not, however, discuss their literary value, but rather we will dwell on the linguistic impact and the gradual enrichment of the language by these authors. In this context, it is sometimes impossible to separate literature from language. This paper aims at explaining some of the aspects of the usage of the diminutive by the above-mentioned writers in their works. Therefore, in Frashëri’s poetry, we find it to be used for the purpose of derision or endearment of something or somebody, whereas in Kadare’s works we see it used only for derision and contempt of a thing or a person. The paper is divided into three parts, the first dealing with the usage of the diminutive by the authors, the second consists of examples of diminutive words, and the last section compares the words used by the former and latter of the authors in question </abstract>

Collaborator at the Faculty of Languages, Cultures and Communications, South East European University, Tetovo, Macedonia

Lector at the Language Centre, South East European University,Tetovo,Macedonia

The Diminutive in Naim Frashëri’s Poetry and Ismail Kadare’s Works

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SEEU Review

Call for papersSEEU Review Volume 19 Issue 1The deadline for submission of papers is 15 April 2024  SEEU Review is an international, peer-reviewed, open-access, online scientific journal published by South East European University in the international academic publishing platform by De Gruyter. SEEU Review is published twice a year.  Why subscribe and read  SEEU Review is an international scientific review published by South East European University which provides an international forum for research, analysis, and debate from a broad range of fields, such as: law, economy, public administration, international relations, political sciences, languages, communication, technology sciences, and environment.  Why submit  SEEU Review seeks to publish original work that demonstrates currency and relevance to the field of study addressed. Submitted papers will be double peer-reviewed by blind reviewers from the specific fields included in the Review.　SEEU Review will accept the following types of articles for consideration: research papers, position papers, white　papers, and reviews.  Article Processing Charges (APCs)  SEEU Review applies publication fee of 50 euros to authors whose articles are accepted for publication. The authors will need to pay the fee following an Acceptance letter from the SEEU Review editorial board through review@seeu.edu.mk. This fee will be used to cover publishing services to the Sciendo platform of the international publisher DeGruyter. The author’s ability to pay does not affect the peer-review process niether the non/acceptance of the manuscripts for publication.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.  Target group   experts in the fields of: law, economy, public administration, international relations, political sciences, languages, communication, technology sciences, and environment 