thesis - kolegji aab · thesis, no.3, 2015 1 ... the main difficulties in mastering the english...

Thesis, no.3, 2015 1

Thesis International Research Review

No.3, 2015

Table of contents

Editorial .................................................................................................................. 3

Manjola Lubishtani

Agnia Desnickaja‘s contribution to the study of transitional

speeches in Albanian language................................................................... 5

Avni Islami

The main difficulties in mastering the English language

prepositions ........................................................................................................ 17

Sejdi Sejdiu & Aida Alla

The influence of English in the language used by Kosovar

media ..................................................................................................................... 29

Mustafa Erdem

The role of teachers in teaching literaturet .......................................... 45

Ahmet Hadrović

Bridges in Bosnia and Herzegovina from Ottoman Empire ...... 55

Bajram Kosumi

Don-Quixotism of Poetry ............................................................................. 95

On the Courage of Writing Poetry at a Time of Rapacity ............ 95

Technical Instructions for authors ........................................................ 103

The Style of University of Chicago ...................................................... 106


Editorial

The present issue of the Thesis Journal, holding the ISSN and

the International Board of AAB College, covers a variety of

scientific fields such as linguistics, methodology, architecture,

etc.

The journal‘s first article is written by the author Manjola

Lubishtani, who elaborates on the contribution of the

distinguished linguist Agnia Desnickaja in the cross-dialectal

discourse of the Albanian language.

Avni Islami is another author who tackles the role of the

prepositions and the difficulties that they represent in the

process of English language learning.

The paper presented by Sejdi Sejdiu and Aida Alla results

from a research project conducted by students of AAB, Faculty

of Foreign Languages in the framework of the AAB research

projects. The paper is concerned with the influence that English

language is exerting upon the media in Kosovo.

Mustafa Erdem introduces us with an article from the field

of methodology, in which he talks about the role of the teacher

in a literature class.

The next article belongs to the field of architecture, with a

focus on the Bosnia and Hercegovina bridges which date from

the Ottoman Empire. This study has been previously presented

in an international scientific conference organised by AAB

College.

The last article is presented by Bajram Kosumi who talks

about the 21st century poetry. Kosumi argues that writing

poetry at this period means challenging the modernity.

Masar Stavileci

Editor in-chief


Agnia Desnickaja’s contribution to the

study of transitional speeches in Albanian

language

Manjola Lubishtani

Summary The main object of Russian albanologist Agnia Desnickaja‘s monograph ―Albanian language and its dialects‖ is the study of Albanian language dialects, their contemporary division and classification and the relations with geographic and socio-historical range of development of Albanian language. Among other things, she draws an analytic review of dialectic characteristics in the speeches of transitional type, which form a streak of regions in the south stream of Shkumbin river (an indicator of boundary between gheg and tosk dialectic regions) known as the zone of transitional speeches. Distinctive characteristics, typical dialectic elements and their interlacement in these transitional speeches are analysed and classified by the author based on assessments of researches of Albanian dialectologists, such as J. Gjinari, Q. Haxhihasani, M. Çeliku, also persuasively reasoned by the author herself. Careful and profound research of these speeches done by Desnickaja helped not only to identify gheg and tosk characteristic features localized in these areas, but also to study the most complex occurrences related to their formation that reflect historic, cultural and social developments which are decisive for Albanian dialects themselves. Key words: transitional speeches, gheg vocalism, tosk rhotacism, contamination of dialectic characteristics, borrowings.

Manjola Lubishtani, MSc. Assistant, Faculty of Social Sciences, AAB College. E-

mail: [email protected]

Manjola Lubishtani

6 Thesis, no.3, 2015

Introduction

Dealing with transitional speeches in Desnickaja‘s monograph

―Albanian language and its dialects‖ (1972) is considered by the

author herself as very interesting in the linguistic aspect with

major importance for the domain of historic dialectology.

Therefore, the interlacement of the characteristics of the two

dialects is identified as a universal feature for all speeches of

this transitional area, which impedes defining basic influences

of one or the other type in their creation.1

In order to identify restrictive factors, Desnickaja made

reference to researches of some Albanian scholars, such as J.

Gjinari, Q. Haxhihasani, M. Çeliku, stating that ―they have

given a clear synopsis of the linguistic type, which was formed

in the boundary of two basic dialectic regions‖.2 Based on these

data, she emphasizes the geographic position of these regions,

economic and administrative relations, influence of town

centres (of Elbasan, Peqin, Berat) and the movement and mixing

of population, as historic defining factors ―of creation of specific

linguistic land-shaft‖.3

The speech of Myzeqe region

Desnickaja begins the analysis and categorization of these

speeches from the western periphery with the wide plain of

Myzeqe, stretching out along the Adriatik seacoast, in the

border between the lower flow of Shkumbin in the north and

Vjosa in the south. Aiming to display the main elements of the

two dialects, interlocked in the speech of this transitional

1 Agnia Desnickaja, Gjuha shqipe dhe dialektet e saj, Prishtinë, Enti i teksteve dhe

i mjeteve mësimore, 1972, p.184. 2 Ibid. 3 Ibid.

Agnia Desnickaja’s contribution to the study of transitional speeches in Albanian

language


region, Desnickaja puts into perspective the tosk character of

the southern part in contrast to the northern part, which is

characterized by a gradual increase of gheg dialectic elements

with a tendency to spread from south to north.4

Lushnje is precisely the town which marks the area where

the characteristic elements of transitional speech of the region

are demonstrated, typifying the speech in the north and the

northeast of town, which geographically connect with gheg

regions of the south on the other bank of Shkumbin river, as a

speech of south gheg.5

Opposite a number of specific gheg occurrences, that

characterize the speech of northern periphery of Myzeqe

dialectic region, such as : 1) the nasality of vowels in emphatic

position: frê, pê, hî, ullî, hûnna, gjû; 2) the monophthongization

of diphthongs ue>ū, ye>ȳ, ie>ī,: dūr (<duer), grū (<grue), fȳll

(<fyell), dill (<diell); 3) the consecutive assimilation mb>n, nd>n:

mush (<mbush), pamuku (<pambuku), naloj (<ndaloj); 4) the

group vo- in the beginning of the word: voj (in middle toskë vaj),

vorr (t. varr), votër (t. vatër), i vorfën (t. i varfër); 5) the lack of

rhotacism: ullîni (kr.t. ulliri), gruni (t. gruri), dimni (t. dimëri); 6)

the shifting of accent from the last syllable to the penultimate

syllable in nouns borrowed from Turkish language: téqe (t.

teqé), híle (t. hilé), ecj., Desnickaja presents typical influential

elements of tosk speech, which coexist with gheg forms in

parallel variants, for example:1) the presence of diphthong ua of

tosk alongside forms with -u(ū), which was gained from the old

diphthong -ue : thu//thua, gru//grua, mu//mua; 2) the group va-

(characteristics for tosk speech) along the group -vo in the

beginning of the word: vor, votër, i vokët and at the same time

varr, vaj, i varfër; 3) the appearance of rhotacism, that arises as a

4 Jorgji Gjinari, Të folmet e Myzeqesë, Bul. Univ., No.4, 1958, pp. 76-84,

according to A. Desnickaja, p.185. 5 Ibid.

Manjola Lubishtani

8 Thesis, no.3, 2015

consequence of great influence of tosk speech, not only in

nouns: kalliri (g. kallini), trari (g. trani), but also in participles

with suffix–r (historically -n): bredhur (<bredh), prishur (<prish),

ardhur (<vij) etc. In parallel, the author emphasizes also the use

of unrhotacistic gheg forms: dimën ( t. dimër), e shkurtën (t. e

shkurtër), gjilpana (t. gjilpëra) etc.

The speech of Dumre region

The intertwined characteristics of this transitional region are

gradually deteriorated towards the south to be entirely replaced

by tosk dialectical elements. While respecting and evaluating,

as ever, the introductions and results of Albanian

dialectologists, Deskickaja continues to unfold and reason the

features of integral regions of this transitional strip with

characteristics of the speech of Dumre region, which borders

with river Shkumbin in the north, region of Shpat in the east,

Sulova in the southeast and with the region of Lushnje in the

west. Referring to M. Çeliku,6 she qualifies the speech of this

region as typical gheg, but subdued to great tosk influences.

The same phonetic phenomena typical for gheg dialectical zone

appear also in this speech, but, as pointed out by Desnickaja,

―this typical semblance for south gheg dialectical zone is

shattered by the occurrences entering from the tosk speech

owing to permanent contacts of Dumre region with inhabitants

of southern regions‖.7 Alongside borrowed words and forms,

the author motives the infiltration of these phonetic features as

a result of influence of foreign dialectical circle and not as an

internal evolution of the sound system, exhibiting a state of

6 Mehmet Çeliku, Vërejtje mbi të folmen e Dumresë, Bul. Univ., Nr.3, 1963,

p.234, according to Desnickaja, Gjuha shqipe dhe…., p.186. 7 Ibid., p. 187.


language


instability which is expressed in the presence of a great number

of phonetic doublets and in the great variety of pronunciation.8

In vocalization domain, Desnickaja emphasizes the

unsuitable position of vowel ū- in cases of derivation from

monophthongization of old gheg diphthong (ue<*uo), which in

Dumrea speech, especially in areas where natives have frequent

contacts with tosk dialectic circle, appears as pronounced in

tosk variant of the comprehensive Albanian diphthong

(ua<*uo). While as far as the rhotacistic tosk forms are

concerned, they appear in parallel with unrhotacistic gheg

forms, such as: dimri//dimni, emri//emni. Also, some other nouns

can be noticed that preserve the sonant r in the indefinite,

whereas they form the definite form with the sonant consonant

n, for example: dimër,drapër-dimni,drapni.9

In the morphology domain, intercrossing of dialectic features

appears through participles, which have a great influence in the

listing of dialectic differences. The type of participle with suffix

–m joined with a vowel is seen in the speech of Dumrea (and

other gheg speeches): fillūm, hȳm, shkūm, kalūm etc. Also, the

participles with zero suffix appear as characteristic of gheg

dialect, especially in the structure of analytic forms: kam kalū,

kam kallzū, kam shkū etc. Beside these, Desnickaja highlights also

the presence of general participles of Albanian, which are

formed from the base form in consonant with suffix –un: hequn,

mshtjellun etc. This suffix, according to the author, can be joined

with participles that are formed by means of suffix –m in the

course of analogue movement with other colocations, which as

a results forms the new suffix –mun : kërkumun (<kërkoj),

shkumun (<shkoj). The forms with –un (and the respective forms

with–mun), are exactly the ones which are subjected to the

8 Ibid. 9 Ibid., p. 188.

Manjola Lubishtani

10 Thesis, no.3, 2015

powerful influence of rhotacistic tosk forms with the same

suffix, replacing the gheg participle forms with forms of tosk

type: hapur (<hap), varur (<var), vdekur (<vdes), mushur

(<mbush), çuditur (<çuditem). Desnickaja brings attention to the

forms of gheg vocalism by way of very interesting examples of

―contamination of different dialectic features‖ 10 (u): kërkūr,

fillūr, preserved during the tosk rhotacism of suffix (comp.

kërkuar, filluar).

The speech of Sulova region

The research conducted by Desnickaja continues its course

towards Sulova region, which stretches out in the southeast of

Dumrea and is divided from it by river Devoll. While the

speech of Dumrea is typified as a gheg speech, the speech of

Sulova region is defined as a tosk speech, which under the

influence of coherent contacts with Elbasan manifests a host of

attributed of gheg dialectic circle. Clearly, these features are

expressed in the northern zone of this dialectic territory with a

tendency of the gradual disappearance from the north to the

south.11

Divided in two dialectic areas, owing to typical and

individual peculiarities as an outcome of material, spiritual and

lingual relations with Elbasan (northern zone) and with Berat

(southern zone), Sulova region shows ―a state of instability in

its core, precisely where the dialectic influences of north and

south are intertwined, resulting with an apparent variety of

speech‖.12 Particularities of tosk in Sulova speech that eluded

contamination by gheg forms are: 1) the consecutive realization

10 Ibid. 11 Qemal Haxhihasani, Një vështrim mbi të folmen e krahinës së Sulovës. Bul. Shk.

Shoq., No.3, 1955, p.170, according to Desnickaja, p.189. 12 Ibid.


language

Thesis, no.3, 2015 11

of rhotacism (historically–n->-r-); 2) the lack of nasality of

vowels; 3) the presence of group –va in the beginning of the

word: varr, vaj, vatër.

The preservation of old diphthongs in Sulova type of

speech is founds as a characteristic tosk peculiarity. Therefore,

opposite the old Albanian diphthong uo, which in this kind of

speech appears in tosk variant ua: grua, thua, mua etc.,

Desnickaja places the participle forms of first conjugation verbs,

in the northern region, where the diphthong ua is not

pronounced but it is replaced with the vowel ū: punūr (<punoj),

kërkūr (<kërkoj). According to the author, these forms are a

typical produce of contamination of tosk dialectic features with

gheg features, perhaps as a consequence of borrowing from

transitional speeches of Dumrea and Shpat regions,

neighbouring with Sulova region.13 Moreover, Desnickaja aligns

other phonetic features influential to gheg realms, for example:

a) the groups mb, nd in northern part are reduced to m and n

(feature of gheg dialectic type);

b) the phenomena of transition of h-së to –f : shoh>shof,

nxeh>nxef etc. is noticed in the northern zone, as a result of

intensive contacts with gheg dialectic circle;

c) the vowel o, the pronunciation of which is scrutinised as

an intermediate stage in gradual development from the nasal

vowel ã of gheg toward the tosk vowel –ë : boj (g.let. bâj, t. bëj),

asht (g.let. âsht, t. është), koma (g.let. kâmba, t. këmba), fëlloza

(g.let. fëllânza, t. thëllëza).14

Furthermore, as characteristic elements of gheg

influence, due to contacts with Elbasan region, besides phonetic

features in Sulova speech, Desnickaja puts into perspective the

lexical alterations of the northern part, such as: sqokë, sqilë, qete,

13 Ibid., p. 190. 14 Ibid.

Manjola Lubishtani

12 Thesis, no.3, 2015

xham opposed to forms such as klloçkë, dhelpër, mace, poçe, used

in the southern part of this region.15

The characteristics of speeches of regions stretching along

the flow of Shkumbin river

The panorama of speeches of transitional areas is supplemented

with the distinctive features of speeches of regions that stretch

along the flow of river Shkumbin: Shpat, Vërçë, Polis and

Bërzhishte. Referring to Q.Haxhihasani‘s16 conclusions in

research of the features of these speeches, Desnickaja

emphasizes the presence of contaminated forms as a

characteristic feature of Shpat, Polis, Vërçë and Bërzhishte

speeches. Thus, the forms with tosk rhotacism are encountered

in Bërzhishte region, but preserving the typical vocalism of

gheg: râra (g.let. râna, t.rërë), shullâr (g.let. shullâni, t.shullëri).

In Shpat and Vërçë, as well as in Sulova, prevail the participles

of type pamūr, kërkūr, encountered also in the speech of Dumrea

as characteristic examples of contamination of dialectic features,

typical for transitional speeches. The intertwined characteristics

in the speech of Polis are presented rather contrarily, which

encounters the use of participles of type punuam, luftuam, where

the tosk diphthong ua is followed by gheg suffix–m.17

Also, in order to accomplish the synopsis of development of

distinctive dialectic features, Desnickaja, quoting M. Lambertz-

in,18 aligns mixed elements of the speech of Shpat region, as

follows:

15 Ibid., p. 191. 16 Q. Haxhihasani, Një vështrim mbi të folmen e krahinës së Sulovës, p.147,

according to Desnickaja, p. 191. 17 Ibid. 18 M. Lambertz, Albanische Märchen, Akad. D. Wiss, in Wien, Abt.XII, Wien,

1922, p. 203, according to Desnickaja, p. 191.


language

Thesis, no.3, 2015 13

a) the presence of oscillations in pronunciation of tosk

diphthong ua and gegë ū in the word grua: grua//gruja;

b) the assimilation mb>m, nd>n;

c) the rhotacistic form ere, along forms ene, ne;

d) the group va- in the beginning of the word.

In conclusion of analysis of transitional speeches, Agnia

Desnickaja finds that ―speeches of Shpat, Polis, Vërçë and

Bërzhisht regions show same characteristic features of mixing

dialectic peculiarities and transitional speeches of Myzeqe,

Dumrea and Sulova‖.19 The author, fully convinced, evidences

that the gradual development of different dialectic peculiarities

in speeches of the aforementioned realm is not something

which is organically congenital, but it is historically developed

as a result of continual contacts and mutual influence in

concrete historic circumstances.20

Conclusions

The zone of transitional speeches comprises of a number of

speeches, which show an interlacement of the features of both

dialectic types. By means of description and comparison, Agnia

Desnickaja, has analysed the speeches of constituent regions of

this dialectic descent while stressing out gheg or tosk dialectic

base of each region, where the typical influential elements of

one or another dialect cohabitate.

