مطالب

  In May of 2018, the strategy of law-making was utilized in the Kingdom of Denmark to respond to or, more to the point, respond against full-face garments along the lines of a democratic and secular society in which values like transparency inform and guide interaction, dialogue, and communication. The new legal norm and measure, law L 219, does not refer expressly to the veil, nor to women, or to Islam. Nevertheless, the national Parliament in the Kingdom of Denmark proceeded on the basis of premises that reveal, upon scrutiny, why the particular provision that prohibits full-face veils is widely known and referred to as the “burqa ban”.Like the niqab, the burqa is a full-face veil. Numerically speaking, between 50 and 200 Muslim women wear such a veil, a fact that enters them into a minority within a minority statistics of 0.1 or 0.2 percent. However, to trivialize the burqa ban would be an error. This point applies to all sides, including the stakeholders who assumed the responsibility of drafting the new norm and measure. As the Danish legislators see things, law 219 is not an instance of “shooting sparrows with a cannon”. After this, the need to legislate appears to be an instance of following a trend in Europe and, at the same time, sending a message about the prevailing (Danish) ideology in contradistinction to “political Islam” that gives rise to unwanted phenomena like gender inequality, religious extremism, and terrorism. The authors of The 2018 Danish “Burqa Ban”: Joining a European Trend and Sending a National Messageattempt to give an in-depth account of the burqa ban and the political context for this, as provided by the negotiations that led up to the ban’s final adoption. One objective is to identify the various variables in the legal equation and, as another objective, capture the wider prescriptively-proscriptive direction of the Danish case, thereby also establishing a platform for further discussion, reflection, and response. (This part of the project – an intended component and outcome since the formulation of the original research task, labor division, and methodology – is published in the concurrent but separate article, The Burqa Ban: Legal Precursors for Denmark, American Experiences and Experiments, and Philosophical and Critical Examinations.)

In- service professional development activities seem to be of much significance to teachers who face challenges in teaching or teaching related issues such assessment and curriculum development. Despite the rich literature review of teachers' professional development, in-service professional development needs of EFL teachers have not been assessed yet. The present study aimed at developing and validating an in-service professional development needs scale for EFL teachers. In doing so, a mixed research method was used. In the qualitative phase, the professional development needs were explored through interviewing with 20 EFL teachers who were selected through purposive sampling. In the quantitative phase, the professional development scale was submitted to 220 teachers. Data were analyzed through running exploratory factor analysis and Cronbach's alpha. Results showed that extracted professional development needs were reduced to four main areas: a) teaching, communication skills and assessment, b) educational psychology and technology, c) material development, and d) language and meta-language skills. The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs.