Jeh

PUBLISHER
Faculty of Education and Humanities, International Burch University
Address: Francuske revolucije bb, 71210 Ilidža, Sarajevo, Bosnia and Herzegovina
Phone : +387(0) 33 944 400
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EDITOR-IN-CHIEF
Vildana Dubravac, PhD, International Burch University, BIH
EDITORIAL BOARD
Senad Bećirović, PhD, International Burch University, BIH

Amna Brdarević-Čeljo, PhD, International Burch University, BIH
İbrahim Murat Öner, PhD, International Burch University, BIH
Irena Zavrl, PhD, University of Applied Sciences, Burgenland, Austria
Ruta Eidukevičlene, PhD, Vytautas Magnus University, Kaunas, Lithuania
Teodora Popescu, PhD, University “1 Decembrie 1918”Alba Iulia, Romania
Mirna Begagić, PhD, University of Zenica, BIH
EDITORIAL ASSISTANTS
Ana Tankosić, MA
Eldin Milak, MA
E-MAIL
jeh@ibu.edu.ba
© International Burch University, 2018
JOURNAL OF EDUCATION AND HUMANITIES
Faculty of Education and Humanities, International Burch University
Volume 1, Issue 1, Summer 2018
CONTENTS
3 Shakespeare – The Concept of ‘Najasa’ (the Bawd)

Shahab Yar Khan
12 Classroom as a Microcosm: Teaching Culturally Diverse Students

Senad Bećirović & Damir Bešlija
21 Jane Eyre as a Byronic Hero(ine)

Adisa Ahmetspahić & Rumejsa Ribo
30 The Impact of English on Bosnian: Anglicisms in Bosnian Press

Berina Šijerkić & Eldin Milak
43 Modern Technology in a Language Classroom: An Exploratory Study

Senaid Fejzić & Aida Tarabar
Journal of Education and Humanities
Volume 1 (1), pp. 3-11, Summer 2018.
© International Burch University
Shakespeare – The Concept of ‘Najasa’

(The Bawd)
Shahab Yar Khan, PhD
University of Sarajevo
Sarajevo, Bosnia and Herzegovina
shahabyar_khan@hotmail.com
Abstract: Shakespeare’s universality places him beyond all ages. Keywords: Shakespeare’s
He is the only author, not born in our age but whose works guarantee universality, word imagery’s
on regular basis financial prospects. Shakespeare's success story as graphic texture, drama of
a writer is unprecedented in human history. Apart from the prophets diversity and resolve, King
of the Holy Scriptures and the philosophers of antiquity, no one else Lear, patriarchal system,
but Shakespeare can claim an impact on human mind and heart of a Najasa the faithless-faceless-
mega scale that goes beyond any age, any religion, any language
shameless, ‘we can do it
and any geography. Uncertainty of the political systems, ruthless
better, death of human
growth of violence, sexual anxiety, dismemberment of filial bond and
civilization.
the essential spirit of improvisation in times chaotic, the very
hallmark of our culture as well as of his drama, force us to see him
in a post-colonial contemporary context to find a direction, a resolve Article History
and an asylum from the ‘neo-colonial’ disaster of the 21st century. Submitted: February 16, 2018
Shakespeare’s treatment of the word imagery, giving word a graphic Accepted: April 28, 2018
texture, does not allow his modern audience to approach his works
dealing with the concept of ‘conflict’ in the Greek classical sense of
the word. Conflict is not the soul of Shakespearean tragedy.
Shakespearean tragedy transforms it into the ‘illumnationist’
principle of ‘diversity’. Shakespeare’s art is the ‘quintessence’ of
mankind. Whenever justice is violated, his drama speaks for those
who stand bewildered, lost and wronged. KingLear, arguably, is the
greatest specimen of poetic art on earth. The play is gradual defining
of a new sensibility where life is regarded as culmination of a
process of transformation. A play where, ‘Najasa’ (a term to
describe the fallen women; from Arabic Najas: the impure,
unwholesome, filthy) the faithless-faceless-shameless ‘whore, the
bawd’, introduces in the name of progressive disciplines its filth and
corruption as normal walk of life. These fashionable the ‘gilded
butterflies’, the worldly wise ‘court rogues’, if remain the role
models, human civilizations stand no chance to grow intellectually
and spiritually. These people represent a mindset, the mind of the
outdated patriarchal system of cheap compromises, disloyalty, lack
of dignity, competition for power play and possession of wealth.
Shakespeare suggests a solution; matriarchal system.
At the threshold of history, every culture of man has heard him knocking.
So often he has been granted not only the entry to these cultures but their
complete citizenship, it is sometimes difficult to claim that Shakespeare was an
English writer. It is a modest thing to say that ‘he is of all ages’, he is beyond all
ages. He goes beyond all that can be determined by any age, any religion, any
language or any geography. In terms of appreciation, for example, Shakespeare
had philosophically more responsive audience in Germany than in 18th century
England. When he was about to be banned by the mid-17th century Puritans,
Indians were about to incorporate his work within the galaxy of their infinite
world of literature. He remained the national poet of the USA until the birth of
its own literary tradition. By the end of the 19th century almost all the communist
revolutionary movements were promoting his heroes as king slayers. And in the
20th century every single artistic movement includes talks about particular
features of his art that brings it closer to the standard features of a particular
movement. He is the only author, not born in our age, whose works guarantee
on regular basis financial prospects for actors, directors, producers and even the
owners of the publishing houses. Shakespeare’s success story as a writer is
unprecedented in human history. Apart from the prophets of the Holy Scriptures
and the philosophers of antiquity, no one else but Shakespeare can claim an
impact on human mind and heart of a mega scale that goes beyond any age, any
religion, any language and any geography. Shakespeare, therefore, does not only
matter to us, he belongs to us. Uncertainty of the political systems, ruthless
growth of violence, sexual anxiety, dismemberment of filial bond and the
essential spirit of improvisation in times chaotic, the very hallmark of our culture
as well as of his drama, force us to see him in a post-colonial contemporary
context to find a direction, a resolve and an asylum from the ‘neo-colonial’
disaster of the 21st century. The radical capacity of his works, specially the works
like King Lear, allows Shakespeare to breathe the air that we inhale wherever we
are and whenever we are.
All the world’s a stage of William Shakespeare who has played over the
centuries on it many parts and has had his many exits and entrances.
Shakespeare, even in 21st century, all alone can be counted on to bring an
audience to the theater. Theaters, throughout the world, sometimes devote all
their seasons to his works. He is an author who has seen an eclipse.
‘By early 17th century Shakespeare had been eulogized in sonnets, alluded to in poetry,
praised in prose, referred to in plays, and anthologized in books of quotations. A totaling
of the figures cited in the Shakespeare Allusion Book (Oxford, 1932) indicates that there
were 481 allusions to Shakespeare before 1649 and another 664 to 1700- and these 1145
concern the plays and poems only, there were many other references to the man only….
For instance, by 1600 there were already almost three dozen references to the ‘honey
tongued’ Shakespeare by his contemporaries. Another quality was pointed out by the
historian William Camden, who in 1605 listed Shakespeare among the ‘most pregnant
wits of these our times, whom succeeding ages may justly admire’. William Cartwright
in 1647, gave ‘nature’ as the source of Shakespeare’s genius and from Milton’s line
‘sweetest Shakespeare, Fancy’s child’ began a series of comments on Shakespeare’s
‘fancy’. And with Ben Jonson’s refusal to give ‘Nature’ all the credit- ‘Thy art my gentle
4
Shakespeare – The Concept of ‘Najasa’ (The Bawd)
Shahab Yar Khan
Shakespeare, must enjoy a part’- begin innumerable references to Shakespeare’s art.

Shakespeare has been credited with great and small knowledge of well over a hundred
subjects and his vocabulary has been given as an evidence of his remarkable mind. ‘Most
warrantable English’, was a tribute from Edmund Bolton in 1610. In 1697, Dryden noted
the ‘purity of his language combined with the fury of his fancy which often transported
him, beyond the bounds of judgment, either coining new words and phrases, or racking
words...... In 1861 Max Muller compared his words with 300, the total used by ‘ignorant
labourers; about 4000 by educated Englishmen; and about 10000 by eloquent speakers.’
Even Milton used no more than 8000 words in his poetry, and The Old Testament needed
only 5642 words to tell its story. Other researchers found that Shakespeare used up to
25000 words; in 1943 Alfred Hart after a careful count arrived at a grand total of 17677.
And what is more remarkable Shakespeare was able to use over 7200 of them only once
and never again.
(Marder Louis, The story of Shakespeare's Reputation, John murray Ltd. 1963).
He ‘fathered’ the language that ‘childed’ us.

The words used by Shakespeare have their own psychological as well as
physiological domain. His treatment of the word imagery, giving word a graphic
texture, does not allow his modern audience to approach his works dealing with
the concept of ‘conflict’ in the Greek classical sense of the word. Conflict is not
the soul of Shakespearean tragedy. Shakespearean tragedy transforms it into the
‘illumnationist’ principle of ‘diversity’. Shakespeare deals in the art of diversity,
he is thus of all the nations and beyond them, of all the ages and beyond them.
Shakespeare’s art is the ‘quintessence’ of mankind. Whenever justice is violated
and whenever truths turn false, his drama speaks for those who stand
bewildered, lost and wronged. His drama defines the meaning of emotional,
social and religious mischief and offers help to the victims of these conspiracies
to ‘beguile the time’.
The philosophical purposefulness of Shakespearean drama as social
movement encourages us to liberate ourselves from the ‘story’, the soap opera.
‘Story telling’ is not the purpose of great literature, anyway. Story is a tool, a
medium through which a great author recommends the art of exploring life as a
set of possibilities. Exploring the nature of these possibilities, I have written in ‘O
Šekspirovim Tragedijama’ (Dobra Knjiga, 2013) that, ‘Shakespearean drama is
not about monarchs but the kings. Shakespeare believes that king is the name of
a character, the spiritual state and the intellectual capacity of an ultra-human
being. It does not come from the lineage it comes through the process of suffering.
Suffering is the key word to understand three fundamental concepts of all
Shakespearean drama. First of all love for one’s beloved and one’s own self
cannot qualify in substance without ‘suffering’. Secondly, responsibility towards
those one loves and towards one’s own self cannot evolve without suffering into
its ultimate substance, ‘the leader’. And finally, alignment with the Will of all the
wills that makes man a shadow of the King of all the kings remains unaligned
substance without suffering. Fortinbras (Hamlet) the bearer of all the three
features is an Edgar (King Lear) in making; and Edgar is a Polexenes (The
Winter’s Tale) yet to ‘happen’. All these images finally culminate into Prospero
(The Tempest). All these are images of what we may call the ‘monk king’ or a
5
‘Dervish’ in office. When the king lives the ideal what Socrates preached and the
prophets reflected upon, then only truth resurfaces, the truth of ‘the dignity of
poverty’. Poverty is dignified only when it is adopted by the role model; it
remains a curse if it is inflicted as social injustice. Shakespearean drama teaches
us how to succeed in times when evil of injustice is inflicted. It shows us the way
to defeat the evil, attain power and then live the life of the monk-king, of a
Dervish. Shakespearean drama encourages us to get rid of the only sin that has
destroyed the worlds’ civilizations throughout, the sin of self-glorification. I hope
that Shakespeare’s influence increases in its real sense beyond RSCs and ‘New
York National Theatres’; beyond Hollywood and universities academics. I pray
that Shakespearean drama speaks to people in this hour of desperation in its own
voice and helps us to regain what we lost long ago, dignity and humanity
(amen).’
In this regard King Lear is a good case study. King Lear perhaps the
greatest example of poetic art on earth, beyond all the scales of time and bounds
of geography, a living organism, breaths its evolution with every step taken
forward or backward by the mankind. Carefully designed linguistic decorum,
purposefully makes this play like many other of his works, a gradual defining of
a new sensibility where life is regarded as culmination of a process of
transformation. In the following speech Lear, transformed from a king to a shelter
less beggar, addresses poor naked wretches wherever they are. He transcends
the bounds of time and space. This speech will qualify as a contemporary work
of art as long as there are poor and naked wretches, the living examples of ancient
unjust systems of distribution of wealth, in our ‘modern-humanitarian’ societies.
As long as there are those twenty percent who exploit eighty percent resources
of this world to keep hunger and poverty alive, Lear's words will remain a
relevant criticism of all our new ‘world orders’:
Poor naked wretches, whereso'er you are,