Hence, in analysing the individual dialectic features,

Desnickaja point out that:

a) Myzeqe region is characterized by tosk dialectic features

in the south and by gheg dialectic in the north. The town of

Lushnje marks the oasis of demonstration of influential features

19 Ibid. 20 Ibid., p. 192.

Manjola Lubishtani

14 Thesis, no.3, 2015

of tosk speech, alongside parallel gheg variants. The

phenomena of dialectis intertwinement are: 1) the presence of

tosk diphthong ua alongside gheg forms with -u(ū); 2) the

group va- alongside group –vo- in the beginning of the word; 3)

the appearance and use of tosk rhotacistic forms in parallel with

gheg unrhotacistic forms.

b) Dumrea region manifests its speech as typical gheg, but

strongly influenced by tosk elements. Desnickaja views the

presence of these features as the result of the foreign dialectic

circle and not as an internal evolutional phonetic peculiarity. In

this speech, besides the instability of vowel ū and the presence

of rhotacism parallel to unrhotacistic forms, contaminated

participial forms can also be encountered, which have a

decisive role in identifying various dialectic differences.

c) Sulova region is classified as a tosk speaking zone. This

region‘s centre marks the crossing point of north-south dialectic

influences showing the state of instability, which results with

an apparent speech variety. Desnickaja evidences the gheg

influence in this speech with the presence of phonetic and

lexical elements.

d) In relation to features found in regions of Shpat, Polis,

Vërçë and Bërzhishte, entirely supporting Albanian

dialectologists‘ achievements, Desnickaja affirms the presence

of contaminated forms putting these regions‘ speeches in

parallel, according to influential dialectic features, with

transitional speeches of Myzeqe, Dumrea and Sulova.

In analysing the characteristics of these speeches, Agnia

Desnickaja manages to draw a synopsis of the research

accomplishments of that era in the domain of historic

dialectology, which emphasize the characteristic identifying

features of this linguistic type, historically created in the border

of two basic dialectic regions, which an important part of

linguistic areal of today‘s Albanian.


language

Thesis, no.3, 2015 15

Bibliography

Çeliku,Mehmet. Vërejtje mbi të folmen e Dumresë, BUSHT,

SSHSH, 3, Tiranë, 1963.

Desnickaja, Agnia. Gjuha shqipe dhe dialektet e saj, Enti i

teksteve dhe i mjeteve mësimore, Prishtinë, 1972.

Gjinari, Jorgji. Të folmet e Myzeqesë, BUSHT, SSHSH , 4,

Tiranë, 1958.

Haxhihasani, Qemal. Një vështrim mbi të folmen e krahinës së

Sulovës, BUSHT, 3, Tiranë, 1955.

Lambertz , Maximilian. Albanische Märchen und andere Texte

zur albanischen Volkskunde, Vienë,1922.

Thesis, no.3, 2015 17

The main difficulties in mastering the

English language prepositions

Avni Islami

Abstract

The acquisition of the English language prepositions is not an easy task for foreigners who study English as a second or foreign language. This study specifies that mastering of English language prepositions is one of prerequisites to become skilled at English language fluency and accuracy. Firstly, this research paper discusses ways prepositions are used in English, and then reflects over some of the reasons why prepositions cause difficulties to English language learners. It also analyses the underlying system that governs prepositions and how this system might be represented to English language learners, by analyzing the current teaching pedagogy and suggests a possible adequate alternative. Accordingly, the paper examines the misuse of preposition by the students of the first grade of Economics at the AAB private college in Kosovo, and the students if the Faculty of Education at the Public University of Prishtina. The research showed that most of the students make repeated mistakes even with the most common used prepositions of time (in on and at) due to the influence of the first language and uncertainty it creates in producing an adequate statement with such prepositions. According to this research, I have concluded that the Economics students of the AAB College proved to make less error in using prepositions than the students of the Faculty of Education. Key words: acquisition, English prepositions, difficulties, time.

Avni Islami, PhD Cand., AAB College, E-mail: [email protected]

Avni Islami

18 Thesis, no.3, 2015

Introduction

Studying prepositions is not an easy task for ESL or foreign

students due to their numerous alternatives and their

polysemic nature of their meanings. This is because

prepositions pose a big challenge to English language learners.

It is highly important that teachers develop effective

instructional methods. In such cases, English language

instructors should take effective and serious steps to apply

sophisticated methodologies in order to overcome them easily

and provide real understanding among heterogeneous

language learning groups.

Firstly, our task is to provide proper solutions to learning

difficulties and then useful analyses to be carried out. It is well

known that prepositions do have different meanings

(Polysemous) and not often get stick to one meaning

(Monosemous). Polysemy is ―a semantic feature of words with

multiple meanings‖ 1

This effect of prepositions stresses and intimidates students

who study English as a second or foreign language. The

meaning of prepositions mainly depends on the sentence

context.

Secondly most of prepositions are monosyllabic like Lam

pointed and are unknown to

Students as they are pronounced quickly and with less

clarity than content words.

The most complicating usage matters of prepositions and

their contextual meaning is quite different from one language to

another language and might intimidate learners.

1 Randolph Quirk, Sidney Greenbaum, Geoffrey Leech and Jan Svartvik, A

Comprehensive Grammar of the English language, Longman, 1985, f. 659.

The main difficulties in mastering the English language prepositions

Thesis, no.3, 2015 19

Learners cannot hang on their prepositional knowledge from

their mother tongue because when we take an instance like

transferring the Albanian preposition „në’ into English becomes

difficult due to ―expressed in English by the prepositions in, on

and at”. Any type of ―presumption of semantic equivalence

between the first and second languages‖ would only land them

in prepositional errors. It is obvious that English has larger

number of prepositions more than most of the languages have

(Koffi 297). The Albanian language prepositions are highly

polysemic. A tendency can be scrutinized accidentally and it is

not easy to systematize English prepositions (Catalan 171).

Errors Made by EFL Learners

The Errors Made by EFL Learners, the errors that learners of

EFL( English as Foreign Language) are expected to make are

because of many diverse causes. Among all of these there are

two main ones: The one is caused by intrusion from the mother

tongue and the other is caused by intrusion from other

structures. The English prepositions remain a tremendous

problem for any EFL learner because he/she often relates them

to his or her own mother tongue prepositional system. The

obstruction is also caused by the change in number,

understanding/meaning and usage of the prepositions in the

source language (Albanian) and the target language (English)

as a foreign language. All parts of speech play an immense role

in the deprivation, insertion and selection of an improper

preposition in English, which impair the sense of the idea

intended by the student. In insertion to this, idiomatic usage of

prepositions makes them difficult to study by native speakers

Avni Islami

20 Thesis, no.3, 2015

of the language2. Normally a preposition expresses a

relationship between two entities: it shows a relation in space

(between one thing and another), and /or an intercourse in time

(between events), and more abstract relationship (government).

So, the first characteristic is that both Albanian and English

prepositions cannot stand by themselves: they get their

meanings through contexts. So, the main problem is firstly in

the fact that not every Albanian preposition has a definite

equivalent in the target language, respectively in English and

vice versa, and, secondly, not every English or Albanian

preposition has a definite usage and meaning, indicating only

space or time or following/ preceding a certain word.

Can prepositions be placed anywhere?

Almost all prepositions can be placed at the beginning at a

sentence. A preposition can occupy a position before and after

any other preposition, not rarely (highly) enforcing idiomatic

expression, e.g. ―she thinks she is for it at the moment,‖ ―we are

not up to such an inconvenient job,‖ ―She is not sure she is up

for a long trip.‖ Normally it can occupy a place before or after

any adverb, verb, any noun (or gerund) and adjective. It is

worth writing, it is not completely at liberty to go where it likes:

it absolutely can be placed only before articles: a, an, the as well

as possessive pronouns /his, her/her, it/its). It is impossible to

be posed either before or after subject pronouns (I, he/she3.

2 Peter Watcyn-Jones Jake Allsope, Test Your Prepositions, Penguin Books 2000,

f.778. 3 S. Lindstromberg, English Prepositions Explained, Philadelphia, 1998, f. 165.


Thesis, no.3, 2015 21

Traditional Approach:

Traditional way of teaching prepositions is through

grammatical structures and several contexts. This approach

cannot guarantee that the learners will successfully recall them

whenever necessary to use them in an efficient way because

they feel that the list is very unpredictable and memorizing a

long list of contextually relevant prepositions will be practically

beyond learner‘s‘ realization. Lam expands on this ―trying to

bear in mind a list of individual, unrelated uses is hardly

conducive to increasing learners‘ understanding of how the

prepositions are actually used and why the same preposition

can express a wide range of meanings‖.4 Here it becomes

imminent that language instructors should strive to follow

more innovative methods that have lesser cognitive demands.

Collocation Approach:

Rather than teaching individual units of prepositions it is better

to teach them in ―chunks‖ or along with pairs of frequently

occurring words like to depend on, to wait on, to step on, to work on

and to rely on etc., Among language teaching and learning

circles the word collocation which means co-occurrence, is

referred to by many words like ―(WCO) word co-occurrence,

chunks and formulaic sequence.‖ In the case of prepositions

these are usually phrasal verbs. Along with phrasal verbs,

prepositional phrases such as on time, on schedule, on…screen or

on …leg are taught as easily manageable chunks5. This method

is beneficial for it appeals to the sensitiveness and easy grasping

4 Ibid. 5 Douglas Biber, Susan Conrad and Geoffrey Leech, Students Grammar of

Spoken and Written English, Pearson Education, Harlow, Essex, 2002,pp. 121.

Avni Islami

22 Thesis, no.3, 2015

to frequent language structures of the learners naturally6.

Frequency-based learning is dependent upon the idea that

human beings process language as if a group of words are

single sensible units. According to Mueller ―such associative

learning is necessary to account for the acquisition of irregular

forms and rigidly fixed idioms‖7. Many language experts and

researchers believe that acquiring language in chunks and

using repeatedly in meaningful contexts suffers the learners to

build confidence and allows deeper analyses later on. Teaching

prepositions through collocation approach enables the use of

corpora and concordance. Koosha and Jafarpour (2006) noted

that DDL (Data Driven Language) technique which

―emphasizes the collocational properties of language through

concordancing lines‖ has an advantage over conventional

methods8. Concordancing is an analysis of the structures and

lexical patterns in digital databases9.This advantage is

manifestly visible in an experiment conducted by them on two

different groups; one with DDL technique and the other with

traditional method with usual textbooks as a resource.(Brown

Corpus Online and searched Web Concordancer were used by

Koosha and Jafarpourfor their study10. So, Collocational

Approach with authentic data through Concordancing will

have double benefits than conventional methods.

6 Ibid. 7 Ibid. 8 Ibid. 9 Peter Watcyn-Jones Jake Allsope, Test Your Prepositions, Penguin Books 2000,

f.778. 10 Seth Lindstromberg, English Prepositions Explained, John Benjamin‘s

Longman, 1987, pp. 321.


Thesis, no.3, 2015 23

The Prototype Approach:

Deeper learning of prepositions, for both Lindstromberg and

Lam , is possible through explanatory and meaning-based

methods which in turn reinforce confidence and increased rate

of retention. Lakoff‘s prototype theory is the basis for both of

these linguists claim11. And this theory claims that among

multiple meanings of the prepositions only one meaning is

dominant among others. This dominance or standing out is

being prototypical. In the case prepositions spatial and physical

meanings are prototypical. For example the preposition “on”

has several meanings but prototypical is ―contact of an object

with a line of surface‖12. By studying and understanding

prototypical meaning and analyzing them would allow learners

to understand that the polysemous meanings of prepositions

are metaphorical extensions. Again taking the example “on”,

Lindstromberg explains that the non-prototypical meaning of

the phrase “come on” can be understood through metaphorical

extension of the prototypical meaning of “on”. So prototypical

meanings can be taught through TPR (Total Physical Response)

and the teacher can encourage to extending such understanding

to abstract meanings. Compare and Contrast of prepositions

technique is very useful to further widen the semantic mapping

of the learners. Lindstromberg explained the meaning of “come

on” by contrasting it with “come back”13. Semantic-based

approaches often link various meanings of prepositions into a

mental picture along with providing reliable and logical

relation among several individual prepositions which otherwise

appear unrelated. The difficulty of learning prepositions is not

11 Seth Lindstromberg, English Prepositions Explained, John Benjamin‘s

Longman, 1987, pp. 321. 12 Ibid. 13 Ibid.

Avni Islami

24 Thesis, no.3, 2015

only true of English but also extends to other languages as

observed by Lam14. Lam conducted a study with two learner

groups to find out which method was better between cognitive

linguistic approach or learning individual prepositional usage.

Since cognitive linguistic approach launches with Protypical

meaning and extends to metaphorical or allied meanings, it has

proved to be much useful, more effective, longer retention and

with dramatically less efforts than traditional assimilation the

hard way. Cognitive linguistic approach ―allows teachers to

point out the relationships between different uses of a

preposition and describe patterns of meaning extension, as

opposed to telling learners to simply memorize each use as an

individual item15. In this way, learners will hopefully be more

aware of the expressive range of a preposition‖. The results

were even noted by her (Lam) that the group which is taught

via cognitive linguistic approach fared well in post training test

and delayed post training test16. This clearly shows that

semantic-based teaching expedites the result of instant grasping

and prolonged retention for timely recall.

Findings

Error Analysis: Learning Prepositions among Economics

students of the private College AAB, and the Faculty of

Education, Public University in Prishtina. Participants were

the first grade students

Avni Islami PhD (Candidate).

The AAB University

14 Seth Lindstromberg, English Prepositions Explained, John Benjamin‘s

Longman, 1987, pp. 321. 15 Starvik, Jan. A Comprehensive Grammar of English Language, Longman,

1985, pp. 231. 16 Geoffrey Leech and Jan Svartvik, A Comprehensive Grammar of the English

language, Longman, 1985, f. 442


Thesis, no.3, 2015 25

The sample of the study was comprised of 364 (182 of each

institution) randomly selected students from the Private

College AAB in Kosovo, and the Public University, respectively

the Faculty of Education. The instrument used in the study was

the essays written by the 1st class students of Economics and

Education faculty in their first semester examination. The

annual first semester examination papers in the subject of

English proves that students find more difficulties in using

correctly the English language prepositions than any other

parts of speech. The errors committed by the students in the use

of preposition were identified and counted in frequencies while

writing essays on different topics.

RESULTS Table 1 of the private university AAB

Total number and percentage of errors among the Economics

students on the measure of prepositions

One element No. of errors percentage

Prepositions 83 39.83%

Total 83 39.83%

Table 1 show that the total no. of errors made by economics

students was 104, respectively 39.83 %. This shows that

Economics students faced difficulties in learning prepositions.

RESULTS Table 2 of the Public University, the Faculty of

Education

Total number and percentage of errors among the Education

faculty students on the measure of prepositions

One element No. of errors percentage

Prepositions 138 77.94%

Total 138 77.94%

Avni Islami

26 Thesis, no.3, 2015

Table 2 show that the total no. of errors made by economics

students was 182, respectively 77.94%. This shows that the

Education faculty students faced big difficulties in learning

prepositions.

RESULTS Table 3 of the private university AAB

Total number and percentage of errors among the Economics

students on the measure of types prepositions

Types of prepositions No. of errors percentage

Prepositions of place 111 56.21

Prepositions of time 48 21.39

Prepositions of direction 51 28.39

Total 210 182

Table 3 shows that the total no. of errors made by

economics students on the measure of types of prepositions

210, out of which (111) 56.21 % was observed in

preposition of place, (48), 21.39% was observed in

preposition of time and (51) 28.39 % was observed in

preposition of direction. This shows that the Economics

students faced more difficulties in learning prepositions of

place.

RESULTS Table 4 of the Public University, Faculty of

Education

Total number and percentage of errors among Education Faculty

students on the measure of types prepositions

Types of prepositions No. of errors percentage

Prepositions of place 92 47.39


Thesis, no.3, 2015 27

Prepositions of time 149 78.32

Prepositions of direction 62 33.36

Total 303 182%

Table 4 shows that the total no. of errors made by the

economics students on the measure of types of prepositions

303, out of which (92) 47.39 % was observed in preposition

of place, (149), 78.32% was observed in preposition of time

and (62) 33.36 % was observed in preposition of direction.

This shows that the students of the Faculty of Education

faced more difficulties in learning prepositions of time.

Summary

Limiting any particular strategy may psychologically be over

demanding to some trainers and researchers. But following

Collocation Approach and Prototype Approach will certainly

provide more exposure increasing the scope of assimilation.

Manageably, larger quantities of inputs give a chance to the

learners to relate their experiences to real time learning and

how the prepositions are used in actual practice. In the same

manner, Koffi (2010) reiterates the usefulness of sub

categorization of frames of verbs and adjectives (323). Sub

categorization helps learners to choose the correct preposition

for verbs or adjectives depending on the context. An

understanding of inter-relations among different parts of

speech will further enhance root level understanding and

accurate application is possible. Hence, teachers should

encourage resources that are sound and have proven success to

overcome the limitations of traditional methods in a learning

atmosphere.

Avni Islami

28 Thesis, no.3, 2015

Bibliography

Jiménez, R. M. Frequency and variability in errors in the use

of English prepositions. Miscelánea: A Journal of English and

American Studies, 17, 1996. (171-187).

Koffi, E. Applied English syntax: Foundations for word, phrase,

and sentence analysis. Dubuque, Iowa: Kendall Hunt Publishing

Company. 2010.