That bide the pelting of this pitiless storm,
How shall your houseless heads and unfed sides,
Your loop'd and window'd raggedness, defend you
From seasons such as these? O, I have ta'en
Too little care of this! Take physic, pomp;
Expose thyself to feel what wretches feel,
That thou mayst shake the superflux to them,
And show the heavens more just.
(III.4.28-35)
This speech determines the psychological complexion of the later part of the play.
The play rises above the family feuds, feudal rivalries and wars of egos of the
earlier Acts. Right before this speech, King Lear was a simpler play to perform
and easier to comprehend. It dealt with the theme of the honest suffering at the
hands of the Machiavellian. It was a renaissance play about the power politics, a
brutal human invention where out of two combatants one ought to stand as
victimizer or else falling itself as a victim. In this game of power there are no
6
Shahab Yar Khan
martyrs but only victims and survivors. It was a traditional play about collapse
of the values that nurture integrity and honour. It was a social tragedy where
death of human character lead to death of human society. A play where, to use
one of Shakespeare's favorite expressions for ‘Najasa’ (a term to describe the
fallen women; from Arabic Najas: the impure, unwholesome, rotten) the
faithless-faceless-shameless, ‘the whore, the bawd’, introduces in the name of
progressive disciplines its filth and corruption as normal walk of life. And thus
leaves the noble, the enlightened, the honorable stand in awe, reluctant to
participate in the filth of the ‘normal’ of Najasa, yet envious of the whore's success
and sorrowful of its own destruction. In King Lear, Shakespeare connects all
these strains of emotional, moral, social, institutional chaos with one
fundamental thread – the Political instability.
Collapse of our political set ups worldwide offers us many examples today
that would easily fit within the mold of political chaos of Albion of King Lear.
Bosnia Herzegovina, however, matches perfectly the DNA as true descendant of
it. Bosnian political organization is an exact copy of what we witness in political
disorganization of King Lear:
1. A country disputed over by three ‘inheritors’ of the land;
2. A country with two political entities within to mark a state within state;
3. A country where traditional set of human values crumbles in front of
growing social injustice and emotional disbalance.
Bosnia and Herzegovina before the Dayton Agreement

(https://www.rferl.org/a/lasting-ethnic-divisions-in-bosnia/27363192.html)
Since the Dayton Agreement in 1995, Bosnia Herzegovina is literally, not

just ethnically but officially stands vaguely divided. Many maps form the war
period show clear markings. Red is assigned to the Serbian, green to the Muslim
and blue to the Croatian controlled territory. Most of the green falls in the middle
of the maps, as if the connecting link between the other two parts of the country.
7
Lear’s map of Albion if seen upside down, is almost a mirror image of B&H
(http://internetshakespeare.uvic.ca/Library/SLT/reference/maps/tripartite.h
tml)
King Lear’s map is similar. Parts of France and area all around Dover was
Cornwall’s dukedom. At the other end of the map appeared the boundaries of
Albany (Scotland) and Cordelia’s kingdom was supposed to be in the middle.
The connecting link between the other two kingdoms, her name is derived from
the French root ‘cord’, the connecting string. Around her there are the forces of
establishment who do not want her to succeed. The two sisters represent the
element of Najasa, the whore against whom entire Shakespearean drama is not
just the most vocal protest ever recorded in history but the also a means to learn
the method to survive against her evil and ultimately to defeat her.
In Shakespearean English the words ‘whore’ and ‘hour’ had identical
pronunciation and thus it gave poets opportunity to play pun on the word. ‘From
hour to hour we ripe and ripe and from hour to hour we rot and rot’, is a popular
line from As You Like it. It becomes even more valuable if pronounced, ‘from
whore to whore we ripe and ripe and from whore to whore we rot and rot’. It
then becomes an intended joke on the royalty where a ‘whore’ causes people to
rot. In the light of Shakespearean use of the word, I have come up with the
definition of the term ‘whore’. Whore is a person who is faithless-faceless-
shameless. Since this person loses all the faith in goodness within human
character and starts living in a moral vacuum, its own nature evolves to secure
its own narrow interests only at the cost of the life of emotional and social
balance. Since, love, honor, dignity and grace all are dispatched to pieces, its
shamelessness can make it do anything against literally any one, any time. This
whore exists all around us. It can be of any age, gender and social stature. The
range of the whore covers all walks of life from religious scholars to hardcore
criminals, from politicians to beggars, from literate to illiterate, drug addicts and
traffickers, ordinary men, women, girls and boys, a whore can be anywhere and
in any garb. We must be watchful of the whore and the moment we see the
faithless-faceless-shameless, it is our social-moral obligation to distance
ourselves from it, isolate it and declare it as an enemy of human civilization. This
8
Shahab Yar Khan
compound phrase, faithless-faceless-shameless, is the mirror to see our own face

as well, we can now easily evaluate our own truth and at least to our own self we
may confirm if we are among the whore or not.
In Shakespearean drama there are role-model women who appear as the
future forecast of a matriarchal system but at the same time those stereotypes of
women who do not abide by their belonging, fall for cheap compromises, stop
playing their role in society as its spiritual and intellectual mentor, and lead
themselves to physical and spiritual corruption, appear side by side in equally
large number as a warning to mankind. These are those characterless Najasas
against whose manner of life Cordelias and Rosalinds must protest and offer
their alternative model of life as hope of rescue for humanity. Beside these
Najasas, it is the ruling elite in Shakespearean drama that is portrayed as ‘whore’.
Shakespearean drama forces us to think (wherever we are), how to define our
21st century political elite. Shakespeare’s political message is based on emotional
commitments, broadmindedness and most of all, economic justice. ‘Take physic
pomp’ advised Lear to the rulers, urging them all to ‘give thy superflux’. I often
think, would it be a big ask, too unnatural a desire, if the ruling elite of the poor
nations include in the constitutions one minor condition that the representatives
of the people will grow in their assets as much as the people, they represent,
grow. So to say if the annual growth of a nation’s GDP is 3 percent, so shall be
the growth allowed in the personal assets of the parliamentarians. They all shall
vote to include an oath that if the nation does not grow economically, they will
not grow either. Only then accountability is a possibility in democratic process.
Shakespearean drama urges us to see that accountability should be an
institution within the constitutional frame works and within every walk of social-
civic life. People by their own cannot implement accountability as people and
their ruler are mere reflections of each other, ‘handy dandy, which is the justice
which is the thief’? Without social and political accountability entire meaning of
life becomes a relevant concept, Najas at its worst. It is in fact any one in any
office or in any capacity, if certain amount of power can be exercised, takes after
the image of the ruling elite as a role model of success. The fear element cast
through images of power spreads in every walk of life. We see the most grotesque
and crooked forms of it in our educational institutions where teachers have
learned to behave as bureaucrats, police personnel who can start pretending to
be medieval lords all of a sudden, minor municipal corporation offices with
clerks having air of being kings and queens in their tiny cabins. Shakespeare calls
them all mockingly ‘gilded butterflies’, ‘court rogues’. As long as these people
are the role models, civilizations stand no chance to grow intellectually and
spiritually. These people represent a mindset, the mind of the outdated systems
of power play and possession of wealth. If they do not change themselves, the
history has taken its course already. They will be wiped out along with all that
they stand for. Shakespeare’s Lear and Cordelia stand against all in these systems
that is obsolete; from dating methods (in this world of mafias and traffickers this
system introduced around the first world war cannot offer security to the females
any more, Lear’s idea of ‘amorous sojourn’ of two suitors within his residence
9
offers far more revolutionary freedom, sensible liberty and deserves lot more
serious consideration from readers than any other modern cheap dating system
of the world can) to marriage and upbringing of children, from banking to
education and from political manipulations to religious shrewdness all is
doomed to collapse.
Shakespeare foresaw that the ancient patriarchal systems was exhausted
and soon had to be replaced by a revived-modified matriarchal system. King Lear
is not the death of a society but of the system that the society endorsed, rather
inflicted upon its citizens. Today, the havoc caused by the patriarchal system has
reached the level where the entire globe and every single soul living on it are on
the verge of extinction. Four centuries after Shakespeare’s forecast we are waiting
for those women to appear whose role models are not men; whose dream is not
‘we can do it’ but ‘we can do it better’. For this kind of woman to be born a
different set of values independent of patriarchal system is needed to be
introduced, a set of values where the nonsense of the ‘normal, traditional and
routine’ adopted by Najasas is dispatched for good. If it happens somehow,
somewhere on this earth, the mankind may still have a chance to avoid what is
the most obvious, the death of human civilizations.
10
Shahab Yar Khan
REFERENCES
Bloom, H. (1999). Shakespeare: The Invention of the Human. New York:

Riverhead.
Bloom, H. (2004). The poem Unlimited. New York: Riverhead.
Danby, J.F. (1988). Shakespeare's Doctrine of Nature. Faber and Faber.
Yar Khan, S. (2013). O Shakespearovima Tragedijama. Sarajevo: Dobra Knjiga.
Chittick, W.(2005). Imaginal Worlds. Lahore: Suheyl Academy.
Marder, L. (1963). The story of Shakespeare's Reputation. John murray Ltd.
The Map of King Lear’s Kingdom:

(http://internetshakespeare.uvic.ca/Library/SLT/reference/maps/tripartite.h
tml)
The Map of Bosnia Herzegovina

(https://www.rferl.org/a/lasting-ethnic-divisions-in-bosnia/27363192.html
11
Volume 1 (1), pp. 12-20, Summer 2018.
Classroom as a Microcosm:
Teaching Culturally Diverse Students
Senad Bećirović, PhD Damir Bešlija
International Burch University
senad.becirovic@ibu.edu.ba d.beslija@gmail.com
Abstract: The twenty-first century is the century of encounter of the Keywords: race, nation,
different races, nations, cultures, religions and customs. In the culture, religion,
twenty-first century, man is more and more exposed to various multicultural education,
influences that leave a trace on the entire sphere of his social life, strategies.
including education. Given that education systems play one of the
key roles in the formation of both physically and morally healthy
Article History
communities, it is of an enormous importance to analyze the
Submitted: June 18, 2018
phenomenon of a classroom composed of culturally diverse students. Accepted: July 10, 2018
Each individual is nowadays exposed to various influences that leave
a trace on the educational sphere of his social life. Taken into
consideration how educational institutions have become more and
more diverse in terms of cultures, views and perspectives it is of a
great importance to analyze the phenomenon of a multicultural
education. Moreover, it is of an utmost significance to study the
benefits of a diverse classroom in the manner that will provide
students with sufficient knowledge about the importance of
multiculturalism, but at the same time ease teacher’s time spent at
work. This paper examines the instances and benefits of diversity
through the use of different strategies and analyses the
multiculturalism of the 21st century merged in everyday classroom
life.
Classroom as a Microcosm: Teaching Culturally Diverse Students
INTRODUCTION
Diversity refers to the existence of a variety of cultural or ethnic groups

within a single society. It is one of the most perceptible features of the time we
live in and we encounter it in everyday life. Teachers should be conscious of a
fact that each student in their classroom has an immense potential to be useful
member of society and helpful to others—teachers, colleagues, and the
community as a whole. Furthermore, diversity should be regarded as an
encouragement of development and success, rather than an issue for students
and educators.
A diverse classroom acts as a perfect environment for learning the
multiple perspectives and diverse cultural patterns, and it prepares the students
who spend their time in play with classmates from different backgrounds for the
world outside the school. This paper examines diversity as one of the most
perceptible features of our time, and presents a reader with the strategies for
teachers and benefits that they, their students and society might attain through
multicultural education.
MULTICULTURAL EDUCATION
Over the course of history, culture has been explained in many different
ways. It has been defined as “the whole set of signs by which the members of a
given society recognize…one another, while distinguishing them from people
not belonging to that society” (UNESCO, 1992). Many scholars views culture as
“the set of distinctive spiritual, material, intellectual and emotional features of a
society or social group… (encompassing) in addition to art and literature,
lifestyles, ways of living together, value systems, traditions and beliefs”
(UNESCO, 2001).
Multicultural education refers to an idea that aims at promotion of
educational equality and social justice. It carries multiple benefits and positively
affects students moral and physical development. Diversity actively connects a
variety of cultural, ethnic or linguistic groups within a single society. Teachers
should be conscious of a fact that every student in their diverse classroom has a
great potential to be a useful member of society and an invaluable resource for
others. Furthermore, multicultural and multilingual classroom should be
regarded as an encouragement of development and success, rather than an issue
for students and educators.
Multicultural education refers to education and instructions which engage
students of different cultures and linguistic backgrounds in the same activities,
taking into consideration their views, beliefs and languages. It is designed to
serve culturally different students in an equal and just way. On the other hand,
intercultural education aims at promotion of understanding of differences
amongst people and their cultures. Furthermore, it refers to teachings that shows
a great respect and even promotes diversity in multiple areas of human life.
13
However, the major challenge which teachers might have when trying to
promote the notion multiculturalism is dealing with rather natural and inherent
tensions that arise when two or more different (or even opposing) world views
meet. Those tensions, which reflect the diversity of co-existing values of
multicultural world, usually can’t be observed through an ‘either/or’ answer.
However, the dynamic interaction between opposing views and aspects is what
enriches education and multiculturalism.
This method of teaching and learning is based upon “consensus building,
respect, and fostering cultural pluralism within societies” (Bennett, 1995). In
conclusion, multicultural education intends to promote and incorporate positive
cultural features and dialogue into language classroom atmosphere through
creating a welcoming environment for everyone.
THE POSITION OF A TEACHER
A language teacher as a leader of a classroom has the main role in

managing the way in which teaching and overall interaction between the teacher
and the students occur. From Zeichner’s (1992) review of successful teaching
approaches we can observe several key elements for effective teaching of
culturally and linguistically diverse children:
1. Teachers should be completely aware of their own ethnic, cultural and
linguistic identities.
2. Teachers emphasize high expectations for all students and believe that all
of them are capable of making progress and success.
3. Teachers should develop good relations with their students and should
not see them as “the others”.
4. Teachers influence the creation of curricula that emphasize the
development of higher-level cognitive and language skills.
5. Teachers influence the creation of curricula that include the contribution
and perspectives of the different national, ethnic or cultural groups which
compose the classroom.
In addition to the stated approaches, language teachers are to foster a good
relationship with the families of their students, and they are to get to know
different customs related to families’ cultures. In conclusion, the real role of
education and teachers is also stated in the Universal Declaration of Human
Rights as following: “Education shall be directed to the full development of
human personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and friendship
among all nations, racial and religious groups, and shall further the activities of
the United Nations for the maintenance of peace” (Universal Declaration of
Human Rights, 1948).
Furthermore, culturally responsive teaching is a term used nowadays for
describing differentiated instructions and fitting teaching to the students’ needs.
Instructor Gay views this way of teaching as "using the cultural characteristics,
experiences, and perspectives of ethnically diverse students as conduits for
14
teaching them more effectively" (Gay, 2002 p. 106). She states that content and
skills that are planned to be taught through educational systems are learned more
easily when they belong to students' frames of reference and potential
experiences (Gay, 2002).
STRATEGIES FOR A CULTURALLY DIVERSE CLASSROOM
Strategies represent the ways through which a language teacher can make
classroom a place of joy and quality learning. It is this welcoming environment
that should push students to learn and behave in a good manner.
1. Set and maintain high expectations for everyone regardless of their ethnicity,
cutlre or language
It has been proven that students whose teachers demonstrated high
expectations for them learn better. Teachers who encourage students to identify
and solve problems, and involve them in collaborative activities make their
students aware of their ability to complete different tasks (Burris & Welner, 2005).
2. Demonstrate care by learning about your students’ needs, concerns and strengths
Students show greater interest to participate in classroom activities when
a teacher demonstrates care for them and their needs, hopes and dreams. Nel
Noddings (1995) claims that "we should care more genuinely for our children
and teach them to care" (p. 24).
3. Learn about students' cultures and languages to better understand how and why
they behave in certain ways in and out of the classroom.
Teachers need to understand many different ways in which parents or
care-givers might express concern about the education of their children in respect
to their culture and language. For example, Gibson (1983) reports that Punjabi
immigrant parents in California believe it is only the teacher's task to educate and
that they as parents should not be involved in school activities. Furthermore, they
showed that they care a lot about their native language, and that they are very
cautious with their children learning another foreign language. All of this is to be
taken into consideration when preparing a strategy for teaching (Gibson, 1983)
4. Promote and encourage participation of parents or care-givers in school activities.

Parents are a child's first teachers, but they are not necessarily aware how
much they influence their children’s development. Teachers can enhance
parents’ participation by informing them about the importance of a bond
between home environment and children's learning in school (Saravia-Shore,
1992). Communication is crucial in language acquisition and learning.
5. Choose culturally relevant curricula that recognize, incorporate, and reflect

students' heritage
15
Students certainly feel encouraged and motivated to study when they see
that a teacher knows about and admits the contributions that their own racial or
ethnic groups made to the community. This allows students to practice their
language and other skills in real-life situations. They also realize that teacher
values and appreciate each child's background, which creates more welcoming
environment in a classroom.
6. Include the arts in the curriculum.

One of the best ways to enhance students’ is to engage them in arts
activities which promote dialogue on important issues. Providing opportunities
for students to express their ideas and beliefs enables them to master talents and
enhance multiple intelligences (Gardner, 1983).
BENEFITS OF MULTICULTURAL EDUCATION
There are several very important benefits of multicultural education that

might be encountered during the education period, but also afterwards
throughout one’s life. In this paper, we will present and examine benefits of
breaking stereotypes and prejudices, biculturalism, acceptance of others and
acculturation (Banks, 1993).
Breaking stereotypes and prejudices
Stereotypes represent core beliefs about certain characteristics that are

believed to be features of a particular group or community. Stereotypes are
usually incorrect and discriminatory and they, therefore, carry negative
consequences for the people they are applied to.
Furthermore, stereotype threat, as explained by Steele (1997) refers to “the
event of a negative stereotype about a group to which one belongs becoming self-
relevant, usually as a plausible interpretation for something one is doing, for an
experience one is having, or for a situation one is in, that has relevance to one’s
self-definition” (p. 686). Taking into consideration a danger of stereotyping, one
might come to the conclusion how great benefit breaking stereotypes in a
multicultural language classroom is.
Biculturalism
One of the greatest advantages of multicultural classroom is a formation

of a bicultural perspective amongst students. Buriel et al. (1998) explained how
knowledge of two cultures and languages allows students to better adjust to dual
cultural need, and “may provide bicultural and bilingual students with more
problem-solving strategies, interpersonal skills, and self-confidence for accessing
academic resources at school and in their communities” (p. 294).
16
Therefore, students who become bicultural and bilingual can overcome

communicational difficulties easier and are consequently able to co-exist and co-
work in a culturally diverse environment.
Acceptance of others
In the twenty first century when humankind seeks toleration and

acceptance in order to function well, the benefit of assimilation which is provided
by multicultural education is of an utmost significance. In the second-language
acquisition literature the mentioned assimilation is explained to be “the
replacement of one’s native culture, including language, values, social
competencies and sense of identity, with that of another culture” (LaFromboise,
Coleman, & Gerton, 1993). Therefore, the ultimate aim of assimilation might be
considered to be social acceptance by members of the dominant group, which
can be achieved in a classroom with culturally different beliefs and perspectives
(LaFromboise et al., 1993).
Acculturation
The other benefit of a culturally diverse classroom is acculturation which

refers alterations which result from a continuous contact between different
cultures and languages: The mentioned changes come from learning the
language, tradition and overall practices of the new culture (Sam & Berry, 2010).
However, the mentioned phenomenon, like assimilation, might result in
the negligence of one’s own culture (Buriel, 1993). As stated by Sam and Berry
(2010), “individuals need to belong to a group in order to secure a firm sense of
well-being.” (p.475). When this is accomplished, students of a multicultural
classroom are fully prepared to regard other cultures not only as equally
important, but in a sense as their own.
EDUCATION SYSTEMS IN BOSNIA AND HERZEGOVINA
Even though educational systems (plural form is used since B&H

recognizes three different systems of education which are connected to three
major nationalities) is regulated by law, Bosnia and Herzegovina often has many
issues with implementing its unique education policies. One of the dilemmas that
the government has is the question of whether to separate the public education
system into special nation-oriented schools with different curricula (since the
national diversity represents an obstacle instead of being beneficial). Many
scientific papers have been written on this topic in journals in B&H but still no
solutions have been offered that would be acceptable to all sides. Furthermore,
this might be considered a political abuse of educational rights at the national
level that avoids each attempt toward sincere democratization and acceptance of
national, linguistic and religious diversity in the education system.
17
There has been much manipulation of educational systems for political

and ideological reasons from the time the war was over up until now. Education
has often misused teaching the students different interpretations of the same
events. For example, history textbooks in B&H may explain the initiation of the
war as aggression of Serbia on Bosnia and Herzegovina, or a fight for liberation
and national emancipation. Even the very genocide and ethnic cleansing of some
parts of the territory which were inhabited by Bosniaks are often presented as an
act of self-defense.
Moreover, educational systems in Republic of Srpska divide students
based on their nationality, language, and religion. Also, they tend to argue over
the quality and acceptability of history and language textbooks in Federation of
Bosnia and Herzegovina. Problems arise especially when Bosniaks and Croats
start returning to their pre-war hometowns that were ethnically cleansed during
the aggression. In these environments newly-formed education policies
primarily reflect the superiority of Serbs over minorities, being Bosniaks and
Croats. Minority children are allowed access only to education organized to serve
the needs of the majority students.
This type of behavior towards minority students demonstrates an
unwillingness to accept Bosnian and Herzegovinian diversity present in the
community. Although this exclusion goes against law, nationalist leaders are
powerful enough to implement their will in schools, often making a phenomenon
called “two schools under one roof”. However, these problems occur
infrequently in large cities such as Sarajevo, Tuzla, Bihać and Zenica, because
they kept their multi-ethnic views and nurtured them through the educational
system even during the war period (Pašalić-Krešo, 1999).
CONCLUSION
The twenty first century is a century of an encounter of different cultures,

beliefs and languages, and as such it exposes individuals to living in a culturally
diverse society. Furthermore, educational institutions are becoming places of
perspectives intertwining and are beginning to embrace the idea of the multiple
cultures influencing students’ development. In order for students to enhance
their learning process and teachers to create a warm and welcoming atmosphere
in their classes, it is of an utmost importance to analyze possible methods and
approaches which can be used in everyday work at school. Multiculturalism has
become one of the most intricate phenomena of the time in which we live. As a
result of the different communities living together, there is a great demand for
analyzing the benefits of a multicultural education in order to assure those who
are suspicious of it, and believe that bringing students together can endanger
their individual cultural customs and beliefs. In conclusion, this paper provides
a reader with the information regarding the phenomenon of culturally diverse
classroom, teachers’ position and possible strategies for easing both educators’
and students’ work, defines multiculturalism in its essence and analyses four
major benefits of multicultural education.
18
REFERENCES
Art. 26.2, Universal Declaration of Human Rights (1948)
Banks, J.A. (1993). Multicultural education: Characteristics and goals. Boston,

MA: Allen & Bacon.
Bennett, C. (1995). Comprehensive multicultural education: Theory and practice

(3rd ed.). Massachusetts: Allen & Bacon.
Buriel, R., Perez, W., De Ment, T., Chavez, D., & Moran, V. (1998). The
relationship of language brokering to academic performance, biculturalism, and
self-efficacy among Latino adolescents. Hispanic Journal of Behavioural
Sciences, 20(3), 283- 297. doi:10.1177/07399863980203001
Burris, C. C., & Welner, K. G. (2005). Closing the achievement gap by detracking.
Phi Delta: Kappa.
Gay, G. (2002) Preparing for culturally responsive teaching. Journal of Teacher

Education, Vol. 53, No.2,106-116.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New

York: BasicBooks.
Gibson, M. A. (1983). Home-school-community linkages: A study of educational

opportunity for Punjabi youth. Stockton, CA: South Asian American Education
Association.
Noddings, N. (1995, November). Teaching themes of caring. Education Digest,

61(3), 24.
Sam, D., & Berry, J. (2010). Acculturation: When individuals and groups of
different cultural backgrounds meet. Perspectives on Psychological Science,
5(4), 472-481. doi:10.1177/1745691610373075
Saravia-Shore, M., & Arvizu, S. F. (Eds.). (1992). Cross-cultural literacy:

Ethnographies of communication in multiethnic classrooms. New York:
Garland.
Zeichner, K. M. (1992). Educating teachers for cultural diversity. East Lansing,

MI: National Center for Research on Teacher Learning.
LaFromboise, T., Coleman, H., & Gerton, J. (1993). Psychological impact of

biculturalism: Evidence and theory. Psychological Bulletin, 114(3), 395-412.
doi:10.1037/0033- 2909.114.3.395
19
Pašalić-Krešo, A. (1999). Education in Bosnia and Herzegovina: Minority

Inclusion and Majority Rules The system of education in BiH as a paradigm of
political violence on education. Sarajevo: Faculty of Education and
Humanities
UNESCO (1992): International Conference on Education, 43rd Session, The