Koosha, M& Jafarpour, A. A. Data-driven learning and

teaching collocation of Prepositions: The case of Iranian EFL

adult learners. Asian EFL Journal, 8.

Lindstromberg, S. Prepositions: Meaning and method. ELT

Journal, 50 (3),(1996): 225- 236. Web.25 May 2015.

Mueller, C. M. English learners‘ knowledge of prepositions:

Collocational knowledge or knowledge based on meaning?

System: An International Journal of Educational Technology and

Applied Linguistics, 39 (4),(2011): 480-490. Web. 25 May 2015.

Thesis, no.3, 2015 29

The influence of English in the language

used by Kosovar media


Abstract:

The aim of this research is the reflection of the influence of English language on Albanian language used by Kosovar media. The Albanian language is always influenced by other languages, including the impact of different invaders throughout history over the Albanian people. English language holds a special place as a global or international language. Its use affects all the languages of the world, including Albanian, where its influence has become more significant over the past twenty years. This happened due to uncontrolled entry of anglicisms in Albanian language and the need for appropriate terminology labelling as a result of technological development. The equivalents of current Albanian words are not used in the media or in public because of the prestige that that English words have. Lack of equivalent words is another reason for using more anglicisms. Today, despite the commitment of the Albanian language lecturers, television media and daily newspapers are the most significant users of anglicisms. This research deals with the history, use, causes, time and future anglicisms in Albanian language. Keywords: Albanian language, anglicizms, impact, use, media

Introduction

Ever since the existence of languages, they have borrowed

words from each other, some more, some less, depending on

Sejdi Sejdiu (PhD), AAB College, email: [email protected] & Aida Alla

(PhD Cand.), AAB College, email: [email protected]


30 Thesis, no.3, 2015

their prestige. Borrowing arises from human contacts as people

are always on the move.

In this regard, the Albanian language has borrowed many

words from foreign languages depending on different invaders,

the phrases of which are still present in Albanian language. The

influence of English language in Albanian language has had a

rapid increase during the last two-three decades, and the

anglicisms are already present in almost every field of human

life. The human intellectual development brings the language

development as well, which also is individual linguistic

enrichment. Nowadays, borrowing is the most common way of

linguistic enrichment. The borrowed words mainly cover the

labeling for which there is no appropriate expression in the

receiving language. An example could be the words that name

technological concepts, the ones that name various sports

activities, economic or political expressions, etc.

In terms of grammatical category, the Albanian language

has borrowed mainly nouns from English language. Today, the

common words are such as: obligation (obligim), attack (atak),

event (event), intervention (intervenim), association (asociacon),

leader (lider), competence (kompetencë), implementation

(implementim), coordination (koordinim), departament

(department), approval (aprovim), progress (progress), barrier

(barrier), staff (staf), resourse (resurs), acceptance (akceptim),

and many others. These are only some of thousands of words

that are present in our media and press.

However, the question is whether the above mentioned

words should be part of Kosovar media when there is an

equivalent for each of them? Are those words understood by

every age group? Why and by whom are they mostly used?

These issues are part of this research carried out on three daily

newspapers and four television mediums during a three month

period between March-May 2015.

The influence of English in the language used by Kosovar media

Thesis, no.3, 2015 31

Today, anglicisms are present in almost every language of

the world, but, in order for them to be a part of a language, they

must be subject of grammatical, orthographic, phonetic and

phonological rules, so that they would be properly adopted into

the receiving language. Initially, before accepting the foreign

words, we should make efforts on finding the equivalent of the

same words in our language, and the new words may be

borrowed only when all the possibilities are consumed.

Another method of creation of new words is the translation of

foreign words into Albanian language.

English language is the second most used language

worldwide. Foreign words are brought by people who speak

another language. People today use anglicisms to show their

high level of education or to prove a high position. Foreign

words later become a model made by other people and in a

short time they occupy a place in their vocabulary. One way to

avoid foreign words is their creation by local linguists. But since

there is no initiative or work by them, then our language is

overflown by foreign words and sometimes not even used or

understood clearly by the broad masses of Albanian speakers.

It is mainly the journalists, economists, politicians, lawyers

and many others who speak an undefined Albanian language,

which can be hardly understood by older people or those who

do not understand English. On the other hand, the use of

anglicisms on speaking and writing does not make one more

intellectual than the other, but their use highlights the poverty

of the Albanian vocabulary and the lack of vocabulary or

disadvantage of their users.

The Albanian language should be developed and

concurrently protected via active mechanisms from the

uncontrolled anglicisms which are being used instead of words

with the same equivalence.


32 Thesis, no.3, 2015

However, it is clear that some anglicisms are needed as they

name new concepts, mainly of technical nature for which there

is no appropriate word in Albanian language. Some of them

are: project, internet, computer, e-mail, record, printer,

coalition, investment, export, import, radar, database, etc. It

would be a good idea to have a vocabulary of anglicisms in

order to be able to handle this highly impetuous phenomenon.

LITERATURE REVIEW

Linguistic borrowings occur when two or more languages are

in contact with each other. Under these circumstances, it is

usually the poor language that happens to receive new words

or phrases from the other language. Many linguists, such as

Rasmus Rask1, Franc Bopp2 and Jakob Grimm3, have expressed

their opinions on linguistic borrowings and language blending.

They have reached a conclusion that the words may be

borrowed, but the linguistic structure should not be changed as

a result of the borrowing.

Hugo Schuchardt opined that there is no language that is

clean, unblended and unaffected by another language and to

him; the borrowing was something very normal4. Ernst

Windisch presented the idea that the linguistic influences occur

as a result of bilingualism5. Unlike these, Hermann Paul was of

an opinion that blending or borrowing is required in order for a

language to exist or live out.

1Rask, R. Essay on the Origin of the Ancient Norse or Icelandic Tongue,

Copenhagen, 1818 2Bopp, F. On the conjugational system of the Sanskrit language - In comparison with

that of Greek, Latin, Persian and the Germanic languages. Germany 1816 3Grimm, J. Deutsche Grammatik, USA, 1819 4Schuchardt, H. Contact Linguistics, Berlin, 1884 5Windsich, E.A Bibliography of English Etymology, Published by the University

of Minnesota Press, USA, 1897


Thesis, no.3, 2015 33

In the 20th century, the term blending was replaced by the

term borrowing as it looked more appropriate by the linguists

of that time. Uriel Weinreich later used the term interference as

this described in the best way the linguistic influences brought

by bilingual people. The interference is perceived at Albanians

when their speaking contains foreign words, or when their

language is mixed. The interference is usually noticeable when

learning another language6.

On the other hand, Antoine Meillet considered borrowing of

words as a natural act as majority of languages may take

elements of other languages which may not last long7. Leonard

Bloomfield noted that words are mainly borrowed when

cultures are carried forward between people. According to him,

this is a cultural diffusion because new labelling occurs during

this process8.

Being two Indo-European languages, there were cultural

borrowings from English into Albanian language because

geographically they are not close to each other. Due to the

significant number of international community present in

Kosovo since the end of nineties, English language has served

as lingua franca for communication between the Albanians and

foreigners. Consequently, the Albanian language was

influenced by English language because of the prestige of the

latter. This flow of aglicisms in Albanian language has never

been controlled by any institution of Albanian language. Most

of the linguists nowadays say that the influence of English

language in all existing languages is a consequence of

international globalization since English language is

increasingly being used as lingua franca.

6Weinreich, U. Languages in Contact: Findings and Problems, Linguistic Circle of

New York. No. 1. New York, 1963 7Millet, A. Linguistique historique et linguistique générale, Paris, 1921 8Bloofied, L. Language, Allen and Unwin, London 1935


34 Thesis, no.3, 2015

VIEWS OF ALBANIAN LINGUISTS ON BORROWINGS

Regarding the phenomenon of borrowings from English into

Albanian language, it is difficult to find Albanian linguists who

have clear-cut viewpoints either pro or against it. This is due to

the complexity that carries this phenomenon as it confronts two

extremes: the richness of language whether these loans

introduce new concepts, or its impoverishment whether their

introduction in Albanian dictionary is overlapping the existing

Albanian words and therefore setting aside the latter even

though it was serving the same function bearing the same

semantic charge.

On his book ‗Ndikimi i anglishtes ne gjuhen shqipe’ professor

Vesel Nuhiu is of the opinion that today the Albanian language

has deviated in many directions and many spheres, therefore, a

deep repair is needed since it is out from literary norms9. It is

the very use of anglicisms that is the subject of this study,

which also professor Nuhiu sees as the greatest violations of

literary norm. He further states that the language should be

developed, maintained even by borrowings which should

however be reasonable and in line with orthographic system of

Albanian language10.

Rami Memushaj is very critical when stating that ―These

linguistic fallacies, which account not only for a narrow

linguistic culture, but also for a general scarce formation of

individuals involved in public discourse, such as journalists,

politicians, etc. may be imitated by laymen and as a result

9 Vesel Nuhiu. Ndikimi i anglishtes ne gjuhen shqipe, Akademia e shkencave,

Prishtinë, 2013. 10Ibid.


Thesis, no.3, 2015 35

degenerate the language11‖. Nevertheless, Prof. Memushaj

agrees with the fact that if needed the language should be

enriched and modernised12.

Even the persons of the same nationality, the youth in

particular, during their daily conversations use the expressions

and even complete sentences in English language in order to

show their social and educational status. During this process,

particular words begin to be used more often and by time they

become a part of their general vocabulary as if they are clear

Albanian words. ie ―Kjo nukështë fair.‖, instead of ―Kjo nuk

është e drejtë‖. ―Ajo është një fashion lover.‖, instead of ―Ajo

është një adhuruese/ndjekëse e modës‖ 13. Nevertheless, these

expressions may be considered in fashion, which are a novelty

or often new borrowings which carry the temporariness as a

distinctive feature. They get spread widely just like the fashion

for a certain period of time. It is already clear that the Albanian

language is subject to foreign interference; nowadays the

languages are giving and taking like never before and such an

occurrence happens for many objective reasons; but this should

not mean that whatever is introduced should necessarily be

accepted and be turned into a norm.

Every conduct or attitude is an expression of cultural

emancipation, but in the foundation of cultural identity for

discoursing with others, an individual shall first inherit and

then elect, by continuously making efforts to pay contribution

for a life model/pattern. This model/pattern involves the

―model of language development‖. This conclusion has its own

11Rami Memushaj.Shqipja Standarde, Si ta flasim dhe ta shkruajmë. Botimet

Toena. Tiranë 2011.pg. 110. 12Ibid. 13Lilo, R. Mbi huazimet frënge në gjuhën shqipe. Konferencë shkencore: Kontakte

gjuhësore dhe kulturore mos shqipes dhe gjuhëve të tjera në 100 vjet (1912 – 2012), pg. 22.


36 Thesis, no.3, 2015

ground of logic. For one language, borrowing the terminology

items from other languages is not something tragic. Particularly

detrimental would be considered taking the words or

expressions without any reason, which are sufficient on

everyday vocabularies, or which can be replaced with ancient

words of Albanian language by simultaneously giving them

contemporary meanings. The word formations in Albanian

language are potentially available14.

RESEARCH METHODOLOGY

As mentioned above, in order to get enriched, the languages

continuously give and take from each other and this

phenomenon has become more common over the last decades

whereby the possibility of expressing in electronic and press

media, be it social or not, has considerably increased.

Judging from the alert raised by the linguistic theoreticians

of Albanian language, and taking into account the fact that

most of the communication activities among humans are

carried out through electronic and press media, we deemed as

necessary to conduct a detailed research on the presence and

impact of anglicisms in the media of the Republic of Kosovo.

Moreover, another reason that legitimizes our research is the

fact that in most of the cases, the sources of news in Albanian

press are in English language and they are translated by

amateur translators or by the journalists themselves whereupon

they often replace the Albanian word with its equivalent in

English language due to their lack of professionalism in

translation.

14Mëniqi, K. Anglicizat në ligjërimit. Prishtina Press, Prishtinë, 2012.


Thesis, no.3, 2015 37

Our research covered the most popular television and press

media of the Republic of Kosovo, respectively on television

media RTK, KTV, Klan Kosova and RTV21 as well as press

media by reviewing the newspapers Koha Ditore, Zëri and

Kosova Sot covering a 30 year period, from 1998 till April 2015.

The research was mainly focused on articles covering politics as

well as art and culture, and this was due to the developments

over the recent decades, the political-diplomatic terminology

was subject to most changes and transformations, unlike the

term covering art and culture which were regarded as resistant

to the temptation of foreign words, namely English words.

Nevertheless, as it will be noticed on the analysis below, the

language on art and culture articles is influenced as much as the

articles of politics. It was deemed as appropriate to review this

period of time as it was the very 90‘s when massive use of

internet begun. Consequently, we have the first introductions of

words which later invaded increasingly. Twenty students of

AAB College, Faculty of English Language, voluntarily took

part on the researching phase which lasted three months. They

organised their tasks on three groups and came up with rather

interesting data which will be discussed and analysed in the

course of this study.

RESEARCH DATA

Our research covered a 30-year period with the aim of

identifying the density of these borrowings. As we had

anticipated, in this precise period we have an increasing

number of anglicizms. Many of them, introduced in our lexicon

for reasons mentioned above, are unnecessary words as their

equivalents in Albanian language have the same semantic

value. Another group is the words that have enriched the

Albanian language with new concepts previously unknown or


38 Thesis, no.3, 2015

have added connotations and additional meaning to the

existing words, which fit to different contexts. Another

interesting linguistic phenomenon is the use of the English

derivational affixes instead of local ones. In this respect, the

classification of the examples which will be demonstrated in

this study will identify the nature of these anglicizms and the

position they hold in the lexicon of the Albanian language. It is

worth mentioning that, due to space constraints of this article,

we are including only a small number of examples compared to

the findings made by the students of AAB College.

List of unnecessary borrowings from English (deviations

from the lexical norm)

Englis Borrowing Albanian

Abuse

apply

agenda

cancel

correct

confidence

consensus

confuse

concentration

dedication

event

perform

performance

principle

leadership

quality

quantity

observation

implementation

support

treatment

Union

Abuzim

aplikoj

axhenda

kanceloj

korrektoj

konfidencë

konsensus

konfuzoj

koncentrim

dedikim

event

performoj

performancë

princip

lidership

kualitet

kuantitet

observim

implementim

suport

tretman

union

shpërdoroj

zbatoj

rend dite

anulloj

korrigjoj

besim

pëlqim

ngatërroj

përqëndrim

kushtim

aktivitet/ngjarje

shfaq

shfaqje

parim

udhëheqje

cilësi

sasi

vrojtim

zbatim

mbështje

trajtim

bashkim


Thesis, no.3, 2015 39

List of words with borrowed derivational affixes

English Borrowing Albanian

Unfavorable

demonition

maltreatment

multiethnic

illegal

destabilization

disinformation

depolicization

post-electoral

demilitarization

Disfavorshme

demontim

maltrajtim

multietnike

ilegale,

destabilizim

disinformim

depolitizim

postzgjedhor

demilitarizim

i/e jovavorshme

çmontim

keqtrajtim

shumetnike

joligjore/e jashteligjshme

jostabilizim

keqinformim

çpolitizim

paszgjedhor

çarmatim/çmilitarizim

List of words integrated in the vocabulary of Albanian

language

English Borrowing

Mission

context

process

execution

contribution

manipulation

consultation

proposition

transmit

internet,

computer

e-mail

record,

printer

coalition

investment

export

import

mision

kontekst

proces

ekzekutim

kontribut

manipulim

konsultim

propozim

transmetoj

internet,

kompjuter,

e-mail,

rekord,

printer,

koalicion,

investim,

eksport

import


40 Thesis, no.3, 2015

RECOMENDATIONS

In the context of globalization and virtual communication, it is

impossible for languages not to be influenced by each other,

especially when new concepts are introduced. However, new

entries with no criteria from English into Albanian language,

and especially through the press, hamper the development and

standardisation of the norm. On the other hand, we have a

contingent of words acquired in the lexicon of the Albanian

language, adapting to its grammatical nature. The latter group

has occupied the status of the language ―supplier‖.

Nevertheless, the distinguished linguist, Eqerem Çabej said that

"there exist all the possibilities for a replacement of foreign

words with the native word without weakening the meaning of

words at all."

The findings of the research highlight the phenomenon of

increased anglicisms in Albanian language over the recent years

employed mainly by our media. Therefore there is an

immediate need to deal with this phenomenon. There is no

language immune to the phenomenon of influence from other

language. However, we need to use this fact as a justification.

The experts who are in charge to examine or protect the

Albanian language from this phenomenon should work on this

matter with no delay in order to reach a decision on the use or

acquisition of anglicisms. Such a committee should have even

been continuously present similarly as the role of Oxford

Dictionary committee in England which examines all the new

or foreign words and provide an opinion on their use or

change.

In this respect, it would be appropriate that the editorials of

Kosovar mediums establish a committee mainly comprised by

linguists, who would edit the material prior to be published

and largely disseminated to the population. Establishment of


Thesis, no.3, 2015 41

such a committee would contribute not only on preservation of

the linguistic norms but also on orientation of the development

of Albanian language, since the latter is in need of correction

which goes in line with the development of Albanian society.

Moreover, the editors-in-chief should implement stricter

policies on hiring the journalists whose role is very important

on spreading the words which later become an inseparable part

of our vocabulary, thus continuously pushing the Albanian

words aside.

CONCLUSIONS

The main purpose of news is to be understood by every citizen

without any need for explanations or interpretations. The

mixed Albanian-English language in our media has become

difficult to be understood by older generations who were not

grown up along with modern technology having little contacts

with English language, not to say they had no contacts at all.

The extensive use of foreign words is a result of the low level

of literacy in native language that reflects the ignorance of

many original Albanian words. Even today, there are many

cases where the use of foreign words is intentional on the

grounds that sounds more educated.

From this research, we have reached to conclusion that in

some news sections up, to 40% of foreign functional words are

used. Fields of politics, law, and economics are the areas where

our media in general use anglicisms only, for example, opozita

(opposition), lidership (leadership), koordinim (coordination),

realizim (realisation), online (online), degradim (degradation),

devijim (deviation), kompani (company), performance

(performance), etc.

With this research we wanted to reflect the current state of

use of anglicizms by Kosovar media. From what was said


42 Thesis, no.3, 2015

above, it is clear that anglicizms are entering and being used to

a great extent by our media. Knowing that the media are the

source of news and the reflection of the language of a country,

we conclude that the use of the native Albanian words would

help media that their news be understood by all levels of

population and therefore the Albanian language would not get

increasingly impoverished.

Bibliography:

Bloofied, L. Language, Allen and Unwin, London 1935

Bopp, F. On the conjugational system of the Sanskrit language -

In comparison with that of Greek, Latin, Persian and the Germanic

languages. Germany 1816

Grimm, J. Deutsche Grammatik, USA, 1819

Lilo, R. Mbi huazimet frënge në gjuhën shqipe. Konferencë

shkencore: Kontakte gjuhësore dhe kulturore mos shqipes dhe

gjuhëve të tjera në 100 vjet. Tirana, GEER, 2013.

Mëniqi, K. Anglicizat në ligjërimit. Prishtina Press, Prishtinë,

2012.

Memushaj, R. Shqipja Standarde, Si ta flasim dhe ta shkruajmë.

Botimet Toena. Tiranë 2011.

Millet, A. Linguistique historique et linguistique générale, Paris,

1921

Nuhiu, V.Ndikimi i anglishtes ne gjuhen shqipe, Akademia e

Shkencave dhe e Arteve e Kosovës, Prishtinë, 2013.

Rask, R. Essay on the Origin of the Ancient Norse or Icelandic

Tongue, Copenhagen, 1818

Schuchardt, H. Contact Linguistics, Berlin, 1884

Weinreich, U. Languages in Contact: Findings and Problems,

Linguistic Circle of New York. No. 1. New York, 1963

Windsich, E.A Bibliography of English Etymology, Published by

the University of Minnesota Press, USA, 1897


Thesis, no.3, 2015 43

List of research students engaged on data collection:

1. Albana Gashi

2. Arben Shabani

3. Arber Xhemajli

4. ArgjendBerisha

5. Arjeta Bllaca

6. Bardha Ajvazi

7. BlerinaSfishta

8. DafinaHasanaj

9. Diana Aliu

10. Donika Iberdemaj

11. Fehmi Qerimi

12. FortesaKuqi

13. Gresa Xani

14. Nergis Gjinolli

15. Selda Savqi

16. Shkumbin Baxhuku

17. Uran Berisha

18. Valdet Bytyqi

19. Valeri Ahmeti

20. Valon Sejdiu

Thesis, no.3, 2015 45

The role of teachers in teaching literature

Mustafa Erdem

Abstract

This paper provides review of ideas and research on the role of the teacher in teaching of literature. Literature and language are closely related and this is a fact no one can deny. Literature is constituted by language and it represents one of the most recurrent uses of language. Therefore, the belief that Literature in English helps to improve the students‘ scope of reading and their mode of expression is reiterated. Teachers are the link between learners and knowledge. Teachers are the facilitators of learning and the authority to enable students to increase their independent learning capabilities. Teachers are important actors in the process of learning and they should encourage students to discuss, imagine, read and retell the stories in order to increase their motivation and appreciation of literature. Key words: Literature, Teaching Literature, Language, Language teaching, Teacher, role of Teacher.

Introduction

Good education is of high importance for raising labor force

with qualifications needed for the contemporary century.

Raising individuals who think, come up with new ideas, learn

and express things they learn in a correct way and use their

knowledge actively in life is among the main goals of education

and improving language skill makes it possible to reach these

important goals.

Mustafa Erdem, PhD Candidate, University of Tirana.

E-mail:[email protected]

Mustafa Erdem

46 Thesis, no.3, 2015

Based on the English Proficiency Index1, most of the children

living European states speak two languages and teaching

English as the second language is strongly encouraged by these

European states. The situation in Kosovo is similar, and every

day more and more students are interested in learning English

as the second language. High progress in communication

technology has made it possible for people in any corner of the

world to be aware of developments occurring far from them.

These developments have led states attaching particular

importance to teaching foreign languages. The fact that the

number of people who speak English as a second foreign

language has exceeded the number of those who speak the

English as a native language proves the importance of language

education for non-English speakers2.

Mother tongue is learned around parents without any

special effort when children reach an age of having the ability

to speak. Children can also learn other languages spoken in

their surrounding without taking particular lessons until the

age 4-5. After this age, however language education is needed

for learning foreign languages with additional efforts. A

number of researches have been conducted to find the best

methods and techniques to teach foreign languages in the most

effective way. Therefore, teaching methods have been changing

with the new findings over time and alternative and

sophisticated methods are being used.

1 Education first: EF English Proficiency Index 2012. Available at: http://www.kernvakengels.nl/english-in-54-countries.pdf 2 Graddol, David. The Future of English? A guide to forecasting the popularity of

the English language in the 21st century. The British Council. 2000. https://microsites.bournemouth.ac.uk/business-

postgraduate/files/2014/09/CIGBE-The-Future-of-English.pdf

http://www.kernvakengels.nl/english-in-54-countries.pdf

https://microsites.bournemouth.ac.uk/business-postgraduate/files/2014/09/CIGBE-The-Future-of-English.pdf

https://microsites.bournemouth.ac.uk/business-postgraduate/files/2014/09/CIGBE-The-Future-of-English.pdf


Thesis, no.3, 2015 47

Teaching Literature

There is a close relationship between language and literature.

Literature is produced from language and represents one of the

most recurrent uses of language. Teachers must understand this

relationship and try hard to change the traditional methods of

foreign language instruction. If teachers wish to remove

cultural and linguistic barriers and make learning more fruitful,

they need to use modern techniques, such as audio-video

materials, and develop the skills of knowledge synthesis among

students. With the help of audio-video materials and

technology, students can have visual information about

different countries and cultures, which help them, become more

familiar with foreign places. Information, such as what a

teacher may find on the internet, enriches both the teacher and

learner, allowing both to become better equipped before

dealing with a topic. For this reason, teachers and institutions

must broaden their perspective and vision. They must take a

new approach and demonstrate a readiness to change so that

teaching and learning can become easy, interesting and fruitful.

Norling3 believes that ―the teacher has an important role in

teaching English through literature.‖ One of the first priorities

as a teacher is to determine the aim of teaching literature. Is it

necessary to consider the needs and expectations of the

students or is it simply mandatory for all language teachers to

teach literature? Norling4 proposes giving a questionnaire or

interviewing the students in order to set aims and objectives for

the course. This is perhaps one of the soundest ideas. As stated

above, it is important for the teacher to create a curriculum

3 Teresa Norling, Aims and objectives in the teaching of English literature at upper

secondary school. Available at: http://www.diva-portal.org/smash/get/diva2:292256/fulltext01

4 Ibid.

http://www.diva-portal.org/smash/get/diva2:292256/fulltext01

http://www.diva-portal.org/smash/get/diva2:292256/fulltext01

Mustafa Erdem

48 Thesis, no.3, 2015

which best suits the students. The best way to do this is by

turning to the main characters: the students. Secondly, Norling5

states that the teacher is responsible for setting the activities,

teaching methods and techniques, and for determining the

appropriate language level. In doing this, teachers are more

likely to create suitable curriculum themes and objectives and,

therefore, more likely to achieve their goals throughout the

school year. After this, Norling6 believes that a third step must

be taken: the selection of texts, during which the teacher must

certainly take into consideration the students‘ language

proficiency, interests, sex, age, etc. This is a healthy step as it

does not overlook the needs of individual students and duly

notes the presence of each and every student as well as their

preferences.

Norling advises that:

At elementary levels, for example, students should be given

simplified or specially written stories. At advanced levels,

however, students are given literature in its original form so

that they can develop their literary competence in the target

language. To put it another way, students learn the practical,

figurative, and daily use of the target language in the literary

texts. They further encounter different genres of literature at

advanced levels. Observing how characters in a play or a short

story use figures of speech, such as simile, metaphor,

metonymy, etc., so as to express their communicative intention,

students learn how to write English more clearly, creatively,

and powerfully. 7

5 Ibid. 6 Ibid. 7 Ibid.


Thesis, no.3, 2015 49

In other words, Norling is trying to explain that, unlike

elementary-level students who are given stories which are

already specifically written to meet their needs; advanced

students must be given material that is original in form to give

them the opportunity to develop as thinkers and writers.

The role of the Teacher

Teachers are the link between learners and knowledge. Being

the first ring of the chain in this process gives teachers the

opportunity to be the facilitators of learning and the authority

to enable students to increase their independent learning

capabilities. To better enable learners to enjoy and appreciate

literary texts and develop their capacity for critical thinking,

creativity, and self-expression, teachers are encouraged to8:

• Negotiate learning goals and content with learners in the

context of a positive and harmonious learning

environment

• Participate in the expression of views and ideas

• Act as a role model as a learner of literature

• Adapt teaching to learner responses

• Enhance quality interaction in the classroom

• Provide appropriate scaffolding and quality feedback;

and

• promote self-access learning

Research has shown that the role of the teacher in the

classroom is highly significant since he increases the

achievement of foreign language learning. The role of the

teacher is greater than the program or the methods used in the

8 http://www.edb.gov.hk/attachment/en/curriculum-

development/kla/engedu/Curriculum%20Document/LitEngCAGuide.pdf (Last accessed 01.11.2015)

http://www.edb.gov.hk/attachment/en/curriculum-development/kla/engedu/Curriculum%20Document/LitEngCAGuide.pdf


Mustafa Erdem

50 Thesis, no.3, 2015

classroom. The ideal learning environment offers students the

possibility of discovering literature and examining new

situations raised. Teachers can be facilitators instead of mere

lecturers or coaches by providing students with situations

where they need to have different approaches and more

practical examples.

The most important aspect of literature learning that

teachers should be aware of is the objectives of teaching

literature. Thus, teachers should make a very specific and

thorough in the selection of literature to be used. In regard to

this, Purves9 divides the role of the teacher of literature into the

following series of objectives:

• the teacher must provide each student with as many

different works as possible

• the teacher must encourage each student to respond as

fully as he is able

• the teacher must encourage the student to understand

why he responds as he does

• the teacher must encourage the student to respond to as

many works as possible

• the teacher must encourage the student to tolerate

responses that differ from his/her

• the teacher must encourage students to explore their

areas of agreement and disagreement

Thus, teachers are important actors in the process of learning

and they should encourage students to discuss, imagine, read

and retell the stories. They should organize different activities

to put all the learned texts into practice by improvising theatre,

show prose thorough pantomimes, and provide other flexible

9 Alan C. Purves, How Porcupines Make Love. Massachusetts. Xerox College.

Publishing, 1972, p. 25.


Thesis, no.3, 2015 51

ways of creatively managing the classroom in order to increase

student motivation and appreciation of literature. Common

reasons for a lack of interest include teachers not using the

appropriate books, teachers‘ expectations not being reachable

for their students, teachers only understanding the text in their

own experience and not being flexible toward different views,

and teachers not providing context that students can

deconstruct from the text. Additionally, Aim10 as cited in Talif11

argues that too much information is another pitfall for teachers

as sometimes they give importance to the wrong focus.

Student‘s achievements in class are very dependent on the

teacher‘s way of teaching and his utilization of different

teaching methods. There must be a balance achieved between

lessons coached by teachers, in which students listen to new

information, and interactive lessons, which encourage pupils to

actively learn and participate.

Norling12 argues that one of the ways for teachers to

establish effective learning, is to give the students room to

connect what they read to real life situations. In order for the

teacher to achieve this, he must ―train the minds of the

learners‖ to dive into the world of the writer and place

themselves in his or her shoes. In other words, in order to better

understand a text, students must be encouraged to read with a

different lens—the lens of a either a specific character or the

writer. This will allow the students to better comprehend what

they are reading. After this, teachers must have the ability to

move past the ―non-native‖ issue and make the texts as

relatable as possible to students who live in worlds completely

10 Richard S.Aim, "Goose Flesh and Glimpses of Glory‖. English Journal 52,

1963. 11Talif Rosli, Teaching literature in ESL the Malaysian context, Kuala Lumpur:

Penerbit Universiti Pertanian Malaysia, 1995. 12 Ibid.

Mustafa Erdem

52 Thesis, no.3, 2015

different than the ones they are forced to read about. In doing

so, teachers can raise literary awareness.

The above mentioned points are an indication of the

important role teachers play in their students‘ perception of

certain readings or themes discussed in class. The teacher must

divide discussions in a way that allows students to express

themselves and to interact with each other. Moreover, he must

also leave room to lead and guide discussions as the

authoritative figure – without misusing his authority.

Above all, teachers must first understand why teaching

literature is important in order to make students realize the

purpose of this whole process. If the teacher can explain the

main purpose for students being subjected to English literature,

students will be able to comprehend their goal for the course

and they will be more motivated to learn.

The selection of literature and the way that it is presented to

students in the classroom is also very important. Teachers

should make learning creative by trying different methods and

must not let students feel bored in the classroom. Teachers must

be able to prepare a well-organized class where the interaction

between the literature, language and composition utilizes the

best language learning methods for the students.

To maintain students‘ interest toward the lesson of literature

and increase their ability of critical and aesthetic perception,

teachers should give them the opportunity of practicing,

discussing, questioning, and defending their controversial

perceptions toward different opinions in the classroom. The

main reason for doing so is to maintain the motivation and

interest of students and avoid boring classes with passive

activities.


Thesis, no.3, 2015 53

Conclusion

Figuratively speaking, the teacher is the main character in this

story. The teacher plays a significant role in how literature is

perceived by students in the class. It is up to the teacher to

create an inviting environment for students to initially want to

come to class. When this is established, students are ten times

more likely to attend all classes and invest in their education.

Kim13 states that the teacher should play a significant role in

orchestrating and supporting both student interaction with the

text and interaction with other students. Using the correct

methods to create a suitable curriculum is very important as

well. Once the teacher has created a curriculum to meet the

students‘ needs instead of following dull curriculums which are

not suitable, it is only then that students are likely to walk away

with a solid understanding of the literature that has been

provided. For this reason, it is essential to provide texts to the

students that they would like to read or have an interest in

must be taken into consideration when making the curriculum.

This ensures more successful results and a higher probability

that both the school and teacher will achieve the goals they set.

It is important for the teacher to set activities for the students so

they can express how much they know and at the same time

become intrigued by what they read.

One of the most important tools a teacher has is the ability to

create a hunger for knowledge. Using authentic literature in the

classroom is one great pathway for cultivating this hunger.

Ultimately, how and what the teacher does to create this desire

is up to them. Nevertheless, teachers must remember to put the

13 Myonghee Kim, ―Literature discussions in adult L2 learning‖, në: Language

and Education, v18 n2, 2004, p. 145–166.

Mustafa Erdem

54 Thesis, no.3, 2015

students‘ needs ahead of their own and use sound judgement to

decide how to make each course most functional.

Bibliography

Graddol, David. The Future of English? A guide to forecasting

the popularity of the English language in the 21st century. The

British Council. 2000.

Available at: https://microsites.bournemouth.ac.uk/

business-postgraduate/files/2014/09/CIGBE-The-Future-of-

English.pdf (Last accessed: 01.10.2015).

Kim, Myonghee. ―Literature Discussions in Adult L2

Learning‖. Language and Education. v18 n2 2004. (145–166).

Norling, Teresa. ―Aims and objectives in the teaching of

English literature at upper secondary school‖. 2009. Available

at: http://www.diva-portal.org/smash/get/diva2:292256/

fulltext01 (Last accessed: 02.10.2015).

Purves, Alan C. How Porcupines Make Love. Massachusetts:

Xerox College Publishing. 1972.

Richard S. Aim. "Goose Flesh and Glimpses of Glory‖.

English Journal. 52, 1963. (262-268).

Rosli, Talif. Teaching literature in ESL the Malaysian context.

Kuala Lumpur: Penerbit Universiti Pertanian Malaysia. 1995.