Contribution of Education to Cultural Development, p.5
UNESCO Universal Declaration on Cultural Diversity (2001); cf. also the

definition given in the Mexico City Declaration on Cultural Policies, adopted by
the World Conference on Cultural Policies (Mexico City, 1982): Culture is “the
whole complex of distinctive spiritual, material, intellectual and emotional
features that characterize a society or social group. It includes not only the arts
and letters, but also modes of life, the fundamental rights of the human being,
value systems, traditions and beliefs.”
20
Volume 1 (1), pp. 21-29, Summer 2018.
Jane Eyre as a Byronic Hero(ine)

Adisa Ahmetspahić Rumejsa Ribo
University of Zenica
adisa995ahmetspahic@gmail.com rumejsa.ribo95@gmail.com
Abstract: This paper aims to offer a new understanding of the Keywords: Jane Eyre,
Byronic hero through the character of Jane Eyre. By definition, the Byronic, hero, female,
Byronic hero presents a potent individual who defiantly breaks the quaint.
social norms of his time as they oppose his own moral philosophy.
Ever since the archetype of the Byronic hero was created,
prevalently male characters in literature have been characterized as
Article History
such, from Byron’s Childe Harold, Emily Brontë’s Heathcliff, to
Dumas’ Dantes. Even though she was a female, Jane Eyre, Charlotte Accepted: July 13, 2018
Brontë’s title character, displayed behavior resembling that of the
previously mentioned male characters. This indicates that Jane Eyre
did not only break the social norms of her time but also the mold of
the Byronic hero. On her journey from childhood to adulthood, many
tried to suppress her wayward behavior. However, she always
managed to rise above such plights and continued going off the
beaten track, just like other Byronic heroes. Relying on the close-
reading method, this paper follows Jane Eyre through different
stages of her life in which she reveals her Byronic nature.
INTRODUCTION
Jane Eyre, often considered Charlotte Brontë’s most compelling novel, was
published in 1847. From the moment of the book’s publication up until the
present time, Jane Eyre has been a frequent subject of criticism. What makes the
novel so enthralling is its title character-Jane. Many critics of Brontë’s time
regarded Jane Eyre’s character as unconventional and immoral.
In The Quarterly Review from 1848, Elizabeth Rigby, also known as Lady
Eastlake, expressed her strong disapproval of Jane Eyre and lambasted her as:
the personification of an unregenerate and undisciplined spirit […] She has inherited in
fullest measure the worst sin of our fallen nature—the sin of pride. Jane Eyre is proud,
and therefore she is ungrateful, too. It pleased God to make her an orphan, friendless,
penniless—yet she thanks nobody, and least of all Him, for the food, and raiment, the
friends, companions, and instructors of her helpless youth […] On the contrary, she looks
upon all that has been done for her not only as her undoubted right, but as falling short
of it. […] Altogether the auto-biography of Jane Eyre is pre-eminently an anti-Christian
composition. (as cited in Mundhenk & Fletcher, 1999, p. 176)
Even though it can be said that Lady Eastlake was a little harsh on Jane
Eyre, one must admit that Jane Eyre is indeed a quaint character. Her intelligence,
rebellious nature, self-pride and –determination, as well as the peculiarity that
pervades these traits, are almost Byronic. While describing the reception of
Jane Eyre, more contemporary critics, such as Sandra M. Gilbert and Susan
Gubar, alluded to this understanding of Jane Eyre: “They (the audience) were
disturbed not so much by the proud Byronic sexual energy of Rochester as by the
Byronic pride and passion of Jane herself” (Gubar, 1977, p. 780).
However, this is not surprising if we bear in mind that the Brontë sisters
drew heavily from Lord Gordon Byron’s works and adopted some of the
recurrent patterns, themes, and character types (Bloom, 2007, p. 1). Their
fascination with Byron’s persona and with the archetype of the Byronic hero is
visible both in Charlotte Brontë’s Jane Eyre as well as in Emily Brontë’s Wuthering
Heights. Nonetheless, in their novels and in literature up to date mostly male
characters have been characterized as Byronic heroes.
It is unknown whether Charlotte Brontë purposely incorporated the traits
of the Byronic hero into the character of Jane Eyre. Be that as it may, if one
considers the features of Jane Eyre’s character and the features of the Byronic
hero that will be presented in the section that follows, it is evident that these two
greatly overlap. Therefore, the aim of our paper is to offer a new understanding
of Jane Eyre.
THEORETICAL BACKGROUND
A growing body of literature has analyzed the notion of the Byronic hero.
The very name ‘the Byronic hero’ is itself highly suggestive as it was derived
from the name of its instigator-Lord Gordon Byron. Some preliminary work that
22
elaborates on the Byronic hero was carried out by Colwyn Edward Vulliamy
(1948) who defines Byronic hero and Byronism as
a state which originates in contempt and exasperation … It is a protest of the individual

against the rigid imposition of standards and a dogmatic assertion of moral authority…It
begins with a declaration of war against the vulgar, the commonplace, the artificial, the
stupid and the self-righteous (as cited in Misra, 1992, p. 182).
In the same vein, more recently, Michael Jones (2017) suggests that the
Byronic hero is “defined by an internal classlessness that is deepened by his exile
from any recognizable domestic life” (p. 19). In other words, the Byronic hero
possesses intellectual giftedness, great self-pride as well as his own code of
conduct which is in stark contrast with that of the society. According to Misra
(1992), the Byronic hero is often lonely and ironical. However, as Misra further
explains, the Byronic hero is courageous and strong-willed. Interestingly, he
preserves all the above-mentioned traits even in suffering (p. 246). The
indefatigable energy that the Byronic hero shows makes him both enthralling
and repulsive to other people at the same time.
This archetype first appeared in Byron’s long narrative poem Childe
Harolde’s Pilgrimage (1812). Its title character is a young man who defies the social
norms and is haunted by his memories. The Byronic hero also appeared in other
Byron’s works such as: The Corsair (1814), a tale written in verse, and Manfred
(1817), a closet drama (The Norton Anthology of English literature, n. d.). Forina
(2014) lists several famous Byronic heroes in literature: Edmond Dantes from
Alexander Dumas’ The Count of Monte Cristo, Heathcliff from Emily Brontë’s The
Wuthering Heights, and Mr. Rochester from Charlotte Brontë’s Jane Eyre (p. 85).
Even though the Byronic hero is a variation of the Romantic hero, a literary
period to which Lord Byron belongs, the archetype of the Byronic hero was born
out of Byron’s fascination by John Milton’s Paradise Lost’s (1667) main character-
Satan. In essence, Milton’s Satan is not inherently evil. Quite the contrary, his
Satan is a highly proud arch rebel. By presenting Satan as a larger-than-life figure,
Milton in a way debunked the myth of Satan as a repugnant and devilish anti-
Christian figure (The Norton Anthology of English literature, n. d.). By the same
token, Jane Eyre was regarded an “anti-Christian” who “has inherited in fullest
measure the worst sin of our fallen nature — the sin of pride”.
Research by literary experts, such as that of Atara Stein (2009), contends
the prevailing opinion that the Byronic hero is necessarily a male. In his The
Byronic Hero in Film, Fiction, and Television (2009), Stein draws out attention to
Charlotte Brontë’s Catherine Earnshaw and Thomas Hardy’s Eustacia Vye whom
he considers Byronic heroines. For Stein, the Byronic heroine is a woman who
resists taking the inferior role in a male-dominated society. In her battle with
societal restrains and conventions, the Byronic heroine displays a rebellious and
a sort of obtrusively self-assertive behavior. Evidently, her behavior is on par
with the behavior of her male equivalent (p. 171, 172).
23
Since Jane Eyre is an autobiography, a bildungsroman, its title heroine’s

character is gradually revealed throughout the book. Different stages of her
journey from childhood to adulthood depend on the places she lived in.
Therefore, Jane Eyre as a Byronic heroine will be analyzed based the stages of her
life where she displays her Byronic nature most prominently. For the sake of
providing an in-depth analysis of and understanding Jane Eyre’s Byronic traits,
we opted for the close-reading method. As Smith (2016) points out, although
close-reading method is not an existent methodology, it proved to be viable in
Anglo-American literary studies. It aids thorough analysis of a particular piece
of work often related to some burning issues or questions of interest (p. 57, 58).
DISCUSSION
Gateshead
Jane’s ‘autobiography’ begins significantly with her first moment of

rebellion (Nestor 1987, p. 51), when she fights back Master Reeds: “You are like
a murderer – a slave-driver – you are like the Roman emperors” (Brontë, 1864, p.
7). Jane is enraged by his treatment as she explains when grown up: “I was a trifle
beside myself, or rather out of myself […] I felt resolved […] to go all lengths”.
Pauline Nestor suggests that Jane’s fiery nature stems from “her refusal to allow
her own victimization” (Nestor, 1987, p. 51), so Jane decides to go all lengths, as
she says, and punch her cousin for trying to victimize her. To punish Jane, her
aunt, orders for Jane to be taken into the Red room by the servants. While taking
her to the Red room, Miss Abott comments: “For shame! For shame! What
shocking conduct, Miss Eyre, to strike a young gentleman, your benefactress’s
son! Your young master.”(Brontë, 1864, p. 7), and as a true Byronic heroine not
letting nor admitting anyone to be superior to her, Jane replies: “Master! How is
he my master?” (Brontë, 1864, p. 7). There, deeply frustrated and angry, Jane
thinks of different plans to put an end to her problems:
“Unjust! unjust!” said my reason, forced by the agonizing stimulus into precocious
though transitory power; and Resolve, equally wrought up, instigated some strange
expedient to achieve escape from insupportable oppression – as running away, or, if that
could not be effected, never eating or drinking more, and letting myself die. (Brontë, 1864,
p. 12)
Her readiness to go to extremes reflects her Byronic nature, nature capable

of putting oneself to great tortures just for the sake of self-pride and self-dignity.
Not only does she express her opinion to people of approximately the same age
or people from her household but even others as noticeable in the scene when
Mr. Brocklehurst comes to see her and talks to her:
“No sight so sad as that of a naughty child,” he began, “especially a naughty little girl.
Do you know where the wicked go after death?” “They go to hell,” was my ready and
orthodox answer. “And what is hell? Can you tell me that?” “A pit full of fire.” “And
24
should you like to fall into that pit, and to be burning there forever?” “No, sir.” “What
must you do to avoid it?” I deliberated a moment: my answer, when it did come was
objectionable: “I must keep in good health and not die.” (Brontë, 1864, p. 30).
With her ingenious answer, Jane shows a trait of a Byronic heroine, a

heroine who possesses a shrewd nature and is not prone to submitting into the
mass. Due to her rebellious behavior at Gateshead, one of the house servants
previously mentioned, Miss Abbot, describes her as “a sort of infantine Guy
Fawkes” (Brontë, 1864, p. 30). Guy Fawkes is one of the best-known participants
of the Gunpowder Plot, a conspiracy against King James VI & I that took place in
1605. This implies that the figure of Guy Fawkes remained popular almost two
hundred years after. Besides, how fiery and combative a ten-year-old girl must
be to be compared to Guy Fawkes””. The kind of life she had at Gateshead
underpinned her sense of justice and helped her self-consciousness to develop.
In the stages of her life that followed Gateshead, Jane again stays true to herself
and nothing and nobody can change neither her nor her personality.
Lowood
Not only at Gateshead but even throughout her life at Lowood does Jane
show her strong will against injustice. In a scene when her friend Helen Burns is
mistreated by one of the employees at Loowod, Jane explains how she would
react if someone tried to subdue her: “And if I were in your place I should dislike
her; I should resist her.” (Brontë, 1864, p. 55). Like a typical Byronic hero, Jane
has old head on young shoulders and is ready to give a lesson to those who
oppress her. Equally, as seen from the aforementioned example, she is willing to
encourage others in doing so. Jane Eyre, just like “the contemporary Byronic hero
is much more likely to take on a successful leadership role in the battle against
oppression” (Stein, 2004, p. 10), especially if that oppression comes from the
authority. As Stein points out, “the defiance of institutional authority” (Stein,
2004, p. 2) is what a Byronic hero, just like Jane, passionately supports. In the
above-mentioned quote, it is visible that Jane wants others to be involved in that
fight against institutional oppression. She is not a passive observer, but rather an
active doer. Interestingly, in this scene Jane displays another trait of the Byronic
hero: kindness to those who are oppressed. As Misra (1992) explains, the Byronic
hero takes no “delight in the suffering of other people […]. The Byronic hero is
capable of tenderest feelings and kindest sympathy” (p. 210).
In addition, it cannot pass unnoticed that Jane is a type of a person who
takes matters into her own hands. She does not wait for anyone to tell her what
to do, but when push comes to shove, she rather does it herself, as we can see
from the next episode of her life. After residing for eight years at Lowood, Jane
decides she must change her surroundings and advertise for a new job, again
showing how courageous and acumen she is: “I then ordered my brain to find a
response and quickly […] for as I lay down it came quietly and naturally to my
mind: Those who want situation advertise: you must advertise in the shire
25
Herald..!” (Brontë, 1864, p. 89). Here her self-determination to pursue her