Education first: EF English Proficiency Index 2012. Available at:


(Last accessed: 01.10.2015).

http://www.edb.gov.hk/attachment/en/curriculum-

development/kla/engedu/Curriculum%20Document/LitEngC

AGuide.pdf

(Last accessed: 01.10.2015)

https://microsites.bournemouth.ac.uk/%20business-postgraduate/files/2014/09/CIGBE-The-Future-of-English.pdf



http://www.diva-portal.org/smash/get/diva2:292256/%20fulltext01

http://www.diva-portal.org/smash/get/diva2:292256/%20fulltext01





Thesis, no.3, 2015 55

Bridges in Bosnia and Herzegovina from

Ottoman Empire

Ahmet Hadrović

Abstract The bridge is primarily utilitarian construction to ensure continuity of communications at various obstacles, in an open natural environment as well as the physical structure that is designed and built by man. The first appearance of the bridge is connected to the human need ―to cross over to the other side‖ for existential reasons. As each time the given conditional natural features (geomorphology, water flows, water reservoirs ...), on the route of his physical barriers that occur very often, diverted travel route and regulate people's lives and their communities, from the individual man to the highest state level. Bridge construction which solves the barrier, could be so important that the whole country opens huge economic opportunities that activates the natural resources to the extreme, to the people and the company involved in the regional and world civilization courses... Because of its great importance, the bridge throughout human history has become the most representative picture of the man and his community. The number of bridges, their physical stability, potential engineering and architectural design, materialization (...), are the subject of ongoing research, which is, again and again, invent new dimensions beyond their pure utilitarianism. This work is one of these attempts, where the bridge is treated in a very complex context: the territory of Bosnia and Herzegovina during the Ottoman rule. Selection of topic areas for the ―bridge‖ is no accident: it should be noted that the area of Bosnia and Herzegovina ―crossroads of the Worlds‖, both in

Professor Ahmet Hadrovic, PhD. Faculty of Architecture, University of Sarajevo,

Bosnia and Herzegovina. E-mail: [email protected]

Ahmet Hadrović

56 Thesis, no.3, 2015

the natural and geographical (Figure 01) as well as socio-historical sense. In these conditions, the bridge (as a physical structure) and got another meaning: philosophical, religious, aesthetic, psychological... As such, the bridge has become a popular topic in the literature (as authorial literature and in folk traditions), painting, film... Keywords: Bridge, Bosnia and Herzegovina, The Ottoman Empire, Water, Obstacle, Separation, Connection.

Introduction

When we talk about the bridges that were built in Bosnia and

Herzegovina during the Ottoman Empire, we want the debate

to include a multitude of inputs of natural and social

environments that are, for the space of Bosnia and

Herzegovina, specific. On the other hand, and outputs of the

bridge are unique.

In the natural-geographical terms, Bosnia and Herzegovina

is a gasket on the Western Balkans, leaning close to the south of

the Adriatic Sea, to the north in a broad contact with the

Pannonian Plain. According to the Adriatic Sea, the high

Dinarides, strong natural barrier, which Neretva valley cuts

through so broad natural connection between the interior of

Bosnia and Herzegovina and the Adriatic Sea. Successions are

the source of many rivers that flow to the north (to the left in

the Sava River, a tributary of the Danube), making more or less

spacious valley. In this way, all historical paths (established by

the Romans as the main communications) directed toward the

Adriatic Sea on one side and the river Sava, on the other side,

and from here to the whole world. East West Communications

in Bosnia and Herzegovina, has always entailed a multitude of

physical barriers on rivers, where they are always meant to

overcome the integration of the territory of Bosnia and

Bridges in Bosnia and Herzegovina from Ottoman Empire

Thesis, no.3, 2015 57

Herzegovina in the state organizations that outperform every

locality and temporality1.

For the understanding appearance of bridges (as

architectural and engineering programs) in Bosnia and

Herzegovina is a very important input to its history. From the

history we read an inevitable occurrence of bridges, as well as

their demolition and renovation.

History of Bosnia and Herzegovina can be traced through

the following periods: the prehistoric era (12000-7500

Paleolithic, Neolithic 7500-4000 BC, the Bronze Age 3300-700

BC, Iron Age, 700-400 BC), Ancient period , Illyrian Hellenism

(300-27 BC), the Celts (fourth century BC), Romans (3rd century

BC-3rd century), the Western Roman Empire (395-475), Goths

(493-535), The origin of the Bosnian state (7-10 c.), The Eastern

Roman Empire (476 -), Foreign invaders, Serbs (931-960), Croats

(968), Byzantium (1019), Hungarians (1102-1135), Bosnia as

duchies (1154-1163), Bosnia, as a kingdom (1353-1463), The

Ottoman period (1463-1878), The Austrian-Hungarian

Monarchy period (1878-1918), The Kingdom of SHS (1918-

1929), Kingdom of Yugoslavia (1929-1941), The Age NDH

(1941-1945), Federal Republic of Yugoslavia, SFRY (―Tito's

Yugoslavia‖, 1943-1991), Bosnia and Herzegovina (1992-1995 -).

The transition from one historical period to another was, in

general, is a dramatic, with ―new winners and lords‖ tried to

belittle the previous masters, and as far as possible eradicate

traces of their culture and existence.

Finally, such a turbulent history has made Bosnia and

Herzegovina specific and unique country which only a few can

1 Apart from the fact that the Ottoman Empire was one of the most spacious

empire in history, and it is one of the longest lasting empires (in the area of today's Bosnia and Herzegovina in the present period, 1463 to 1878).

Ahmet Hadrović

58 Thesis, no.3, 2015

understand. It will remain so mysterious and attractive to

seekers for truth and meaning in life.

It is important to emphasize that the historically proven

uniqueness of Bosnia and Herzegovina with respect to some

states in the neighborhood and the world in general (ethnic and

religious diversity, especially), going different views on its

history, often diametrically opposed, according to certain

ethnicities and religions2.

Hence it is said that in Bosnia and Herzegovina, ―there are at

least three truths, at least three of history, at least three

languages‖ ... wherein the observer from the side, with different

internal pram that seeing the same things, it's hard to remain

objective (not to side with any of the three dominant view).

A wide range of architectural programs

The strength of a society (the state) is not only measured by its

territorial expansion and temporal stability, but also in terms of

successful in science, art, practical realizations (engineering)

and our broad range action of goods-―material culture‖. One

cannot overlook the fact that the space and the longevity of a

society (the state) is proportional to the overall achievement of

the designation of cultures and civilizations.

2 ―One of the themes that are echoed throughout this book is the fact that

Bosnia and Herzegovina is a country that has its historical identity - that is actually one of the historical provinces in Europe, with almost uninterrupted history as a distinct geopolitical entity from the Middle Ages to the present day‖.

Malcolm, N., Bosna, kratka povijest, Buybook, Biblioteka Memorija, Sarajevo, 2011., page 19.


Thesis, no.3, 2015 59

The Ottoman Empire was established in three continents,

through five centuries3. Bridges (examined here) are just part of

a wide range of architectural programs that have been achieved

in Bosnia and Herzegovina during the observed period4.

In this work will be processed the following bridges:

- Bridge of the Klepci Capljina (1517, endowment Mustafa

Bey-Herzegovina sandzakbeg),

- Bridge at Plandište (―Roman Bridge‖, a bridge over the

Bosna River in Plandište), Ilidza near Sarajevo (1530-

1550),

- Kozija Ćuprija (Goat Bridge) on the River Miljacka in

Sarajevo (before 1550),

- Old Bridge in Mostar (1557-1566, the work of the

builders Hajredin),

- Latin Bridge in Sarajevo (1565, endowment But Ajni beg,

Sarajevo Ajana)

- Karađozbeg bridge on the river Buna in Blagaj (before

1570),

- Mehmed Pasha Sokolovic bridge in Visegrad (1571-

1577),

- Bridge on the Zepa (16th century),

- Arslanagića bridge in Trebinje (1575, endowed by

Mehmed Pasha Sokolovic),

- Bridge the Duman-Firdus bridge Livno (end 16th

century),

3 The Ottoman Empire was officially founded in 1299 (its founder Osman

Sultan, 1281-1326), and finally ceased to exist 17.11.1922. (The last was the Sultan Mehmed VI). At their peak (1680), the Ottoman Empire was spread across 5.5 million km2.

4 A wide range of architectural program was during the Ottoman rule in Bosnia and Herzegovina: mosques, madrassas, tekkes, bezistans, hans and caravanserai, hamams, sebiljs, sountains, public fountain, clock towers, the towers and manors, turbes (tombs, mausoleums), churches, synagogues, utilitarian buildings (railway stations)...

Ahmet Hadrović

60 Thesis, no.3, 2015

- Šeherćehaja bridge in Sarajevo (exact figures are not

known upon the time and the builder of the bridge.

Possible As mentioned years of construction 1585/1586,

1620),

- Stone Bridge in Konjic (1682).

It should be noted that most of the bridges (which survived

until today), built in the reign of Sultan Suleyman the

Magnificent (1494-1566), when the Ottoman Empire was at the

peak of its powers. At this time, the main architect of the

Ottoman Empire is a great Koca Mimar Sinan

(1489-1588), author of some of the most important bridges in

Bosnia and Herzegovina. In important positions of the Empire

there were many people whose origins are from Bosnia and

Herzegovina5.

Interestingly, the almost entire literary opus of the writer Ivo

Andric (1892-1975), was focused on the times of the Ottoman

Empire6. Moreover, his novel Na Drini ćuprija (Bridge on the

Drina River, 1945) has a bridge as the ―main character‖ around

which weaves a life in a time span of four centuries. For this

novel, Ivo Andic won the Nobel Prize for literature (1961).

In the world there is no object/building which in itself

embodies so much energy.

5 It is believed that during the reign of Sultan Suleyman the Magnificent 35

people from Bosnia and Herzegovina was the highest positions in the Ottoman Empire (grand vizier-Sadr Azam, viziers Four sadness, sorrow with three viziers, the great admirals-kapudan pasture).

6 In addition, Ivo Andric has earned a PhD in Graz (1924) with a thesis titled: The Development of Spiritual Life in Bosnia and Herzegovina under the influence of Ottoman rule (Die Entwicklung des Lebens geistigen in Bosnien unter der der Einwirgung Türkische Herrschaft).


Thesis, no.3, 2015 61

Bridge

We can speak for the bridge, as an architectural - engineering

program, in many aspects. From the engineering point of view,

the consideration of the bridge would be similar in all regions

of the world (and, consequently, also in Bosnia and

Herzegovina) and in all times. The focus of these considerations

would be placed on the appropriateness of engineering

solutions in the context of solving specific physical barriers, in

natural or man-built conditions7.

Bridge: utilitarian construction

In a purely physical sense, time is materialized line built by

the man with the aim of linking existentially important places

7 Here are some of the world's most famous bridges in current history: 1. Taşköprü (Stone Bridge), Adana (384), 2. The Ponte Vecchio („Old Bridge―), Florence (1345), 3. The Charles Bridge (Czech: Karlův most), Prag (1357-1402), 4. The Kintai Bridge (renoviran 1673), 5. Richmond Bridge, London (1777), 6. The Széchenyi Chain Bridge, Budapest (Hungarian: Széchenyi lánchíd)

(1849), 7. Westminster bridge, London (1862), 8. Bruklinski most, New York (1883), 9. Tower bridge, London (1886–1894), 10. The Sydney Harbour Bridge (1923-1932), 11. Golden gate, San Francisco (1937), 12. The San Diego–Coronado Bridge, San Diego (1969), 13. The Bosphorus Bridge, (1973), 14. The Nanpu Bridge, Shanghai (1991), 15. Erasmus Bridge (Dutch: Erasmusbrug) (1996), 16. The Tsing Ma Bridge, Hong Kong (1997), 17. Akashi Kaikyō Bridge, Kobe-Naruto (1998), 18. The Magdeburg Water Bridge (German: Kanalbrücke Magdeburg),

Magdeburg (2003), 19. (le Viaduc de Millau), Francuska (2001-2004), 20. Hangzhou Bay Bridge, Zhejiang (2008).

Ahmet Hadrović

62 Thesis, no.3, 2015

(points) in the space of a single unit that generates meaningful

life8. In so doing, found the physical space (geomorphology and

other natural features: rivers, lakes, forests, deserts ...)

determine the geometric complexity of times: once in the form

of a time line and sometimes more or less tortuous (in the

horizontal plane or by a longitudinal profile). Once a man is

fully adjusts its natural resources in defining the route, and

sometimes real extreme bold intervention in their existing

natural space in order to simplify the pathway, reduced or

made more comfortable.

The bridge is the construction that resolves conflicts between

human needs and natural limits. Bridge shortens the time, a

bridge binds two river banks, in short, a ―bridge has achieved

continuity in discontinuity‖. Bridge enhances communication

among people and goods, integrates natural place, people,

culture and civilization9.

8 ―From everything that man in your life instinct rises and builds, nothing is in

my eyes better and more valuable than bridges. They are more important than houses, lighter, more general than temples. Everyone and to each the same, useful, meaningful always erected on the spot where Cross most human needs are more persistent than other buildings and do not serve anything that is secret and evil‖.

(Andrić, I., Znakovi pored puta, Sabranih djela, 1976. Source:

http://www.svetlost.org/podaci/ivo_andric_znakovi_pored_puta.pdf. Access: 13.03.2013.).

9 About importance of bridge for the existence of people talking and the following passage from the story Bridge on the Zepa, Nobel laureate Ivo Andric:

―He (the Grand Vizier Yusuf, donor) determines all their considerable help, no matter how many more are there in Zepa, and at the same time ordered to see what they need most of the buildings. And he was told that there were four houses Setkic that richest in the village, but the village and the whole region is exhausted, that their dilapidated mosque and sooty, thought the dry fountain, and the worst is that they do not have a bridge to Zepa. The village is on the hill near the confluence of the Zepa to Drina, and the only way to go to Visegrad through Zepa, fifty steps above the mouth. Whatever way bridge of logs, water ga damned. For either overflows Zepa,


Thesis, no.3, 2015 63

Depending on the obstacle to be overcomed, ―bridge‖ may

represent pieces of stones arranged in a water obstacle in the

span length steps, the man jumps over obstacles, pitched rope

(Figures: 02., 03.), a wooden plank, ...

Conceptualization and materialization of the bridge

determine our attitude toward solving the natural barrier: does

it work temporarily or permanently. In doing so, the temporary

solution (generally) cheaper and durable solutions-

contracting10.

In the considered period (16th century), the area of Bosnia

and Herzegovina was part of the Ottoman Empire, and in that

part of the periphery of the empire where the appearance: large

desire and enormous efforts for its expansion to the west of

Europe. Although the territory of Bosnia and Herzegovina were

built a number of wooden bridges11 and the construction of

persistent, demanding and expensive engineering stone bridges

communications provided stability and intensity of life of the

Empire.

suddenly and unexpectedly, as well as all the mountain streams and undermine and wash away the beams, or swell Drina and Zepa stop and stood at the mouth, and she grows up and blow the bridge as if it never existed‖. Andric, I., The Bridge on the Zepa.

(Source: http://ebiblioteka.blogger.ba/arhiva/2009/02/11/2052787). 10 Once the temporary solutions of high sofiticirana and system solutions to

overcome obstacles, designed in a way their reusability. Such solutions are ―floating‖ (pontoon) bridges, prefabricated bridges (steel bars) ... These are solutions that overcome water obstacles in conduct of military operations or in the event of natural disasters.

11 "Wooden bridge it was very much, ranging from small bridges on streams and rivers, such structures that to satisfy the needs of the largest rivers Bosna, Drina, Vrbas, Neretva‖.

Ĉelić, Dţ. i Mujezinović, M., Stari mostovi u Bosni i Hercegovini, Veselin Masleša, Sarajevo, 1969., page 29.

Ahmet Hadrović

64 Thesis, no.3, 2015

Figure 02. "bridge" across the Mekong River

(Photo: http://ngm.nationalgeographic.com/ngm/flashback/0204/index.html)

Figure 03. Suspension Bridge on the Neretva River

(Photo: http://www.panoramio.com/photo/5138547)

Figure 04. Ponte di Rialto, Venice, Italy (1591)

Arhitekt: Antonio da Ponte

(Photo: http://www.touropia.com/most-famous-bridges-in-the-world/)

http://ngm.nationalgeographic.com/ngm/flashback/0204/index.html

http://www.panoramio.com/photo/5138547

http://www.touropia.com/most-famous-bridges-in-the-world/


Thesis, no.3, 2015 65

Figure 05. Chengyang Bridge, China (1912)

(Photo: http://www.technology.am/most-amazing-bridges-around-

the-world-052127.html)

Bridge: symbol of life

Path, as a physical structure, symbolized life: once straight

and carefree, sometimes steep, sometimes tortuous with many

obstacles. Obstruction is a symbol of death (―anti life‖), and its

solution is a symbol of life. Bridge always implies a connection,

continuity, well, friendship, life12... Like any other human

construction, the bridge beyond its usefulness to the extent that

it is used as a symbol of man's interpretation of establishing

continuity in all spheres of its practical, artistic and spiritual

action.

12 ―The bridge, uniting two of the Sarajevo road, linked the town with its

surrounding villages. Actually, to say ―linked‖, it is just as true as to say that the sun rises in the morning so that people could see around them and finish their work, and sets in the evening so that we could sleep and rest from daily effort. Because the great stone bridge, a rare structure of unique beauty, as we do not have much richer and busier towns (―I only have two of these in the Empire‖, was said in ancient times), is the only permanent and safe passage in the whole of the middle and upper course Drina and necessary clasp on the road that ties with Serbia and Bosnia through Serbia, remains, and with other parts of the Turkish Empire, all to Istanbul. A township and its surrounding villages that are just always inevitably develop the major traffic points with both sides of major bridges‖. Andric, I., The Bridge on the Drina River, a novel.

http://www.technology.am/most-amazing-bridges-around-the-world-052127.html

http://www.technology.am/most-amazing-bridges-around-the-world-052127.html

Ahmet Hadrović

66 Thesis, no.3, 2015

Arch it constructs and that fully correspond properties of

stone as a building material. Unlike the beams, as carriers in

whom the cross section directly influenced range and

mechanical-structural performance of the material is real,

onions (or ceiling) can be made from a relatively small elements

(pieces of stone, for example) on a relatively large range. At the

height of the character of his arrows (the height of the apex of

the arch line connecting the two supports port) the parameter

that gives constructive performance arch (vault). In this way,

the arc "offset" material, and makes a bow, in a sense, tensegriti

construction. Onions in its manifestation suggests a long, long

symbolized a ―door for a better world‖.

The bridge links the ―this‖ (transient) and ―one‖ (eternal)

life13.

The importance of link, a man that builds a bridge to the

―this‖ world, and that is always associated with the

construction of expression of particular efforts and sacrifices.

Many arts use the bridge as a metaphor for life: architecture,

literature, music14, film15 ...

13 - In Latin, for example, the word pontifex meaning builder, so the Pope as

Pontifex symbolizes the bridge between humanity and God. - Initiation of the Chinese secret societies are marked by crossing the bridge. - ―Bridge of Sighs‖ (Ponte dei Sospiri) in Venice, connecting the place of trial

and executions. 14 Bridge over Troubled Water (1969), song performed by Simon and Garfunkel

(Paul Simon, Art Garfunkel): ...„Like a bridge over troubled water I will lay me down. Like a bridge over troubled water I will lay me down―... 15 - The Bridge on the River Kwai, director David Lean (1957), - The Bridge (Most), Bosnian film, director Hajrudin Krvavac (1969), - Czech film The Bridge (Most), directed by Bobby Garabedian (2003).


Thesis, no.3, 2015 67

In doing so, the bridge builders are always on the side of life

and destroyers of bridges on the side of death. The tension and

the constant struggle builder and destroyer symbolize the time

in which the alternating two opposites, life and death.

Bridge: aesthetic message

The bridge was built by raising ―good people‖ for the

common good. Since an existence, the bridge should be reliable

and stable construction, which summarizes its totality best and

most sublime of human essence. Bridge build exceptional

individuals, making its prevalence often inexplicable to

ordinary people16. Bridge, like concrete and meaningful

construction, is an expression of goodness and power of its

founders, and the action that can create exceptional individual

(engineer-artist)17 that is just such a work stand out from the

everyday and ordinary.

16 ―But the landscape was not able to cleave the bridge, no bridge to the

landscape. Seen from the side, its white and boldly bent bow seemed always isolated and alone, and surprised passengers as unusual thoughts, stray, and was caught in the rubble and the wilderness‖.

Andric, I., The Bridge on the Zepa. (Source: http://ebiblioteka.blogger.ba/arhiva/2009/02/11/2052787). 17 Among the best known builders of bridges can be enumerated as: - Koca Mimar Sinan (1489/1490-1588): Mehmed Pasha Sokolovic Bridge over

the Drina River in Visegrad (1571-1577), - Gustave Eiffel (1832-1923): The Bridge on the Truyère River Garabito (1884), - Robert Maillard (1878-1940): The Bridge on the Thur River at Felsegga

(1933), - Sir Norman Foster (1935 -): Millennium Bridge, UK (1996-2000), Millan

Viaduct, France (1996-2004), Arsta Bridge, Sweden (1994-2005), - Santiago Calatrava (1951 -): Bach de Roda Bridge Philip II, Barcelona (1984-

1987), - Shandong Gaosu Group: Jiaozhou Bay Bridge (2011) ...

http://ebiblioteka.blogger.ba/arhiva/2009/02/11/2052787

Ahmet Hadrović

68 Thesis, no.3, 2015

Bridge: philosophical message

One of the oldest themes in philosophy, the relationship

between good and evil. We saw that the bridge was built,

which more than any other building in general, used the

maximum number of people. Hence the construction of the

bridge can be considered the best possible good work that man

can do.

As we are talking about building bridges in Bosnia and

Herzegovina during the administration of Ottoman Empire,

Islam, as a religion and as a general view of the world, was the

focus of every human activity18.

In line with this view of the world, and do it behind his life

(―this‖ world) leave the good work, is to understand the

organization of the universe and to understand the place and

role of man in it. ―This‖ world (life on Earth) is a short-lived,

and only opportunity which God gave to man to do the good

work that he will, in proportion to its size, to determine the

location of ―that‖ world19. Moreover, the man, and after his

18 ―You will not be achieved until the charity share a part of the wealth ga love

yourself‖. (Qur'an, Ali Imran, 92), - ―Do good to be happy and saved‖. (Qur'an, Al-Hajj, 77), - ―If someone does as a bit of good will see it‖. (Qur'an, ez-Zilzal, 7). Source: Quran (Translation: Besim Korkut), Oriental Institute in Sarajevo,

special editions VII, Sarajevo, 1977). The Sunnah (tradition from the life of the Prophet Muhammad (PBUH) states:

―With the death of a man cease all his works, except in three cases: - If you leave behind a well-bred offspring, - The knowledge that people use (scientific work), - What good hair use to the people‖. 19 In Gazi Husrev Bey endowment states: ―The intellectual and intelligent man was no secret that this world is

transitory. Benefits puck and fruits Waqf does not stop until the world began, and its effect is permanent. Because he understood the content of these principles, an accomplished through knowledge and understanding, whom God has honored a pure soul, human perfection, angelic qualities,


Thesis, no.3, 2015 69

departure from the ―this‖ world (after death), to be inscribed on

good works (meaning, it will be alive) if you leave behind a

lasting good work20.

Ordinary people, however, in their own way of experiencing

and understanding the great things the sui physically stable,

using them as a metaphor for the physical strength and

endurance:

- ―Hard as on the Drina‖.

- ―Hard faith like on the Drina‖.

The most famous bridges in Bosnia and Herzegovina from

the Ottoman rule

As construction of the highest national importance, the most

important bridges in Bosnia and Herzegovina during the

Ottoman Empire were built by people of the highest position in

the state: Sultan Suleiman the Magnificent, Grand Vizier

Rustem Pasha, Grand Vizier Mehmed Pasha Sokolovic.

This subject is well covered in our scientific and technical

literature21.

great and good deeds, nobles guideline heroes, sun emir, emir Husraw Bey el-Gaza's present commitment to the governor in Bosnia, raises beautiful mosque in Sarajevo, which finds its beauty best buildings‖.

(Source: http://www.islambosna.ba/tekstovi-i-knjige/oziljci-vremena/29210-vakufname-u-gazi-husrev-begovoj-biblioteci. Access: 14.03.2013.).

20 ―As long as the world endures benefit Waqf does not stop its activity until judgment day ends‖.

Quote from the First Gaza Husrev Bey endowment (1531). (Source: http://www.vakuf-gazi.ba/. Approach: 14.03.2013.). 21 ... ―16 span the golden age of bridges in Bosnia, with 34 objects, 17 th

century with only 10, in 18th century grow to 15 bridges, which are mostly updates‖.

Ĉelić, Dţ. i Mujezinović, M., Stari mostovi u Bosni i Hercegovini, Veselin Masleša, Sarajevo, 1969., page 29.

http://www.islambosna.ba/tekstovi-i-knjige/oziljci-vremena/29210-vakufname-u-gazi-husrev-begovoj-biblioteci

http://www.islambosna.ba/tekstovi-i-knjige/oziljci-vremena/29210-vakufname-u-gazi-husrev-begovoj-biblioteci

Ahmet Hadrović

70 Thesis, no.3, 2015

Bridge of the Klepci near Capljina (1517)

Bridge of the Klepci near Capljina, across the Bregava river,

built (1517) Herzegovina Sanjak Bey Mustafa Bey Davudpašić.

His physiognomy and elegance reminiscent of the Old Bridge

in Mostar. Unlike the Old Bridge in Mostar (which, it looks as

infiltrated the rocky bank of the river, which connects), a bridge

over the Bregava river in Klepci appears as a distinct and bold

intervention of man in a natural area: stone bridge, on flat

ground, bridging the river (which, when the swell is achieved

enormous destructive power) in a range, such as long (Figure

06). This bridge is considered one of the masterpieces in the

construction of infrastructure facilities from the time of the

Ottoman Empire administration in Bosnia and Herzegovina22.

The range of the bridge 17.52 m, while the arrows of his arch

6.30 m spandrel arches vault for about 4 cm retracted inside

compared to the frontal walls allowing the arch accentuated.

Tread width of the bridge is 3.75 m with a steep grade line. The

highest point of the running surface of the bridge is 7.20 m

above the minimum water level of the Bregava river, and 6.44

cm on the right and 5.71 m on the left bank. Tread processed

cobblestone bridge of river pebbles.

22 The bridge was declared a national monument of Bosnia and Herzegovina

(decision from 21st to 27th January 2003.).


Thesis, no.3, 2015 71

Figure 06. Bridge of the Klepci near Capljina


Bridge in Plandište (“Roman Bridge”, a bridge over the

Bosna river in Plandište), Ilidza near Sarajevo (1530-1550)

Bridge in Plandište near Sarajevo (―Roman Bridge‖)23 is the

only preserved bridge that was built in the Bosnia river under

the Ottoman Empire administration24. This bridge25, which is an

extraordinary silhouette incorporated into the landscape is built

on flat ground, so that its geometric and structural features

correspond to the variability of water mass (flow) of Bosna river

during the year, an access ramp to the surrounding terrain to

the bridge itself are relatively long, inundation with rectangular

openings (10x100 cm) which, in the case of floods over the role

of the bridge failure. Length of the ramp on the east side is 85.30

23 The name "Roman Bridge" comes, it is believed, hence it is in this place was

built the bridge during the Roman Empire, and that the present bridge was built from the material of its predecessor.

24 It is possible that this is the only stone bridge built on the river Bosna the Ottoman Empire, since it is not known whether other bridges across the river Bosna which are mentioned (Ĉekrekči bridge and bridge Hajji Mustafa Dawood Pasha which were built in the Visoko) were of stone.

25 The bridge was declared a national monument of Bosnia and Herzegovina (15th to 21st March 2005.).

http://www.panoramio.com/photo/14435409?source=wapi&referrer

Ahmet Hadrović

72 Thesis, no.3, 2015

m, while the length of the bridge 52.10 m width of the bridge

(with a parapet-stone fence) is 4.55 m, and a height at its highest

in the 4.50 m in the part above the normal flow of the Bosna

river, a bridge river has six supports to conventional cross-

section (with the icebreaker in the upstream side), while the

third line, in its background (downstream strain) has built

counterfort. The bridge has seven clean-circular arcs of different

radii, which corresponds to the designed level of the bridge.

Moving from the east towards the west end of the bridge,

according to its length, the ranges of arches are as follows: first

vault 3.30 m, 4.10 m vault second, third vault of 4.90 meters,

while the range of the fourth (central) 5.70 m arch bridge.

Certain elements are aesthetically highlighted: their-profile

arches back from the front walls of the bridge, and the parapet

(fence) -inserting a thin rim in contact with the main body of the

bridge (Figure 07).

Materialization of the bridge, during its construction, the

highest level: the main body of the bridge is built of finely cut

stone blocks set in lime mortar, parapet of finely cut stone

blocks associated with iron cramps set in lead, while the

walkway bridge made of flat pavement.


Thesis, no.3, 2015 73

Figure 07. Bridge at Plandište ("Roman Bridge"), Ilidza near

Sarajevo

(Fotos: http://www.panoramio.com/photo/21245184)

Kozija ćuprija (Goet Bridge) on the Miljacka river in

Sarajevo (before 1550)

Kozija ćuprija (Goat bridge)26 was built across the Miljacka

river, three kilometers upstream from Sarajevo, on the route of

the famous caravan route (Istanbul road) who led from Sarajevo

(more precisely, from Šeherćehaja bridge, over Alifakovac and

Goat Bridge, continues over Praca and Gorazde, Serbia and

Bulgaria) to Constantinople (Istanbul). This bridge had a role of

the gates of Sarajevo, which were built in Sarajevo and

welcomed the royal governors, viziers.

Kozija ćuprija (Goat bridge) is a stone bridge with a single

arch (span 17.60 m) whose coastal walls- abutments facilitated

with one circular opening on both sides of the central arch. The

total length of the bridge is 42 m, and the width is 4.75 m bridge

elements are emphasized in a manner typical of the Ottoman

period stone bridge: port profile is a bit far from the plane of the

26 Goat bridge was declared a national monument of Bosnia and Herzegovina

(30th August-05th September 2004.).


Ahmet Hadrović

74 Thesis, no.3, 2015

support walls and the stone parapet cornice-thin line separated

into part of his contact with the main body of the bridge (Figure

08).

For this bridge (and for all the great and important buildings

in Bosnia and Herzegovina from the Ottoman period) related to

numerous legends, in some way complement his physical

appearance.

Figure 08. Kozija ćuprija (Goet Bridge) on the Miljacka river

in Sarajevo

(Photo: Professor A. Hadrovic, PhD, 02.05.2014.)

Stari most (The Old Bridge) in Mostar (1557-1566)

Old Bridge in Mostar, under the orders of Sultan Suleiman

the Magnificent, built in Mostar (1557-1566), over the Neretva

river, where previously there was a wooden bridge (1452).

Obviously, it is extremely important to that point (and the

natural barrier) to communicate between the Adriatic Sea and

Bosnia, which followed the river Neretva. His architect-builder

was Hajreddin, one of the best students of the great Mimar

Sinan. The bridge is arched, one ranged, with a steep contour

alignment, typical for most of the bridges were built in the

Ottoman Empire. The range of ports is 29 m, the height of his


Thesis, no.3, 2015 75

arrows 20 m long and 4 m bridge is part of a larger urban

areas27, where the two towers (Halebija Tara on the right and on

the left bank of the Neretva River, which originate from the

1444th year) is so grown together with Corps bridge to appear as

a natural part of his (Figure 09).

Similar to other bridges, the construction of significant

achievements in Bosnia and Herzegovina during the

administration of the Ottoman Empire, and the bridge was

connected with many legends28.

Figure¸09. Stari most (The Old Bridge) on the Neretva River,

Mostar


27 Declared a national monument of Bosnia and Herzegovina (06th-10th July

2004.). Stari most (The Old Bridge) and urban ensemble around him is on the UNESCO World Heritage List (2005).

28 One of them talks about how his architect, Mimar Hajruddin given a task in such a rigorous manner the execution of his duties, that he was threatened with death in case of failure. Legend says that Mimar Hajrudin preparing for his funeral at the time of removal of cribs, at the very end of the bridge.

One of the most difficult moments in the history of the bridge took place 09th November 1993. when they collapsed HVO forces after relentless artillery shelling.

Ahmet Hadrović

76 Thesis, no.3, 2015

Latinska ćuprija (Latin Bridge) in Sarajevo (1565)

Latinska ćuprija (Latin Bridge) is a bridge built (1565) in

Sarajevo, significant Ajni Ali-Bey over the Miljacka River in the

center of the oriental part of Sarajevo (Figure 10). Prior to the

current bridge, at this point it is a wooden bridge built in (1541)

by Hussein, the son of a certain Širmerda. The term ―Latin‖

gave people kind of a bridge connecting the right bank of the

Miljacka, cars and mahalla populated Muslims and the left

bank, mahalla populated Christians (colony Dubrovnik's

retailers).

The bridge was built of cut stone29, with three supports the

Miljacka coastal persistent and strong walls of stone wall and

four vaults. The pillars of the bridge have a common cross-

section of Ottoman stone bridge: the upstream Strain poles have

a sharp profile (icebreaker), and in its hinterland strong

buttresses. Attracted the attention of circular perforations body

bridge, one above the two central pillars of the Miljacka, which

remind us of the similar (but with the coastal regions of the

body of the bridge) to Kozija ćuprija (Goat bridge) over the

Miljacka river, two miles upstream from the bridge.

29 Similar to the history of all the major bridges in Bosnia and Herzegovina,

and for this the most important events. Certainly the most famous assassination attempt on the road (on the approach to the bridge on the right bank of the river), he Gavrilo Princip crown prince the Austro-Hungarian Franz Ferdinand and his wife Sophie, Duchess Hohenberg (28.07.1914.). It is known that the assassination was the occasion for a declaration of war on the Austro-Hungarian Monarchy, Serbia and the reason for the First World War.

It is interesting that on this bridge was built Crown Ferdinand Monument (Monument to murder, 28.06.1917.), But also that this monument was removed, and the bridge named after the assassin (Gavrilo Princip), Princip bridge. This is the name of the bridge, was between the First and Second World War, then from the end of World War II until 1992. year, when he returned to the original name.