happiness crosses the boundaries of what was expected of a woman by the
Victorian society. While crossing the boundaries expected to be respected by
women of the age, Jane is fitting herself into the frame of the Byronic heroine.
Jane finds a job as a governess at Thornfield, which some critics regard as rather
difficult; because she does not belong either to the family or the servants.
Therefore, Jane is put in a rather confusing position, somewhere between a
servant and a peer. Yet, she still chooses independence over dependence on
somebody else and becomes a governess in the time when most women saw
marriage as a solution.
Thornfield
After arriving at Thornfield, Jane somehow feels stagnant and usually

goes for a walk in the fields. One day she meets Mr. Rochester, the master of
Thornfield, there who falls off a horse, so she helps him to rise. Their first meeting
is memorable and unique bearing in mind that women were helped to rise when
they fell down, and Jane does the opposite and therefore inverts the notion of a
damsel in distress. When she first meets Mr. Rochester, the master of Thornfield,
Jane refuses to speak on his command but instead scolds him for assuming an
attitude of superiority (Michie, 2006, p. 90).
Jane wants to make decisions on her own and not even Mr. Rochester is
allowed to interfere – she confronts him and articulately explains “I am not a bird,
I am a free independent human being with an independent will” (Brontë, 1864,
p. 268). Her behavior and her longing for independence together with solitude
coincide with that of Byronic heroes, which is visible when she says: “The more
solitary, the more friendless, the more unsustained I am, the more I will respect
myself” (Brontë, 1864, p. 336). It seems to us that Stein describes Jane when he
says that a Byronic hero: “He is a loner who often displays a quick temper or a
brooding angst […]” (Stein, 2004, p. 8). Her life decisions only augment her
character towards fully acquiring prominent Byronic-like features:
independency and valor, and to acquire something fully one needs to have
predisposition for that, not everyone can achieve it.
Consequently, with this in mind Jane Eyre pursues her dreams and defies
the norms of the time, makes decisions by herself and does not allow anyone to
influence them, not even Mr. Rochester. In a true Byronic fashion, Jane warns him
that she is her own decision-maker.“ […] I shall advertise” (Brontë, 1864, p. 237),
Jane informs Rochester when she finds out that Mr. Rochester wants to marry
Miss Ingram. As noticeable, she immediately decides to leave him even if that
would mean her spending a night in the woods all alone, hungry and what not.
Even the love that she feels for Mr. Rochester cannot stop her from leaving him.
She chooses pride over pity. Hence, her capacity for feeling and her pride and
refusal to be victimized are just some of the qualities that make her fit into the
mold of a Byronic hero.
26
CONCLUSION
As has been noted in the discussion, whenever the societal chains

overshadow her paths, Jane rebels and establishes herself as an outcast and
outsider again. The consternation of Jane Eyre’s character compels the reader
from the beginning of the novel where she exhibits a strong sense of resoluteness
and honor. She affirms that later in her life while making decisions of substance,
such as those of leaving Lowood, applying for the position of a governess at
Thornfield, leaving Thornfield and leaving Marsh End. Jane’s life cycle resembles
the “wandering” pattern of behavior, again one prominent quality of Byronic
heroes. Also, Jane’s sanguinity coincides with that of other Byronic heroes in
literature such as Childe Harold, Heathcliff, Edmond Dantes and others. Just like
Childe Harold, whose name bears the title Childe which, according to medieval
tradition, is a young man ready to become a knight, in this case Harold at the end
of his pilgrimage/progress (Dizdar, 1999, p. 165), Jane Eyre also becomes a
knight-like character at the end of her pilgrimage. She becomes Mr. Rochester’s
“eyes and ears”, saving him one more time as if he were a damsel in distress and
Jane his knight. In the end, it is Jane who is “[…] independent […], as well as rich
[…]” and her “own mistress” (Jane Eyre, 1864, p. 464) and Mr. Rochester the one
who needs her help. While some of Mr. Rochester’s Byronic qualities collapse
during by the end of the novel, Jane’s Byronic qualities are discovered and “Her
authority over her psychic and economic self is assured” (Thomas, 1990, p. 168).
According to Harvey (1969), characters’ giving up their Byronic features is a
common character development of Victorian age. (p.315). Therefore, no wonder
that Jane has to wait for Mr. Rochester to lose some parts of his Byronic nature to
be able to marry him. On the other hand, it is universally acknowledged that the
opposites attract, thus the two Byronic heroes could not get married until one of
them, Mr. Rochester, lost his Byronic nature.
As the focus of the paper was solely on Jane Eyre and her Byronic nature,
there is some possibility that the social changes, circumstances and expectations
of the time were not analyzed in-depth. For example, the position of the main
character as an orphan deserves consideration in terms of orphans’ treatment by
the Victorian society and how this treatment influenced their identity. Besides, it
is equally vital to consider how female characters from literature of the day relate
to the present time. In other words, it is important to analyze whether the social
expectations for women have changed over a few centuries. Studies, which take
into account the above-mentioned issues, are deferred to our future work.
27
REFERENCES
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Harvey, W. (1969). Charles Dickens and the Byronic Hero. Nineteenth-Century

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Jones, M. D. (2017). The Byronic Hero and the Rhetoric of Masculinity in the 19th
Century British Novel. Jefferson, North Carolina, USA: McFarland & The
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Mundhenk, R., & Fletcher, L. M. (Eds.). (1999). Victorian Prose: An Anthology.

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University Press.
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29
Volume 1 (1), pp. 30-42, Summer 2018.
The Impact of English on Bosnian:

Anglicisms in Bosnian Press
Berina Šijerkić Eldin Milak, MA
International Burch University
berina.sijerkic@gmail.com eldin.milak@ibu.edu.ba
Abstract: This study is mainly concerned with the presence of Keywords: Anglicisms,
Anglicisms in and their influence on the Bosnian language, with a adaptation, Bosnian
greater focus on Anglicisms in the media and web portals. The study language, media, portals.
investigates several local web portals in an attempt to determine
which sections of the portals and are adapting English words the
most, and in what way the adaptation occurs. The study also explores
Article History
the way in which journalists use Anglicisms in their work. The main
goal of this research was to determine at what level Anglicisms are Accepted: July 13, 2018
adapted into the Bosnian language the most, and what aspects of
language contain most Anglicisms in use. This research helps us
understand the importance of the English language in general, and
particularly its impact on the Bosnian language.
The Impact of English on Bosnian: Anglicisms in Bosnian Press
INTRODUCTION
It is believed that today we have around 6800 languages across the world.
Some of them went extinct, either because the people who spoke the language
died, or because the language was assimilated into another language group.
Around 880 million people currently speak the Mandarin language, which makes
it the first language in the world taking into consideration the number of native
speakers. In that sense, English is the second language in the list, counting
around 380 million native speakers around the world. An interesting fact about
English is that, in China, it is more frequently spoken than the Mandarin
language, which has a greater number of native speakers. This tells of the
importance of English today throughout the whole world. Even though linguists
say that by year 2050 around 90% of languages we have today will go extinct, the
English language had considerably changed through the past, but it is still widely
spoken nowadays. English never went extinct; it only changed from Old, to
Middle, to Modern English, nevertheless staying English. It has never died and it
will never die based on how much influence English has on other languages
today.
Studies indicate that there is no language that has not been affected by
another language, and that did not, at some point, get in touch with another
language. Some of the ways in which languages affect each other are colonization
and military campaigns. When it comes to the Bosnian language, the main way
through which English entered Bosnian is media and education. By media we
mean social media, newspapers, television, and similar ‘sources’ of language,
which proved to be the most influential sources of English among people who
speak the Bosnian language (or Serbian and Croatian). As we already mentioned,
English language has never died and it will never die based on the fact that it
influences other languages in many different ways, particularly when it comes to
borrowing. Anglicisms are words borrowed from the English language to other
languages, making them the most frequent borrowed words among all of the
world languages. This research paper will examine Anglicisms in the Bosnian
language, with a focus on the usage of Anglicisms in media, and mainly
newspapers and web portals.
THEORETICAL BACKGROUND
Reasons for the introduction of Anglicisms
In this research, we consider that there are three main reasons why English words
are borrowed and adapted at different levels into the Bosnian language. The first
reason is that people are nowadays exposed to television containing mainly
English TV content. Furthermore, given that individuals translating English to
Bosnian sometimes cannot or choose not to find a lexical equivalent in Bosnian,
the translation often contains a number of borrowings. The words left in their
original form are most frequently interpreted from the context if the original
31
meaning is not immediately clear. This process represents a slow but safe way in
which English words enter into Bosnian. The inability to find an equivalent in the
Bosnian language is the second reason for the borrowing of new words, and that
mainly happens when a concept from the English language simply cannot be
fully explained in Bosnian, so the borrowing process occurs. However, we
consider prestige as the greatest reason nowadays for borrowing and adaptation
of English words into Bosnian, primarily because young people want to be more
eloquent, and so they consider that knowing foreign words and using them as
Anglicisms in Bosnian will make them sound and look smarter. This is
increasingly the case with todays’ population in Bosnia and Herzegovina, given
the fact that everyone, especially young people, is exposed to social media,
printing press, and similar sources that present and serve English words adapted
into Bosnian.
The transition of Anglicisms into any receiving European language is
analyzed at the following levels:
a) the phonological level (in order to determine the phonological changes in
the transition model of Anglicisms),
b) the morphological level (to register changes in the morphology of
Anglicisms),
c) the semantic level (in order to analyze changes in meaning that occur in
the process of adaptation models of Anglicisms),
d) the orthographic level (in order to determine ways of forming the
topography of Anglicisms influenced by the model),
e) the stylistic level (to detect stylistic features of Anglicisms in the recipient
language) (Filipović, 1986, pp. 47-48)
Anglicisms in Newspapers Theory
Newspapers serve as the main source where people could find a lot of Anglicisms
and borrowed words from other languages. We could find many words from the
English language that are not officially accepted and introduced into Bosnian
dictionaries, but that people nevertheless frequently use when writing news.
People who read news slowly integrate foreign words written in newspapers into
their idiolect, which in time is adapted into their own language on all levels. This
then means that the words are not considered foreign anymore, but are adapted
and considered Anglicisms in this case.
According to Senka Simeunović (2008), the adaptation of English words
into the Bosnian language on the morphological level could be done in one of
four ways:
1. In the original way as is written in the English language. (e.g. websajt)
2. Adapting English sounds and letters to the Bosnian Latin script which
means transferring y to u, w to v, x to iks (e.g. show – šou)
3. The closest transcription to the Bosnian language which includes
transferring voice variations of letters into the Bosnian language (e.g.
apstrakt)
32
4. Translating, if possible (e.g. call center – pozivni centar) (Simeunović,

2008)
When analyzing our leading newspapers and portals in Bosnia and
Herzegovina, “Dnevni avaz”, “Klix.ba”, “SportSport.ba”, and some other
portals, we concluded that there are many words that are used in writing which
have not officially entered the Bosnian language yet. There are many different
ways of adapting and using certain English borrowings right now, which leads
us to the conclusion that the words, or expressions, are still in the process of
entering the language. A perfect example for this is the previously mentioned
example call center, since speakers of Bosnian are using it in many different ways,
which results in the phenomenon of hybrid words. Hybrid words or hybridisms
are words that etymologically derive from at least two languages. With reference
to our example call center, in “Dnevni avaz” hybridism is often present, as in, for
example, shopping centar, call centar, fer play, and so on. We could find many of
these words by reading newspapers or portals in the Bosnian language, and most
frequently in the newspaper “Dnevni avaz”, and the news site “Klix.ba”.
The Corpus for the present study
The corpus for this research was taken from samples of usage of Anglicisms in
the Bosnian press. Different web portals were followed and examined, but the
most frequent ones were “Dnevni avaz” and “Klix.ba”, as well as
“SportSport.ba”. Words examined in the research are listed below:
Table 1. Corpus used in the study

WORD WEB
ARTICLE URL
USED PORTAL/SOURCE
Brend “Dnevni avaz” https://avaz.ba/showbiz/jet-set/378473/ana-
Ana Vintur spašava vintur-spasava-modni-brend-koji-niko-vise-ne-
modni brend koji niko zeli-nositi
više ne želi nositi.
(2018).
Miting “Klix.ba” https://www.klix.ba/vijesti/bih/olimpijska-
Olimpijska dvorana dvorana-zetra-spremna-za-erdoganov-
Zetra spremna za miting/180519023
Erdoganov miting.
Džojstik “Klix.ba” https://www.klix.ba/scitech/tehnologija/xbox-
Xbox dobija novi dobija-novi-prilagodljivi-kontroler-za-osobe-s-
prilagodljivi kontroler invaliditetom/180518107
za osobe s
invaliditetom.
Hardver Klix.ba https://www.klix.ba/scitech/tehnologija/na-
Na Twitteru twitteru-objavljene-nove-fotografije-i-specifikacije-
objavljene nove smartphonea-htc-u12-plus/180518103
fotografije I
specifikacije
smartphonea HTC
U12 Plus
33
Interfejs “Klix.ba” https://www.klix.ba/scitech/tehnologija/legove-

Legove nove kockice nove-kockice-omogucavaju-sklapanje-i-
omogućavaju programiranje-batmobilea/180518086
sklapanje i
programiranje
Batmobilea
Startup “Klix.ba” https://www.klix.ba/biznis/startupi/habeetat-
HaBeetat pobjednik pobjednik-jedinstvenog-takmicenja-startupa-get-
jedinstvenog in-the-ring/180507080
takmičenja startupa
“Get in the Ring”
Portfolio, “Klix.ba” https://www.klix.ba/biznis/startupi/poslovni-
Screening Poslovni akcelerator akcelerator-2018-prilika-za-mala-i-srednja-
process 2018: Prilika za mala I preduzeca-u-bih/180316010
srednja preduzeća u
BiH
Crossover(e) “Klix.ba” https://www.klix.ba/auto/testovi/testirali-smo-
Testirali smo Infiniti infiniti-q30-globalizaciji-u-cast/180413070
Q30: Globalizaciji u
čast
Shopping Dnevni avaz https://avaz.ba/vijesti/crna-
centar “Drama u centru hronika/283334/drama-u-centru-sarajeva-
Sarajeva: Evakuisan evakuisan-shopping-centar-importanne-
shopping centar intervenisala-i-hitna-pomoc
"Importanne",
intervenisala i Hitna
pomoć!”
Flashback Klix.ba https://www.klix.ba/magazin/film-tv/publika-

scena “Publika u Cannesu u-cannesu-masovno-napustala-projekciju-filma-
masovno napuštala zbog-scena-nasilja/180516002
projekciju filma zbog
scena nasilja”
Speed Klix.ba https://www.klix.ba/vijesti/crna-

ikanabis “Hapšenje u srednjoj hronika/hapsenje-u-srednjoj-bosni-zbog-speeda-i-
Bosni zbog speeda i kanabisa/180511067
kanabisa”
Ofsajd, meč, SportSport.ba https://sportsport.ba/magazin/odemwingie-nije-
korner “Nije bio ofsajd” bio-ofsajd/250842
Boksač Klix.ba https://www.klix.ba/sport/umro-korejski-

“Južnokorejski boksač boksac/080102030
Choi Yo-sam”
Kup Dnevni avaz https://sport.avaz.ba/omladinski-
“Na 8. nogomet/364748/zeljini-talenti-dominirali-na-
Međunarodnom turniru-%E2%80%9Esampion-junior-
tuniru „Šampion kup%E2%80%9C
junior kup 2018“
Hit Dnevni avaz https://www.klix.ba/magazin/film-tv/emma-
“Glumica Emma watson-ima-novi-filmski-hit-u-kojem-se-
Watson ima novi pojavljuje-u-drugacijoj-ulozi/170421126
34
potencijalni filmski
hit”
Ajpod Dnevni avaz http://avaz.ba/vijesti/kolumne/298322/prvacici-

“I Ajpod neophodan dobro-dosli-u-proslost
za obrazovanje u
Švedskoj.”
Fer-plej Dnevni avaz https://www.klix.ba/magazin/kultura/pidzama-
Svjetska fudbalska za-sestero-na-sceni-narodnog-pozorista-
federacija (FIFA) sarajevo/130227103
uvođenjem
kriterijafer-pleja u
rangiranju
reprezentacija željela
je izbjeći lutriju,
rečeno je novinarima u
Moskvi.
Hevi metal Dnevni avaz https://avaz.ba/globus/svijet/389130/hevi-
Nakon punih 37 metal-grupi-metallica-urucena-muzicka-nobelova-
godina svoga nagrada
postojanja, američki
hevi metal bend
''Metallica'' dobio je
prestižnu nagradu
Vaterpolo Klix.ba https://www.klix.ba/sport/vaterpolo-hrvatska-
“Hrvatska je u finalu savladala-madjarsku-i-osvojila-drugu-titulu-
Svjetskog prvenstva u prvaka-svijeta/170729086
vaterpolu u
Budimpešti savladala
Mađarsku”
Dribler Klix.ba https://www.klix.ba/sport/nogomet/messi-
“Messi postao najbolji postao-najbolji-dribler-u-historiji-sp-a-i-dokazao-
dribler u historiji SP-a da-je-on-glavni-a-ne-sampaoli/180627026
i dokazao da je on
glavni, a ne
Sampaolo”
Trening Klix.ba https://www.klix.ba/biznis/upravljanje-radnim-
“Centar za poslovnu ucinkom-trening-u-sarajevu-i-tuzli/180228003
edukaciju organizuje
dvodnevni
interaktivni trening
"Upravljanje radnim
učinkom" u Sarajevu”
Čarter Klix.ba https://www.klix.ba/biznis/moguce-
“Izražen je interes za uspostavljanje-carter-leta-banja-luka-
uspostavljanje solun/160426071
čarterleta u ljetnoj
sezoni, dva puta
sedmično”
35
Tim Dnevni avaz https://avaz.ba/vijesti/teme/359313/tim-koji-za-

“Posebno, imamo tim odmor-ne-zna
koji, dok u angio sali
obavljamo razne
procedure,
besprijekorno
funkcionira.”
Lizing Dnevni avaz https://avaz.ba/vijesti/bih/252778/vlada-fbih-
“Vlada Federacije BiH za-programe-razvoja-turizma-dva-miliona-km
danas je na sjednici
utvrdila i Parlamentu
FBiH uputila Prijedlog
zakona o izmjenama i
dopunama Zakona o
lizingu
RESEARCH AND DISCUSSION
Adaptation of English Words on a Semantic Level
When it comes to the adaptation of English words to Bosnian on a

semantic level, we could say that there are many words that are borrowed from
the English language as synonyms for some Bosnian words which connote
denote the same phenomenon. Adaptation on a semantic level is essentially
adaptation of words based on their meaning in the source language. The meaning
could, but not necessarily need, be changed in the recipient language. The word
borrowed could mean the same thing as in the source language, but it could also
mean something entirely different. Here we will mostly mention words that are
synonyms for certain words in the recipient language, because Anglicisms in the
Bosnian language mostly mean the same thing in Bosnian and English. We do
not have such exceptions of Anglicisms in Bosnian which in the recipient
(Bosnian) language mean something different than in the source (English)
language. These synonyms are used alternately in an attempt to maintain or
display prestige. A perfect example for this would be the usage of the word
meeting, which is used in Bosnian newspapers in the form miting. In “Dnevni
avaz” web portal this word was used together with the word skup to express the
same thing. We also have an example of the usage of words such as brand – brend;
hardware - hardver; joystick-džojstik, and so on. These kinds of adaptations of
English language words in our media and newspapers are becoming more
frequent. People writing news are adopting English words and spelling them in
the way they are pronounced in the Bosnian language (as can be seen with the
word miting).The aforementioned hybrid words, are to a large extent borrowed
and adapted to the Bosnian language. For instance, English fair play is adapted
on the semantic level as fer-plej (example in the news article: “Svjetska fudbalska
federacija (FIFA) uvođenjem kriterija fer-pleja u rangiranju reprezentacija željela
je izbjeći lutriju, rečeno je novinarima u Moskvi.” ; heavy-metal is adapted as
36
hevimetal (example in the news article, “Nakonpunih 37 godina svoga

postojanja, američki hevi metal bend ''Metallica'' dobio je prestižnu nagradu”.);
waterpolo is adapted as vaterpolo (example in the news article: “Hrvatska je u
finalu Svjetskog prvenstva u vaterpolu u Budimpešti savladala Mađarsku.”)
Adaptation of English Words on a Phonological/Orthographic Level
When it comes to the adaptation of English words to the Bosnian language

on a phonological/orthographic level, we are talking about adaptation based on
the sound system. For instance, the English word punch, which is borrowed into
Bosnian and transcribed as punč, contains an affricate, because the English
consonant cluster ch has the equivalent č in the Bosnian language, so the word
punch is adapted on an orthographic level so that it is written as punč, with the
Bosnian version of the affricate ch/č. In further reading you will be provided
with more examples of semantic, phonological and morphological adaptations
of new words and sounds from English to Bosnian.
As we know, many languages today are open to foreign influences, and
the Bosnian language is not an exception. Bosnian and English are structurally
quite different languages, so that many differences and changes may be found.
At this point, it is important to introduce the concept of transphonemization
(Filipović, 1990), which can be divided in three parts:
1. Complete transphonemization
2. Partial or compromise transphonemization
3. Free transphonemization
Complete Transphonemization
In complete transphonemization, the phonemes of the giving language are

replaced by the corresponding phonemes of the receiving language. An example
for complete transphonemization would be the English monitor taken into the
Bosnian as monitor; or English team borrowed as tim (example in a news article:
“Posebno, imamo tim koji, dok u angio sali obavljamo razne procedure,
besprijekorno funkcionira.”); English leasing borrowed to Bosnian aslizing
(example in a news article: “Vlada Federacije BiH danas je na sjednici utvrdila i
Parlamentu FBiH uputila Prijedlog zakona o izmjenama i dopunama Zakona o
lizingu.”)
Partial or Compromise Transphonemization
In partial transphonemization, phonemes of the giving language are

substituted by analogue ones of the receiving language, but their description is
only partially identical to the description of the phonemes of the model (Bojčić &
Plavša, 2012). An example of partial transphonemization would be the English
noun disco borrowed and adapted to Bosnian as disko, or English box adapted as
boks, as well as English charter borrowed as čarter (example in a news article:
37
“Izražen je interes za uspostavljanje čarter leta u ljetnoj sezoni, dva puta

sedmično.”, or training borrowed and adapted as trening (example in a news
article: “Centar za poslovnu edukaciju organize jednodnevni interaktivni trening
"Upravljanje radnim učinkom".
Free Transphonemization
Phonemes of the giving language do not have articulatory equivalents in

the receiving language. They are substituted freely, without any limitations. This
type of transphonemization is not carried out in accordance with the phonetic
principles, it is carried out according to the principle of orthography combined
with pronunciation (Bojčić & Plavša, 2012).
For instance, the word iPod is adapted in a way that sometimes in Bosnian
portals we could find it written as Ajpod(example in news article: “I Ajpod
neophodan za obrazovanje u Švedskoj. Sve besplatno. Njena obaveza je samo da
void računa o bateriji.”)
Based on our research, we could conclude that there are many borrowings
and adaptations of English words into the Bosnian language on a phonological
level. In the Bosnian press there are many examples of all three forms of
transphonemization, although more recently, with the progress of technology,
we find many words adapted through the free transphonemization process.
Adaptation of English Words on a Morphological Level
Adapting words on a morphological level means that we are behaving