Thesis, no.3, 2015 77

The vaults of the bridge have a profile of pure circular arcs

with ranges (from left to right bank): first opening 6.20 m, 3.00

m pole first, second hole 6.80 m, 2.40 m second column, third

hole 8.40 m, 2.40 m third pillar, the fourth hole 7.00 m, and

coastal approaches the sap of 3.00 m total length of the bridge

(today) is 39.20 m, although its length in its original form

(before regulation Miljacka river bed) was 50 m.

Figure 10. Latinska ćuprija (Latin Bridge), Sarajevo

(Photos: Professor A. Hadrovic, PhD, 02.05.2014.)

Karađozbeg bridge on the river Buna in Blagaj (before

1570)

Karđoz-beg bridge on the river Buna30 is raised (before 1570)

Zaim hajji Mehmed Bey, more popularly known as Karađoz-

Bey31, the largest benefactor in Herzegovina. The bridge is

situated at the point where you take the (old) way towards

Stolac from Mostar-auction sales Buna spring, 700 meters

downstream from the Buna, (Figure 11). It is assumed that the


(06th to 11th December 2003.). 31 Karađoz Bey is much better known brother of Rustem Pasha, the grand

vizier and son in law of Sultan Suleyman the Magnificent.

Ahmet Hadrović

78 Thesis, no.3, 2015

bridge was built on the site of the medieval river crossing

Buna32.

Geometric characteristics of design and engineering of this

bridge are the ones that are common to the stone bridges of the

Ottoman Empire: it changes more or steep profile Nivea bridge

adjustments arising from the construction field and the flow of

water, or the size of the arches (arches) bridge. This bridge has

five arches resting on four pillars in the river bed, and two feet

on river banks. The pillars of the bridge are made of fine

klesanonih stone blocks, with cross-section which is common

for this type of bridge. The radi of the arches are increasing

from the coast to the middle of the bridge, symmetric with

respect to the center of the bridge: the end arches (the first from

the coast) have a range of 3.90 m, 4.90 m second, while the

middle vault has a range of 6.00 m total length of the bridge is

33.40 m or 50 yards, including an access ramp. The plane

roadway width of the bridge is 2.68 m and the total width of the

bridge (including a parapet) 2.98 m walkway of the bridge is

paved with cobbles.

Bridge vaults are accentuated their frontal arcs (about 3

inches) in relation to the plane of the walls, while the parapet

(fence) bridge-wall of cut stone, separated by a thin wreath

(sticking a row of stone blocks) from the base Corps bridge.

32 Ĉelić, Dţ. i Mujezinović, M., Stari mostovi u Bosni i Hercegovini, Veselin

Masleša, Sarajevo, 1969., page 206.


Thesis, no.3, 2015 79

Figure 11. Karađozbeg bridge on the river Buna in Blagaj


Mehmed Pasha Sokolović bridge (1571-1577)

Mehmed Pasha Sokolović bridge construction, which binds

to an extremely long period of existence (more than four

centuries), turbulent history, many great historical figures,

outstanding engineering and construction and architectural and

creative ventures, and countless individual-human fate that is

an artistic way, tried to bind and enlightening writer-Nobel

laureate (1961) Ivo Andric's novel Na Drini Ćuprija (The Bridge

on the Drina river, 1945).

Mehmed Pasha Sokolović bridge33 is the most famous bridge

in Bosnia and Herzegovina, not only from the period of the

Ottoman Empire, but in general. This bridge is built during the

height of the Ottoman sultans, Sujejman the Magnificent and

one of the most famous grand vizier of the Ottoman Empire,

Mehmed Pasha Sokolovic, one of the most famous masterpieces


(21st to 27th January 2003.). This bridge is on the UNESCO World Heritage List (2007).

Ahmet Hadrović

80 Thesis, no.3, 2015

of the greatest Ottoman architect Mimar Koca Sinan, (Figure

12).

The bridge was built (1571-1577) on the Drina river on the

way to be the steadiest crossing the Drina river, one of the

biggest obstacles to the Ottoman Empire to its west, the famous

Carigradskoj džadi (Constantinople Judd).

The bridge has eleven arches resting on nine powerful

columns (cross-sectional 11.50/3.50-400 m) in the bed of the

Drina river, and on one wall whose profiles are in the form of

pointed arches, typical of most of the construction of Ottoman

architecture. Ranges vaults of 10.70 to 14.80 m, with a bow on

the right bank of the range of 5.20 m.

Bridge, on the left bank of the Drina river, ramp access to

powerful 120 whose length and width 6.60 m length of the

bridge is 179.44 meters and the width of its roadway plane-

pavement is 6.00 m fence bridge of stone wall width of 60 cm.

Fence from the main corpus bridge divides crown height of 30

cm, derived with rows of stone blocks. In the middle of the

bridge, on its upstream strain is an impressive stone portal with

an epitaph (inscription) on the bridge and its vakif while facing

the portal, on the downstream side of the bridge widening

(sofa) for sitting and resting.

Not one building in Bosnia and Herzegovina is not wrapped

so much more living legend and controversy as Mehmed Pasha

Sokolovic in Visegrad. It combines the past, present and future

and, as such, the most striking symbol of Bosnia and

Herzegovina, and life in general.


Thesis, no.3, 2015 81

Figure 12. Mehmed Pasha Sokolovoća Bridge in Visegrad

(Photos: Prof. dr A. Hadrović, 04.08.2011.)

Bridge in the Zepa river (16th century)

Bridge erected (16th century) in Zepa, situated on the left

bank of the Drina river, twenty miles downstream from

Visegrad Drina. The bridge was built with a view to ensuring

the stability of communication between the settlements on the

left bank of the Drina. After a hydroelectric power plant (and

raising the Drina), the Bridge was submerged. As this is an

extraordinary work of great value34, the property was

―transferred‖ (1967) to a location upstream from the mouth of

the Drina river in Zepa.

Although there is little precise information on the

construction of this bridge, a more precise image of its

geometrical-structural and architectural elements can be

concluded that the time of its construction, builders who have

designed and craftsmen who built it coincides with the time

and other circumstances related to Mehmed Pasha Sokolovic in

Visegrad. This bridge has been the subject of many legends,


(25th to 31st January 2005.).

Ahmet Hadrović

82 Thesis, no.3, 2015

including the Nobel Prize winner Ivo Andric who wrote great

narrative, Bridge on the Zepa, where this beautiful bridge is used

as a template for an essay about life, art and the artist, good and

evil, transience and eternity.

Most of length 21.60 m and width 3.95 m was carried out

with a single arch. Its frontal sections of pointed arches span

10.20 arrows of height 6.50 m, with strong supports and the

coastal flat grade line. The fence of the bridge is made of finely

cut stone blocks, 20 cm wide (Figure 13).

Figure 13. Bridge on the Zepa River



Thesis, no.3, 2015 83

Brief overview of building bridges in other parts of the

Western Balkans during administration of Ottoman

Empire

Officially, the Ottoman Empire was founded in the 1299th

year, and its founder and the first sultan were Osman I (1281-

1326). First Capital, was the Sogut (1299-1326), a city in Asia

Minor, and spread Imperje, capital grew in a row: Bursa (1326-

1365), Edirne (Jedren, earlier Hadranopolis, 1365-1453),

Constantinople (Stambol, formerly Constantinople and now

Istanbul, 1453-1922).

Similar to all previous great civilizations (Mesopotamia,

Persia, Egypt Antique, Greece Antique, Rome Antique), so the

expansion of the Ottoman Empire followed the construction of

roads and bridges on natural obstacles their preferred route.

Over a period of more than seven centuries, was the highest

achievement in the construction of bridges, both on the territory

of today's Republic of Turkey in the areas so long as the

administration has reached the Ottoman Empire. In particular,

intensive construction of bridges were in the direction of

Europe (the European part of Turkey, Bulgaria, Macedonia,

Bosnia and Herzegovina, Greece, Albania ...).

Among the most valuable achievements of bridges in the

territory of the Ottoman Empire of Turkey to mention:

- Long Bridge (Uzunköprü) on the river Ergen,

Uzunköprü in Edirne (1426-1443), which was designed

by the architect Müslihiddin, during the reign of Sultan

Murad II (Fig. 18). The bridge was built as a

reconstruction of the ancient bridge, which had 174

arches, length 1392 m, width 6.80 m

Ahmet Hadrović

84 Thesis, no.3, 2015

- Sultan Suleiman bridge, Büyükçekmece (1568), which is

a construct Koca Mimar Sinan, (Fig. 19).

- Tunca Köprüsü, Edirne, (1615), the endowment

Ekmekçizade Ahmet Pasha, which was designed by the

architect Sedefkar Mehmet Aga, (Fig. 20).

- A large number of bridges on the Firtina river,

Çamlıhemşin, Rize Province on the Black Sea coast (Fig.

21).

In extremely valuable achievement bridges in the territory of

present Bulgaria include:

- Kadin Bridge in the Struga River, Nevestino (1470), the

endowment Isak Pasha (the time of Sultan Mehmed I,

1389-1421), (Fig. 22),

- Old Bridge (Старият мост) on the river Maritsa,

Svilengrad (1529), the endowment Mustafa Pasha, the

work of the architect Mimar Sinan. The bridge is 295 m,

width 6 m, the bridge has a 20 (21) range, and the

highest range is 18 m, (Fig. 23).

One of the most famous bridges erected during the Ottoman

rule of Greece's Bridge on the River Arachthos, Arta (17th

century), (Fig. 24).

In Albania there are more valuable bridges, of which Mes

Bridge (Ura e Mesita) on the Cyrus river near Shkodra (1770),

one of the most famous. The bridge was endowed Kara

Mahmud Bushatija, (Fig. 25).

The most famous bridge in Macedonia in Skopje Stone

Bridge (1451-1469, built in the reign of Sultan Mehmed II El

Fatih the Conqueror. Bridge is 214 m long and 6 m wide, (Fig.

26).

The most famous bridge in this period in Kosovo's Bridge on

the River Bistrica in Prizren (15-16 centuries), (Fig. 27), the


Thesis, no.3, 2015 85

Serbian White Bridge in Vranje (1844), (Fig. 28), in Montenegro

the Bridge on the Ribnica river, in Podgorica (16 c), (Fig. 29).

One of the most spectacular bridges at all, built for the

government of Sultan Suleyman the Magnificent was a wooden

bridge near Osijek, Croatia. This bridge was constructed by a

Koca Mimar Sinan and performed under the direct supervision

of the Grand Vizier Ibrahim Pasha Pargalia (start of

construction August 16th 1526th). The Bridge was a 7 km long,

6 m wide, and combined with the Osijek Darda, (Fig. 30). This

building was the construction of strategic importance in the

campaign wars against the Ottoman Empire of the Habsburg

dynasty. Suleiman bridge was finally destroyed by the Croatian

nobleman Nikola Zrinjski VII (1664).

Figure 18. Long Bridge (Uzunköprü) on the Ergen river,

Uzunköprü near Edirne (1426-1443)

(Architect: Mimar Müslihiddin)

(Photo: http://www.edirnecityguide.com/uzunkopru/)

http://www.edirnecityguide.com/uzunkopru/

Ahmet Hadrović

86 Thesis, no.3, 2015

Figure 19. Sultan Suleiman the bridge, Büyükçekmece,

Turkey (1568)

(Architect: Mimar Koca Sinan)


Figure 20. Tunca Köprüsü (Ekmekçizade Ahmet Paşa

Köprüsü), Edirne, Turkey (1615)

(Architect: Mimar Mehmet Sedefkar aga)





Thesis, no.3, 2015 87

Figure 21. Bridge on the Firtina river, Çamlıhemşin, Rize

Province, Turkey

(Photo: http://www.mytripolog.com/2009/04/turkey-four-season-

at-the-same-time-part-3/)

Figure 22. Kadin Bridge on the Struga river Nevestino,

Bulgaria (1470)

(Photo: http://bulstack.com/2009/09/23/kadin-bridge/)

http://www.mytripolog.com/2009/04/turkey-four-season-at-the-same-time-part-3/

http://www.mytripolog.com/2009/04/turkey-four-season-at-the-same-time-part-3/

http://bulstack.com/2009/09/23/kadin-bridge/

Ahmet Hadrović

88 Thesis, no.3, 2015

Figures 23. Old Bridge (Старият мост) on the river Maritsa,

Svilengrad, Bulgaria (1529)

(Architect: Mimar Koca Sinan)

(Photos: http://www.panoramio.com/photo/47420414)

Figure 24. Bridge on the Arachthos river (Άραχθος), Arta,

Greece (17th century)

(Photo: http://foter.com/f/photo/8379172493/d4d09b7c4d/)


http://foter.com/f/photo/8379172493/d4d09b7c4d/


Thesis, no.3, 2015 89

Figure 25. Mes Bridge (Ura e Mesita) on the Kir river, near

Shkoder, Albania (1770)

(Photo: http://albaniatoday.files.wordpress.com/2011/06/mes-bridge.jpg)

Figure 26. Stone Bridge in Skopje, Macedonia (1451-1469,

reign of Sultan Mehmed II the Conqueror Al Fatiha)


http://albaniatoday.files.wordpress.com/2011/06/mes-bridge.jpg


Ahmet Hadrović

90 Thesis, no.3, 2015

Figure 27. Bridge on the River Bistrica, Prizren, Kosovo (15-

16 centuries)


Figure 28. Beli (White) Bridge, Vranje, Serbia (1844)





Thesis, no.3, 2015 91

Figure 29. Bridge on the Ribnica river, Podgorica,

Montenegro (16th century)


Figure 30. Suleiman's Bridge (the Hungarian publication

Tolna World History) (1526)

(Photo: http://en.wikipedia.org/wiki/File:Esz%C3%A9ki_h%C3%

ADd_.jpg)

Conclusion

By the house (residential building at all), the bridge is a

building that is the closest relationship with the concept of

existence. If the house is a place in space (where one exerts the

greatest extent of their size), then the time-punctuation or more

regulated physical communication between. Barriers to the


http://en.wikipedia.org/wiki/File:Esz%C3%A9ki_h%C3%25%20ADd_.jpg

http://en.wikipedia.org/wiki/File:Esz%C3%A9ki_h%C3%25%20ADd_.jpg

Ahmet Hadrović

92 Thesis, no.3, 2015

communication prevents relations between, and thus represents

a negation of communication, a negation of life. The bridge is a

physical structure that obviate the barrier, a structure that man

creates and materializes in the way of maintaining those

dimensions of communication, and their intensity, to impose

life force pulsing between individual sites (events) in the space.

In this way the bridge becomes a place that, even more than any

other place in the area, takes on a multitude of dimensions,

becomes the common denominator of all of that bind, and the

expression of life energy that pulsate to a particular

communication.

The importance of communication, and thus the importance

of the bridges along the communication barriers, proportional

to the strength of society (the state) which is being built.

Needs to be reminded that the greatest architectural and

engineering achievements made in the midst of great

civilizations.

This paper would like to confirm the forward received

treatise, but go a step forward: to examine the effect of the

bridge, explore the range of its meaning, in the middle of the

lower level of general development when it finds itself in a

larger sphere of powerful states and civilization.

The study shows that the bridges were built in Bosnia and

Herzegovina for the era of the Ottoman Empire administration

(at the peak of its power, during Sultan Suleiman the

Magnificent), an expression not only of expediency, but overall

being of people and society of Bosnia and Herzegovina:

religion, morality, philosophy, art, myths, legends ...


Thesis, no.3, 2015 93

Bibliography

Andrić, I., Na Drini ćuprija, roman, (Bridge on the Drina,

novel), 1945.,

Andrić, I., Most na Ţepi, pripovijest (Bridge on the Ţepa,

story), 1925.,

Bašagić, S., Znameniti Hrvati, Bošnjaci i Hercegovci u Turskoj

Carevini, Svjetlost, Sarajevo, 1986.,

Ĉelebija, E. Putopis. Odlomci o jugoslovenskim zemljama

(Preveo, uvod i komentar napisao Hazim Šabanović), Svjetlost,

Sarajevo, 1967.,

(Također: http://www.scribd.com/doc/18345823/Evlija-

Celebi-Putopisi. Pristup: 16.03.2013.).,

Ĉelić, Dţ. i Mujezinović, M., Stari mostovi u Bosni i

Hercegovini, Veselin Masleša, Sarajevo, 1969.,

Hadrović, A., Defining Architectural Space on the Model of the

Oriental Style City House in Bosnia and Herzegovina, Serbia,

Montenegro, Kosovo and Macedonia, Booksurge, LLC, North

Charleston, SC, USA, 2007,

Hadrović, A., Architectura in Context, Sarajevo, Acta

Architectonica et Urbanistica, Arhitektonski fakultet u Sarajevu,

2011.,

Hasandedić, H., Nekoliko novih podataka o kamenom

mostu u Konjicu, Most br. 7, Mostar, 1976.,

Kreševljaković, H., Izabrana djela, knj. III, Veselin Masleša,

Sarajevo, 1991, str.229-240.,

Kur'an, (Prijevod: Besim Korkut), Orijentalni institut u

Sarajevu, posebna izdanja VII, Sarajevo, 1977.,

Malcolm, N., Bosna, kratka povijest, Buybook, Biblioteka

Memorija, Sarajevo, 2011.,

Mulalić-Handan, M., Izvještaj o planu upravljanja mostom

Mehmed-paše Sokolovića, Baština, Komisija za očuvanje

nacionalnih spomenika, Issue no. II/2006.

http://www.scribd.com/doc/18345823/Evlija-Celebi-Putopisi

http://www.scribd.com/doc/18345823/Evlija-Celebi-Putopisi

Thesis, no.3, 2015 95

Don-Quixotism of Poetry

On the Courage of Writing Poetry at a

Time of Rapacity

Bajram Kosumi

Poetry Defies Modernity

Writing poetry at the time of modernity is intellectual courage.