towards English words in such a way that we follow the grammar rules that
indicate something in the English (source) language and we adapt the word in
the same way in the Bosnian (recipient) language, using the same grammar rules
if available. An example for one way of borrowing and adapting English is the
word cup to Bosnian kup (example in news article: “U FK Željezničaru su izuzetno
zadovoljni nastupom svojih mlađih kategorija na 8. Međunarodnom tuniru
„Šampion junior kup 2018“, gdje su selekcije kluba s Grbavice bile najuspješnije
u tri konkurencije.”); as well as the English word hit which is the same adapted
word in the Bosnian language: “Nakon velikog uspjeha koji je postigla u
dosadašnjim filmovima te posljednjem Disneyevom remakeu "Ljepotica i zvijer",
glumica Emma Watson ima novi potencijalni filmski hit.” Here is further
explanation to simplify the morphological adaptation of Anglicisms and to
explain further ways of adapting English words on a morphological level: for
instance, the word in English jazzer is adapted to Bosnian in the form džezist. As
such, this word was adapted on a phonological level in the first place, which was
done by replacing English j with the Bosnian dž. After the word was
phonologically adapted, it is also adapted on a morphological level: in the
English language, a jazzer is a musician who specializes in jazz music, and the
agentive suffix –er here indicates that it is a person. Adapting this word into
another language, in this case Bosnian, means that we are applying the same rules
38
that indicate agency, in this case a person who is a musician and specializes in
jazz music, making the suffix-ist in the Bosnian language which indicates a
person of a certain profession a logical corresponding choice. As such, we have
pianist, gitarist, džezist, and many other similar examples. Additionally, the word
dribbler is also adapted to Bosnian as dribler, keeping the English suffix –er
indicating a doer of a certain action: “Messi postao najbolji dribler u historiji SP-
a i dokazao da je on glavni, a ne Sampaoli.” One more example would be boxer
adapted to Bosnian as boksač (example in a news article: “Južnokorejski boksač
Choi Yo-sam, kojije pao u komu prošli tjedan dok je branio naslov prvaka u muha
kategoriji po WBO-u, službeno je proglašen mrtvim, izjavili su u srijedu bolnički
dužnosnici.”) Boxer is adapted according to the formula free morpheme +
Bosnian bound morpheme, much likedžezist and gitarist.
Thus, one way in which morphological adaptation could be done is by
borrowing English words and cutting all the English suffixes and affixes from the
stem, then borrowing the English stem word and simply adding the recipient (in
this case Bosnian) suffixes and affixes to the borrowed English stem word (boxer
– boksač; jazzer – džezist). One more way is to leave English suffixes in the
borrowed words (E: dribbler – B: dribler). Finally, we have the case of borrowing
on a morphological level with zero affixes, for which we already provided
examples (cup – kup, hit – hit).
Examples of Anglicisms in Newspapers
Through reading different sections in newspapers, such as sport, culture,

education, lifestyle, science, and others, we noticed that in some of them English
words were so frequent that we needed to search for certain words and concepts
in order to get the meaning of the text. The sports section and the science section
are the ones that include the majority of found English borrowings, primarily
because there are certain concepts and words in English that do not have an
equivalent in the Bosnian language so the authors feel free to use the original
English word without translating it into Bosnian.
The main phenomenon noticed through reading newspapers and portals
is the way authors are behaving towards foreign words, in this case English. In
the “Klix.ba” web portal, we could find many words written in the English form
with an added Bosnian suffix to express a plural form or to change the case of the
word. This is the most frequent phenomenon that could be found through
reading newspapers and web portals in Bosnian. An interesting finding is that
on the same web portal we could notice many different variations of a certain
English word. “Dnevni avaz” is more faithful in using English words as foreign
by not adding Bosnian suffixes on them, which is not the case with “Klix.ba”
where we found the same word written in different forms in the same text. For
instance, the word startup was written as startup, startup-i, startupa, startup-a. So,
here we have a case of using the word startup in a nominative case, plural form
(“Kroz ovaj trening startup-i su dobili dragocjene savjete”), and accusative case
(HaBeetat pobjednik jedinstvenog takmičenja startupa “Get in the Ring”). We
39
could see that the authors of the texts are sometimes behaving towards the word
as if it is a Bosnian word by just adding the suffix a to put the noun in an
accusative case, while on the other hand we could see that they are, actually,
using this noun as an English word and putting it in the genitive case with a
hyphen so the readers know that the word is borrowed. Many other similar
examples could be found, for instance a word crossover was used in the form of
crossovera: “Mercedes-Benza GLA pa samim tim spade i u crossover.”; speed (Hapšenje
u Srednjoj Bosni zbog speeda i kanabisa). So there are many English words that are
treated as Bosnian words which leads to the confusion regarding the real
sourceword, and even its meaning.
Experts have different opinions when it comes to the usage of English
words in web portals in the Bosnian language. The main point of argument, most
frequently, is the spelling of English words in Bosnian web portals. Many experts
claim that English words must be written in their original shape because we do
not have the right to just ‘steal’ the word from other languages and use is as if it
is our own word. On the other hand, we have experts who consider that if we are
using English words in articles that Bosnian people are reading, we should spell
them in the way they are pronounced. They consider that the most important
thing is to put the word in the right context, so the people would be able to guess
the meaning from it. One of the examples for this problem among expertsis, for
instance, the word interface used as interfejs:“Novi interfejs za programiranje će se
pojaviti kasnije ove godine”.Here it would be important to mention that these kinds
of ‘adaptations’ are most frequent in sports sections of web portals and
newspapers. Words such as offside, corner, score, match, and other words in the
world of sports are mainly, and almost on every web portal, written as ofsajd,
korner, skor, meč. This would be the spelling of English words in Bosnian in the
way it is pronounced, contrasted with the example of other usages of English
words, in their original shape: Flashback scena: “…a flashback scena prikazuje kako
dječak…”; Screening process: “Screening proces: Screening i odabir kompanija za
ulazak u program.”For some reason, authors avoid writing this word as skrining
process, and we believe it is because of the fact that the expression itself would
lose its original ‘importance’ and ‘sense’. Here we also have adaptation on a
phonological level; double ee in English is i in Bosnian, so it is adapted
phonologically to the Bosnian language.
CONCLUSION
It is very noticeable that the most frequently borrowed words are nouns.
Nouns are adapted to the Bosnian language on different levels: adapting the
English word as an actual Bosnian word, adding Bosnian suffixes and
characteristics to it, or using it as an English word in Bosnian by adding proper
symbols such as hyphens in using the word in different contexts in order to
acknowledge the origin of the word. Reading web portals in Bosnian language
becomes an adventure full of Anglicisms, especially in sections related to culture,
science, and business. Anglicisms in these sections are so frequent that readers
40
have to use dictionaries and web browsers to fully get the message that is being
sent to them. English language has a very strong impact on many languages
nowadays, Bosnian language included. We are exposed to many words from the
English language through media, web portals, advertisements, and newspapers,
and that could be a problem for somebody who is not familiar with English
language because it would be hard for them to get the message and the meaning
of what is being said. We could conclude that it is important to know the English
language in order to know how to read the language of media today in Bosnia
and Herzegovina. English words are used liberally in Bosnian texts and
discourse, and who knows, maybe that will lead to disappearance of actual
Bosnian words.
41
REFERENCES
Bojčić, I., & Braović Plavša, M. (2012). Language Borrowing. Zbornik radova
Međimurskog veleučilišta u Čakovcu, 3 (2), 714-0. Retrieved from
https://hrcak.srce.hr/95813
Anglicism. (2018). Retrieved from https://en.wikipedia.org/wiki/Anglicism
Authors, L. (2018). The Influence of English on Other Languages - Language

Connections Blog. Retrieved from
https://www.languageconnections.com/blog/the-influence-of-english-on-
other-languages-and-visa-versa/
Anglicism In Bosnian Language English Language Essay. (2018). Retrieved from

https://www.uniassignment.com/essay-samples/english-
language/anglicism-in-bosnian-language-english-language-essay.php
Bogdanović, M. (2014). Morfološka analiza anglicizama u ekonomskom registru

srpskog jezika. Филолог – ЧасописЗаЈезик, Књижевност И Културу, 0(9). doi:
10.7251/fil1409139b
Filipovic R. (1986). Teorija jezika u kontaktu. Uvod u lingvistiku jezičnih dodira,.

Zagreb. Jugoslavenska akademija znanosti i umjetnosti; Zagreb. School book
Filipović, R. (1990). Anglicizmi u hrvatskom ili srpskom jeziku. Zagreb, Školska

knjiga.
Simeunović, S. (2008). Uticaj engleskog jezika na srpski sa naglaskom na poslovni

registar. Škola biznisa, 193-200
42
Volume 1 (1), pp. 43-52, Summer 2018.
Modern Technology in a Language Classroom:

An Exploratory Study
Senaid Fejzić Aida Tarabar, PhD
Technical school Faculty of Engineering,
“Kemal Kapetanović” University of Zenica
Kakanj, Bosnia and Herzegovina Zenica, Bosnia and Herzegovina
senaidfejzic@yahoo.com aidatarabar@gmail.com
Abstract: In the modern technology era it is necessary to find the Keywords: modern
best ways of utilizing its results and products for educational technology, teaching aids,
purposes, i.e. for enhancing teaching and learning processes. The learning, effectiveness,
paper presents a research conducted in the secondary schools of the motivation.
Zenica-Doboj Canton. The aim of the research was to identify the
extent to which these B&H schools use modern teaching aids in their Article History
foreign language classroom. Submitted: June 26, 2018
Accepted: July 13, 2018
INTRODUCTION
In the 21st century, technology has become a defining factor of modern

civilization. If we wish to define modern technology we can say that it is a set of
tools and resources used to manage, communicate and store information. These
tools and resources include computers and their programs, the Internet,
broadcasting technologies and telephony. In other words, modern technology is
present everywhere: in the tools that we use, in the products that we buy, in the
cars that we drive, in the phones that we carry. According to David Graddol
(1997), an eminent British linguist, technology is at the heart of the world
globalization process affecting all aspect of life (such as: education, work and
culture) and it presents the most significant drive of all changes in the world.
The improvement and accessibility of the technology has significantly
changed the educational landscape in many aspects. Thus, modern technology
teaching aids provide teachers and students with an easy access to information
and enable the integration of teaching and learning processes.
GLOBAL GROWTH OF TECHNOLOGY USE IN LANGUAGE INSTRUCTION
As opposed to traditional teaching aids (blackboard, chalk, posters, charts,

pictures etc.), modern teaching aids are examples of the use of modern
technology in a classroom. They are of great help for teachers since they facilitate
their teaching and save time. They are also very useful for students either for
their work at home or in the class. Modern teaching aids in a language classroom
include computers, laptops, interactive whiteboards (also called smart boards), the
Internet and its online dictionaries, language laboratories, different software etc.
These aids have many advantages over the traditional ones. They help teachers
in attracting students’ attention, encourage the classroom interaction by giving
vividness to the learning situation (e.g. listening to a video clip on YouTube and
discussing it afterwards), reinforce the spoken or written words with concrete
images and thus facilitate the learning process. Using modern teaching aids
makes teaching more economic and practical. Teachers can take all the materials
home in their pocket, i.e. on a USB stick. Modern teaching aids help teachers to
express their creativity, which enhances students’ motivation.
However, there are some disadvantages to modern teaching aids. One of
the drawbacks is the investment costs. The costs can be huge because such
equipment needs to be maintained. Moreover, in the case of using software
teaching aids, the software needs to be constantly upgraded. Another problem is
a proper use of modern teaching aids. Not all teachers can grasp technology very
quickly. As the hardware and software industry develops quickly, there is a need
of constantly training them to understand new developments. Sometimes,
modern teaching aids make students inactive. The students have everything
served in front of them. Their activities are often insufficient, and they do not
have to think much. However, this relates to students who are anyway prone to
inactivity.
44
Modern Technology in a Language Classroom: An Exploratory Study
The aforementioned advantages of modern teaching aids led to a

tremendous growth in their use in language instruction throughout the world. In
recent years, modern technology has been used to both assist and enhance
language learning. In other words, modern teaching aids facilitate teachers to
improve their instruction and to adapt classroom activities and homework
assignments to students’ needs, thus enhancing the language learning
experience.
The growth of technology use in language instruction is evident in
countries all over the world but specifically in countries which are economically
developed. Japan and the USA are pioneers when it comes to implementing
modern technology in language instruction.
All European Union countries have invested huge funds in equipping
their schools with modern teaching aids including web connectivity and
information technology (IT) professional development. Furthermore, the
European Union has also set targets for enhancing teachers’ and students’ digital
literacy and skills (European Commission, 2006).
Outside the EU, the situation seems to be the same. According to the
Statistics of the American National Center for Education, compiled in 2009, some
97 percent of teachers had one or more computers located in their classrooms
(Gray et al., 2010). Across East Asia, enthusiasm for the use of new information
and communication technology (ICT) in education is undeniable and
widespread. South Korea is already implementing plans to completely replace
physical textbooks with digital ones (Trucano, 2011). When it comes to Latin
America, according to a study investigating the relation between technology and
English language teaching in that part of the world, the language teachers have
very good access to computers, Internet and other digital technologies. Apart
from computers and the Internet, the Latin American teachers frequently use CD
and DVD players. The teachers also reported that most of their students
frequently use computers and Internet-based resources for their studying at
home (Ren et al., 2009). As far as Africa is concerned, there are reports that the
use of ICT in African countries is generally increasing in spite of the limited
financial means for their procurement (Tella et al., 2007).
Against this backdrop of international trends, the question arises what the
situation is like in Bosnia and Herzegovina when it comes to the use of modern
teaching aids in English language teaching.
MODERN TEACHING AIDS IN BOSNIA AND HERZEGOVINA ENGLISH LANGUAGE