In the 21st century modernity. Writing poetry at this time means

defying all modernity. Could it be that poetry and modernity

are the extremes of two different cultures? Although this

question is extreme, one thing is certain: modernity and poetry

are very far apart from each-other. In particular, modernity and

poetry in Kosovo are very far apart from each-other, but the

same is true elsewhere, because the country is only becoming a

wild copy of the elsewhere.

Poetry Is Mangled

Literature, poetry in particular, is a surrounded castle, against

walls of which fire and stones, arrows and spears are flung...,

indeed, those flings are not real medieval weapons; instead,

they are cynical and mocking weapons: contempt like arrows,

depreciations like gopedre stones, cynicism like fire, mocking

like water poisoning. Ultimately, literature is severely mangled.

It has sustained three serious injuries from the all-round

attacks: from the cult for money, from virtual life and from

literature itself.

Prof. Assoc. Dr. Bajram Kosumi, rector of the Public University of Gjilan.

Bajram Kosumi

96 Thesis, no.3, 2015

The cult for money, so meaningfully conveyed in the myth

for the American one-dollar note, subjects each and every value

to its own self, thus creating a new hierarchy: everything that is

further from money is, therefore, worthless. The cult for money

in Kosovo takes grotesque shapes: the rapacity to devour

everything lying in front of own self, including even the very

land that sustains us and feeds us. In the midst of this rapacity

literature only makes trouble.

Because literature is human communication and not money.

Virtual life is making people ever more discontent, more

embittered with all, more desperate and hungrier for

everything, designers of subconscious campaigns for conquests

of the entire humankind.

However, literature is human communication and not a

weapon for domination.

Finally, literature is endangered by its own self, under the

pressure of manners to devise a piece of literature that flees

from literature, literature that does not communicate with man,

and the reader finds no ideas through which he or she could

communicate in literature.

Consequently, the numbers of those who have the luxury to

read have reduced steadily.

Cvetan Todorov: the Danger to Literature

Cvetan Todorov, one of the greatest minds of the twentieth

century literature, a major contributor helping literature to

embark into the road where it is today, in the book of the recent

years, Literature in Danger (2007), rings the alarm bells that

literature is endangered by its own self, because it is losing the

idea whereupon it communicates with the reader, and literary

criticism and history of literature are likewise put in the service


On the Courage of Writing Poetry at a Time of Rapacity

Thesis, no.3, 2015 97

of their own selves, rather than help the reader understand

literature.

Thus, literature today is very injured.

Poetry, meanwhile, is at the brink of its grave; it is the first

and most fragile victim of modernity.

Famous Traitor Novels

It is precisely for this reason that I deeply appreciate anyone

who takes the courage to write poetry. I appreciate him or her,

first of all, for having the courage to challenge modernity. I

personally have a higher appreciation of postmodern novel;

however, the courage to write poetry is much greater than the

courage to write a novel, because the novel has made room for

its survival by adapting to modernity. There are plenty of

famous modernity novels which have betrayed the ideals of

literature; yet they are famous. For about ten years Dan Brown's

The Da Vinci Code sold 17 million luxury copies and 6 million

cheaper editions. Can one ever imagine that a modern poet‘s

poem could sell over twenty-three million copies? While

praising the nomination of the poetry book by Jan Wagner for

the Fair Award of Leipzig (2015), as opposed to the novels, the

German literary critic Felicitas von Lovenberg says that ―it is

likely that this Fair will go down in history‖ for this very

reason. However, this poetry book that beat novels could barely

sell some six thousand copies.

The Coca-Cola Literature

The Da Vinci Code was a top-hit for several years in the US and

European markets. The number one bestseller. I know

housewives and farmers in Kosovo who have read this book, of

Bajram Kosumi

98 Thesis, no.3, 2015

the kind who, I guess, have never heard of another novel of the

late twentieth century, The Name of the Rose by Umberto Eco.

Perhaps nothing better than the word bestseller marks this

mangled literature. The word ‗bestseller‘ judges the values of

literature and art in a general sense, and conveys in the

background what the cult for money has done to art and

literature. Bestseller means something that earns the best sales.

In the case of drinks, for instance, Coca Cola is a bestseller. A

piece of literature where bestseller values prevail is analogous

to Coca Cola in its own realm. Coca Cola literature, a worthy

representative of that bizarre verse of an Albanian song ―Both

beautiful and unfaithful‖.

Certainly Goethe's Faust would not be a bestseller. I suppose

that if Hegel, one of the greatest minds of the modern European

history, competed in the bestseller market of ideas, he would be

utterly worthless and would starve.

Art Only Makes Sense if It Communicates with Man

For this reason, after reading Ismail Syla‘s Religion of Grief, I

had the pleasure to write the afterword to the poetry of that

book at the end of last year. Ismail‘s poetry restores the

individual and social status of poetry, as an art that

communicates with man, with great certainty. Art, in whatever

form, cannot exist without a direct and deep communication

with man, his mind and soul. Otherwise, it would remain just a

fad, or a manner. In both cases, something ephemeral, in

extinction.



Thesis, no.3, 2015 99

Ismail Syla’s Poetry Shows a Spiritual Abyss

Religion of Grief proves the contrary.

This poetry could be interpreted with just a symbol: the

temple of rapacity.

In the temple of rapacity there is an insatiable hunger, greed,

grief, disagreement, oddness, despair.

In the temple of rapacity:

- a healthy man is ashamed of his health;

- an honest man is ashamed of his honesty;

- a righteous man is ashamed of his righteousness;

- a beautiful man is ashamed of his beauty;

- a loving man is ashamed of his love;

- a man who sheds his sweat on his land is ashamed of

his sweat;

- a man who sheds his blood for his land is ashamed of

the blood shed ...

- ... and vice-versa, the opposite type of everyone is proud

of his rapacity, is proud of his meanness, brags and

swaggers, and occupies space and room, and occupies

your homeland and narrows down your homeland and

suffocates you ...

However, there are always rebels, people who do not

succumb to evil: who are not ashamed of health, of honesty, of

justice... Yes, but it is those others who:

- make a healthy man sick;

- taint an honest man with disgrace;

- pass a judgment on a righteous man;

- strip a beautiful man of his beauty;

- reduce a loving man to a beast;

- corrupt a man who sheds his sweat for his land;

- deny a man who sheds his blood for his land ...

Bajram Kosumi

100 Thesis, no.3, 2015

This is what, more or less, Ismail Syla‘s temple of rapacity is

like.

This poetry shows us the spiritual abyss into which we are

subsisting in suspense, in danger of getting lost in it at any

moment.

In the temple of rapacity poetry does not offer any value at

all: no power is gained, no house built, no fame won through it.

So what value is this to us then? Poetry is worthy of scorn, of

derision.

Catharsis in Art Has Never Been Accomplished! There Is

no Catharsis, There Is no Art!

But in this abyss of the soul, Ismail‘s poetry makes me believe

otherwise.

Ismail‘s poetry makes me believe that the power of art and

poetry still influences our scattered minds and souls. Art does

not solve our problems, but it does make us aware of them,

wake us up to the abyss along the edge of which we are

treading.

The programmatic verses of the poem Catharsis:

Spectators enter heavily;

Cain-minded, in the show,

But they come out relieved

With an Abel spirit.

bear powerful testimony to the social, psychological, human

and moral mission of literature, expressed, since antiquity,

through Aristotle‘s catharsis, and out of which literature and art

risk extinction.

Art makes us more human and, whenever we have a

dilemma that literature is dying, the most powerful counter-



Thesis, no.3, 2015 101

argument is exactly this mission of literature and the perfection

of the use of our language. We enter the theater Cain-minded

and walk out Abel-minded. Art ennobles us, tames us, civilizes

us; the more art disagrees with everyday life, the more it

civilizes us and makes us aware of how to perceive life, how to

live our lives and how to die. Literature is not an army of

weapons, but an army of beautiful words and ideas that make

us happy, and cleanse ourselves.

Poetry as Anti-delirium

From the times Socrates teased aedi Jon the Paltoni concluding

that ―The poet is a unique being: light, flying and holy, and

cannot sing before he is enraptured, before he is outside of

himself and his sober mind ...‖ and till the romanticists and

bohemists, lyrical poetry was considered a delirium, a state

unlike Aristotelian catharsis. Poetry has served as an asylum for

the poets inspired by the muses, fairies and other gods of art.

And when a man was tired exhausted of the dullness of reality,

of daily wolfishness and rapacity, of hatred and cynicism, of

jealousy and envy ... then he confined himself in the castle of

poetry, and continued to live there in the heat of inspiration,

until one day he cut the veins and wrote the last poetry with his

own blood.

However, in addition to this poetry, poetry as anti-delirium

has always been created. Poetry which, although not acting as a

drug, at least saddens, terrifies, alienates and alarms you by

placing you in unacceptable life situations. This poem quenches

your infatuation. It puts the black spot to death. It untangles the

Barbarian Kingdom within you.

Bajram Kosumi

102 Thesis, no.3, 2015

Modernity Should not Be Understood Only as a

Transfiguration!

Modernity has, more than any other period in the past,

invented a lot of ways, media and forms to evade reality. In the

first decade of the 21st century, even in the most global medium

possible, in what has made the world not just a global village,

nor a global metropolis, but simply a global room, even further,

a tiny global box, a laptop, iPad or mobile, that is, even at the

height of globalization, a man is on Facebook lonelier than ever,

and his virtual life farther than ever from his real life. The US

President Obama used, in a moment of desperation and

homage, the phrase ―lone wolves‖, hinting at the new strain of

humans, a product of computerization and greatly detached

from reality, dreamers for the conquest or change of the world.

For this reason, I admire Ismail Syla, Merxhani, Avdyli,

Visar Zhiti ..., or even the older ones who amazed us and

cleansed us with vital verses, such as Dritëro Agolli ..., for their

courage to write poetry when all ridiculed them. I thank them

for sending us saddening and alarming messages of the

spiritual abyss of the Temple of Rapacity, within which a man

has been praying for quite some time now.

Thus, in the end, driven by purely pragmatic and not virtual

interests, I ask of poetry to live and, to the extent it can, offer

our greedy souls, a piece of ice.

4 March 2015

Thesis, no.3, 2015 103

Technical Instructions for authors

1. THESIS is a Kosovarian journal with international characteristics which is edited by the AAB University in Prishtina. It is a periodic scientific and explorative journal where you can find most of all topics out of society and human science.

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104 Thesis, no.3, 2015

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5. The articles should contain at the beginning an abstract and at the

end a synthesis or conclusion.

The abstract at the beginning introduces the basis idea of the contribution. The author writes it in the third-person by not using impersonal verbs just in special cases. The words should not be too long. It is necessary to use exact scientific terms and avoid unknown abbreviations. One should keep to the basis information and should avoid conclusions which do not exist in the text. The authors are obliged to explain and specify the key words (at the end of the abstract) otherwise the editorial office cares about it. The synthesis should be short and should not contain explaining comments unlike the introduction. In the synthesis are explained the methods and results of the researches as well as the detected reasons. The sources of the publications are just mentioned if it is of high importance for the publication. The working techniques are mentioned in short form only if they differ from those already known. If in the article is not described the experimental or practical work then it is necessary to mention the source of information. The results and conclusions can be repeated. Just the conclusions or reached inventions must be reported as information in summary form.

6. The text should be structured in the following chapters:

1. The abstract. 2. The key words. 3. The introduction. 4. The review of the published works from the respective

fields. 5. The materials and methodology. 6. The conclusions. 7. The comments or discussions of the results. 8. Conclusions.


Thesis, no.3, 2015 105

9. Gratitude (if necessary). 10. Annex (if necessary). 11. The bibliography and sources.

Thesis, no.3, 2015 106

The Style of University of Chicago

Whereas Thesis Kosova has the authorial right to place its sources and document the articles it publishes, the editorial office has decided to adopt a general method of its publications. It has chosen the method of documentation according to the so called; the university style of Chicago, where the notes are placed at the end of the page just because of the practical way to read them. Althoug this style of documentation is well known, the editorial office took the right to name some of the rules as follows:

The notes are followed by nubers throughout the chapter. A note number should be placed at the end of a sentence or at the end of a clause. The number follows any punctuation mark except for the dash, which it precedes. It follows a closing parenthesis. These notes are seperated from the text by a long dash from the left side of the page and are as long as the alignment of the respective page. But the notes are seperated from the text by a double space. Where only a handful of footnotes appear in the entire article or, perhaps, just one in an article, symbols may be used instead of numbers. Usually an asterisk is enough. In case when a text is citated for the frst time, the author has to indicate all needed information in order to locate easily the citated text. The notes must contain the following information:

The name of the author, initials of the second name(if exising), last name followed by a comma;

The title of the book, underlined or in italic letters; The place and date of the publication, seperated by

commas end closed in brackets and followed by a comma; The number of the tome( written in Roman numbers)

followed by a comma; The numbers of the pages, followed by a full stop. The notes written at the end of the page, the titles of the

published articles must be in italic letters, whereas those which


Thesis, no.3, 2015 107

are within the text must be in inverted commas. The titles of the manuscripts and the normative acts are not written in italic letters or in inverted commas. At the end of each note is posted a full stop. The information concerning the publication, stated at the end of the page, must contain the place and date of the publication but unlike the bibliography, it is not necessary to name the publishing house. In case of reviewed publicationn, its date should be indicated. In case of translated books, the name of the translator must be stated after the title. The number of the pages, the author refers to must be indicated. If the place of the publication is unknown then just the country can be stated. If there is more than one author then both names must be written (like in the book). If there are more than two authors then just the name of the first author must be indicated. The secondary citations of the sources are stated by writting all facts of the first source and by indicating that they are secondary if you cannot refer to the first source. All these notes are written at the end when the source is mentioned for the first time.

This informatin must be listed as follows: The name of the author, initials of the second name (if

exising), last name followed by a comma; The place and date of the publication, seperated by

commas end closed in brackets and followed by a comma; The number of the tome( written in Roman numbers)

followed by a comme; The numbers of the pages, followed by a full stop. According to the university style of Chicago, for all

references which are already mentioned within the chapter, the following abbreviations are used:

The abbreviation ibid. (from ibidem, ―in the same place‖) refers to a single work cited in the note immediately preceding. It must never be used if the preceding note contains more than one citation. If the entire reference including page numbers or other particulars, are identical the word ibid.is used alone.

The abbreviation Op. cit. (opere citato, ―in the work cited‖) is the term used if a single work is cited in the whole form. This


108 Thesis, no.3, 2015

term must contain the last name of the author and if there are two authors with the same last name then also the first name is need.

The abbreviation loc. cit. (loco citato, ―in the place cited‖), is also used instead of op.cit. when reference is made to a work previously cited and to the same page in that work. As such, loc. cit. is never followed by volume or page numbers.

All these abbreviations are written in big letters. All notes end with a full stop. They should be written precisely and proper. If the work is seperated in chapters the notes begin with number one and are placed at the end of the page.


Thesis, no.3, 2015 109

Bibliography

In a printed work, a bibliography is normally placed at the end, preceding the index. The bibliography can contain just the work considered as essential for author‘s subject matter but also other relevant information. So its length is variable. A short biblioghraphy lists all information in one chapter. A long bibliography includes texts, periodics, public interviews, speeches, reports, sources out of internet etc.

The titles of the bibliography are listed alphabetically according to the name of the author

If there is no author mentioned, the bibliography is listed according to the first letter of the title. Titles in foreign languages beginning with ―a‖, ―an‖, ―le‖, ―les‖, ―un‖, are listed at the end and the first letter of the next word is using for the alphabetical register. A work without an author cannot be listed under the category ―anonym‖.

Titles of the bibliography must contain the following information:

The last name of the author, name and initials of the second name(if exising), followed by a comma;

The title of the work, followed by a full stop. Titles of many works are written in italic letters or are underlined whereas titles of works which are part of an analogy or collection are put in inverted commas.

The number of publication, followed by a full stop. The name of the translator, compiler or editor, followed

by a full stop. The place of publication, followed by a colon. If the city is

unknown the country is stated. If more than one place is mentioned just one of them is stated.

The name of the editor, followed by a comma. The year of publication, followed by a full stop. If the date

of the publication is not stated at the page of the title but elsewhere, then it must be written in brackets; if there is no date at all then there must be stated an approximate date with the abbreviation c.(circa).


110 Thesis, no.3, 2015

The page containing the respective information can also be stated, followed by a full stop.

The sources out of the internet must be listed under another

category: Internet sources e.g.

The time of the last visit of the cited page must be also

indicated after the web address.

1. http://www.bbc.co.uk/albania/region (visited for last time 26.09.2008)

2. http://www.cde-ct.org/rwct

Thesis, no.3, 2015 111

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