CLASSROOM – A STUDY
The situation with modern technologies, i.e. with modern teaching aids,
in Bosnia and Herzegovina is not favorable for many reasons. One of them is the
fact that the country is still recovering from the war when many school buildings
and educational facilities were damaged or destroyed. Another reason is the lack
of funds. Therefore, most of the schools are still not well equipped. In this respect,
the International Community has made a significant contribution and over the
45
last two decades many schools have been supplied with TVs, CD players,
computers, video projectors and Smart Boards. However, some of the listed aids
are still not in a wider use.
It is difficult to say which are the most commonly used teaching aids in
our schools and to determine to what extent they are being used because no real
study or research in that respect has been conducted so far. In order to identify
types of modern teaching aids in Bosnian schools and the extent of their use in
foreign language classroom, a small exploratory study was conducted in the form
of a questionnaire.1
Participants and instrument
The participants in the study were students and teachers from five
secondary schools in the Zenica-Doboj Canton: Muhsin Rizvic Grammar School
in Kakanj, Technical School in Zenica, KSC Sveti Pavao Grammar School in
Zenica, Vocational School in Visoko and Osman ef. Redzovic Madrasah in Visoko.
The questionnaire involved 121 students and their teachers of English. The
students and the teachers were given two different questionnaires and they were
instructed how to fill them in.
We cannot claim that the questionnaire provides results representative for
the whole country. However, the range of different schools, towns and a number
of participants provides a sample that can be considered relevant for the study.
RESULTS
Teachers’ questionnaire
The teachers’ questionnaire was made up of five questions. The first

question was “Are you satisfied with the selection of modern teaching aids in your
school?” The answers to this question revealed that the majority or 72 percent of
the teachers were partially satisfied with the selection of modern teaching aids in
their schools. 18 percent of the teachers were completely satisfied and 9 percent
of them were dissatisfied (Figure 1).
1
The study was a part of a wider research project designed to determine the effectiveness of English classes
using modern teaching aids in comparison to the traditionally delivered ones.
46
80%
70%
72%
60%
50%
40%
30%
20%
10% 18%
9%
0%
completely satisfied partially satisfied dissatisfied
Figure 1. Are you satisfied with the selection of modern teaching aids in your school?
In the second question the teachers were asked if they were happy to use
modern teaching aids in their teaching. 90 percent of the teachers agreed that they
were happy to use modern teaching aids in their classes (Figure 2).
100%
90%
80% 90%
70%
60%
50%
40%
30%
20%
10% 9% 0%
0%
yes sometimes no
Figure 2. Are you happy to use modern teaching aids in your teaching?
The third question was related to the frequency of use of modern teaching
aids when teaching. The results showed that 9 percent of the teachers almost
never used modern teaching in their teaching, 36 percent of the teachers used
them only occasionally and 54 percent of the teachers relied on modern teaching
aids in most lessons. However, none of the teachers used them in every lesson
(Figure 3).
47
60%
50% 54%
40%
30% 36%
20%
10%
9% 0%
0%
almost never occassionally in most lessons in every lesson
Figure 3. How often do you use modern teaching aids in your teaching?
In the fourth question the teachers were asked about the effectiveness of
modern teaching aids. 91 percent of the teachers agreed that modern teaching
aids are very effective as a way of teaching and only 9 percent of them considered
them to be moderately effective (Figure 4).
100%
90%
80% 91%
70%
60%
50%
40%
30%
20%
10% 9% 0
0%
very effective moderately effective ineffective
Figure 4. How effective is the use of modern teaching aids as a way of teaching?
In the final question the teachers were asked how interesting/motivating

the use of modern teaching aids was for the students. The answers revealed that
72 percent of the teachers believed that modern teaching aids are very
interesting/motivating. 18 percent of the teachers considered modern teaching
aids to be extremely interesting/motivating and 9 percent considered them not
to be very interesting/motivating for their students (Figure 5).
48
80%
70%
72%
60%
50%
40%
30%
20%
10% 18%
0% 9% 0%
0%
extremely very somewhat not very not
interesting interesting interesting interesting interesting
Figure 5. How interesting/motivating is the use of modern teaching aids for the
students?
Students’ questionnaire
The students’ questionnaire was made up of three questions related to the

use of modern teaching aids in their English classes. The first question was “How
often does your English teacher use modern teaching aids when teaching?”. 50 percent
of the students responded that their teachers used modern teaching aids in most
lessons. The least number of students responded that their teachers used modern
teaching aids in every lesson (Figure 6).
60%
50%
50%
40%
30%
20%
22%
18%
10%
10%
0%
almost never occassionally in most lessons in every lesson
Figure 6. How often does your English teacher use modern teaching aids when
teaching?
In the second question the students were asked if modern teaching aids
made their classes more interesting. 92 percent of the students responded that
their classes were more interesting with modern teaching aids. Only 5 percent of
them believed that the modern teaching aids made no difference in their classes,
whereas 3 percent of the students thought that the classes where modern
teaching aids were used were less interesting than traditionally delivered ones
(Figure 7).
49
100%
90%
92%
80%
70%
60%
50%
40%
30%
20%
10% 5% 3%
0%
more interesting no difference less interesting
Figure 7. Do modern teaching aids make your classes more interesting?
In the third part of the questionnaire the students were asked to mark the
most frequently used teaching aids in their English classroom. Their responses
revealed that the most frequently used modern teaching aids in their classes were
computers and projectors2 (Figure 8).
45%
40%
41%
35%
30%
31%
25%
20%
15%
10% 14%
5% 7% 8%
0%
Language Projector Smart board Computer Overhead
laboratory projector
Figure 8. The most frequently used teaching aids in English classroom
DISCUSSION AND CONCLUSION
The responses from the teachers’ questionnaire revealed that the teachers
consider modern teaching aids to be very effective for their language teaching
and very interesting/motivating for their students. Consequently, they are
happy to use such aids in most of their classes. However, they are only partially
satisfied with the selection of modern teaching aids in their schools. The reason
2
The computer and the projector were listed separately in the questionnaire because of the fact that many
schools use computers without projectors as a replacement for the CD player. Projectors cannot be used
without computers so whenever students selected the projector in the questionnaire that also involved the
computer.
50
for this can be found in already mentioned fact that the B&H budgetary funds
allocated for the development of modern technology aided instruction in
language classes are still insufficient. In addition, the random comments that
teachers made during the study showed that teachers are usually not even
consulted by school management in terms of their preferences as to which
teaching aids they find the most useful.
The comparison of results proved that students’ responses are completely
in line with the ones provided by their teachers. They confirmed that teachers use
modern teaching aids in most lessons. Students also encourage the use of modern
teaching aids (not only computers, which they find the most frequently used
teaching aid) in their language classroom and they do believe (92 percent of
students) that modern teaching aids make their classes more interesting and
motivating.
Therefore, it can be concluded that equal attitudes on both sides send a
clear message that modern teaching aids should be more extensively used in the
B&H language classroom, a wider range of such aids should be introduced in
language instruction and more funds should be allocated not only for the
procurement of such aids but also for raising teachers techno literacy (seminars,
workshops, webinars).
51
REFERENCES
European Commission. (2006). Information and Communications Technologies

(ICTs) in Schools: Key findings Sweden. Brussels: Directorate-General
Information Society and Media.
Graddol, D. (1997). The Future of English: A Guide to Forecasting the Popularity

of the English Language in the 21st Century. London: The British Council.
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ Use of Educational
Technology in U.S. Public Schools: 2009 (NCES 2010-040). Washington DC:
National Center for Education Statistics, Institute of Education Sciences, U.S.
Department of Education.
Ren, Y., Warschauer, M., Lind, S. & Jennewwine, L. (2009). Technology and
English language teaching in Brazil. Letras & Letras, Uberlândia 25 (2) 235-254.
Retrieved from
http://www.seer.ufu.br/index.php/letraseletras/article/view/25539/14145.
Tella, A., Toyobo, O.M. , Adika, L.O., & Adeyinka, A.A. (2007). An assessment of
secondary school teachers uses of ICT: implications for further development of
ICT use in Nigerian secondary schools. Retrieved from
www.tojet.net/articles/v6i3/631.pdf
Trucano, M. (2011). What Happens When All Textbooks are (Only) Digital? Ask
the Koreans! Retrieved from http://blogs.worldbank.org/edutech/korea-
digital-textbooks.
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PUBLISHER

Faculty of Education and Humanities, International Burch University

Vildana Dubravac, PhD, International Burch University, BIH

Senad Bećirović, PhD, International Burch University, BIH

3 Shakespeare – The Concept of ‘Najasa’ (the Bawd)

12 Classroom as a Microcosm: Teaching Culturally Diverse Students

21 Jane Eyre as a Byronic Hero(ine)

30 The Impact of English on Bosnian: Anglicisms in Bosnian Press

43 Modern Technology in a Language Classroom: An Exploratory Study

Shakespeare – The Concept of ‘Najasa’

Shakespeare, must enjoy a part’- begin innumerable references to Shakespeare’s art.

He ‘fathered’ the language that ‘childed’ us.

Poor naked wretches, whereso'er you are,

Bosnia and Herzegovina before the Dayton Agreement

Since the Dayton Agreement in 1995, Bosnia Herzegovina is literally, not

compound phrase, faithless-faceless-shameless, is the mirror to see our own face

Bloom, H. (1999). Shakespeare: The Invention of the Human. New York:

Bloom, H. (2004). The poem Unlimited. New York: Riverhead.

Danby, J.F. (1988). Shakespeare's Doctrine of Nature. Faber and Faber.

Yar Khan, S. (2013). O Shakespearovima Tragedijama. Sarajevo: Dobra Knjiga.

Chittick, W.(2005). Imaginal Worlds. Lahore: Suheyl Academy.

Marder, L. (1963). The story of Shakespeare's Reputation. John murray Ltd.

The Map of King Lear’s Kingdom:

The Map of Bosnia Herzegovina

Diversity refers to the existence of a variety of cultural or ethnic groups

THE POSITION OF A TEACHER

A language teacher as a leader of a classroom has the main role in

STRATEGIES FOR A CULTURALLY DIVERSE CLASSROOM

4. Promote and encourage participation of parents or care-givers in school activities.

5. Choose culturally relevant curricula that recognize, incorporate, and reflect

6. Include the arts in the curriculum.

BENEFITS OF MULTICULTURAL EDUCATION

There are several very important benefits of multicultural education that

Breaking stereotypes and prejudices

Stereotypes represent core beliefs about certain characteristics that are

One of the greatest advantages of multicultural classroom is a formation

Therefore, students who become bicultural and bilingual can overcome

In the twenty first century when humankind seeks toleration and

The other benefit of a culturally diverse classroom is acculturation which

EDUCATION SYSTEMS IN BOSNIA AND HERZEGOVINA

Even though educational systems (plural form is used since B&H

There has been much manipulation of educational systems for political

The twenty first century is a century of an encounter of different cultures,

Art. 26.2, Universal Declaration of Human Rights (1948)

Banks, J.A. (1993). Multicultural education: Characteristics and goals. Boston,

Bennett, C. (1995). Comprehensive multicultural education: Theory and practice

Gay, G. (2002) Preparing for culturally responsive teaching. Journal of Teacher

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New

Gibson, M. A. (1983). Home-school-community linkages: A study of educational

Noddings, N. (1995, November). Teaching themes of caring. Education Digest,

Saravia-Shore, M., & Arvizu, S. F. (Eds.). (1992). Cross-cultural literacy:

Zeichner, K. M. (1992). Educating teachers for cultural diversity. East Lansing,

LaFromboise, T., Coleman, H., & Gerton, J. (1993). Psychological impact of

Pašalić-Krešo, A. (1999). Education in Bosnia and Herzegovina: Minority

UNESCO (1992): International Conference on Education, 43rd Session, The

UNESCO Universal Declaration on Cultural Diversity (2001); cf. also the

Jane Eyre as a Byronic Hero(ine)

a state which originates in contempt and exasperation … It is a protest of the individual

Since Jane Eyre is an autobiography, a bildungsroman, its title heroine’s