natgillin/translations-raw huggingface dataset:
Netop i disse år iværksættes en del forskningsarbejde inden for dansk som fremmedsprog, og dette sker i tilknytning til undervisning i denne disciplin såvel på universiteter som på Danmarks Lærerhøjskole.
Just in the last few years, research work has been started in Danish as a foreign language, and this is taking place in conjunction with the teaching of this discipline, both at universities and at the Danish Teacher-Training College.
Indvandrerforskning er af Statens samfundsvidenskabelige forskningsråd gjort til initiativområde i perioden 1983-1987 (15), og ét af de områder som der bevilges midler til er dansk som frem medsprog.
Research on immigrants was made an area for relevant measures by the National Council for Sociological Research (Statens samfundsvidenskabelige forskningsråd)for the period 1983-87 (15), and one of the areas for which grants are made is Danish as a foreign language.
Praktiske problemer
Practical problems
Det er allerede nævnt at den geografiske spredning af de unge indvandrere er i alle fald en medvirkende årsag til at man ikke har oprettet nationale klasser, som er en forud sætning for gennemførelse af maintenanceprogrammer i under visningen af indvandrerelever.
It has already been mentioned that the geographical distribution of young immigrants is in any case a contributory cause of non-establishment of national classes, which is a prerequisite for the implementation of maintenance programmes in the teaching of immigrant pupils.
Modersmålsundervisningen finder som tidligere nævnt sted uden for den normale folkeskoleundervisning, og antallet af sprog, der her skal undervises i, frembyder store problemer. I Danmark undervises der i 33 sprog: kinesisk luganda makedonsk for jugoslaver polsk portugisisk serbo-kroatisk slovakisk spansk spansk for latinamerikanere svensk tyrkisk tyrkisk for jugoslaver tysk urdu ungarsk vietnamesisk albansk for jugoslaver arabisk bantu engelsk ewe farsi (persisk) finsk flamsk (for belgiere) fransk færøsk græsk grønlandsk hindi/punjabi hollandsk italiensk islandsk japansk
As mentioned earlier, mothertongue instruction takes place outside the normal primary-school instruction, and the number of languages which have to be taught poses great problems. In Denmark, 33 languages are taught, as follows:
Undertiden følger indvandrerbørnene "modersmålsundervisning" i et andet sprog end det, der tales i familien.
The immigrant children sometimes have "mother-tongue instruction" in a language other than the one spoken within the family.
Således er halvdelen af de tyrkiske elever øst for Storebælt kurdere, med kurdisk som modersmål, men de undervises i det officielle sprog tyrkisk.
Thus, one-half of the Turkish pupils to the east of the Great Belt are Kurds, with Kurdish as their mother-tongue; but they have instruction in the official language, Turkish.
Hvad jugoslaverne angår, kommer de fleste af dem der er bosiddende i Danmark fra den sydlige del af landet. De færreste af dem har serbo-kroatisk som egentligt modersmål, men alligevel følger de fleste modersmålsundervisning i dette sprog.
With regard to the Yugoslavs, most of them residing in Denmark are from the southern part of the country.
Et andet praktisk problem er at indvandrerbørnene har et meget varierende kendskab til dansk.
Another practical problem is that immigrant children have a widely varying knowledge of Danish.
Således har man i Københavns kommune beregnet at 40% af de fremmedsprogede børn der optages i børnehaveklasserne behersker dansk, 30% kan noget dansk og 30% kan intet dansk.
It has thus been estimated that within the borough of Copenhagen 40% of the foreignlanguagespeaking children in the kindergarten classes have command of Danish, while 30% speak some Danish and 30% no Danish at all.
Blandt de indvandrerbørn der starter i 1. klasse kan i gennemsnit omkring halvdelen uden videre følge undervisningen i en almindelig dansk klasse.
Of the immigrant children starting in the 1st class, on average about one-half can follow the teaching in a normal Danish class without further action being necessary; but this proportion of the immigrant children varies widely from place to place, as much as from one-fifth to almost threequarters.
Denne andel af indvandrerbørnene varierer dog meget fra sted til sted, helt fra en femtedel til op mod tre fjerdedele.
Special practical problems concerning languages are involved with adult immigrants, who often need interpreting assistance in their contact with Danish authorities.
Specielle praktiske problemer hvad angår sprog knytter sig til de voksne indvandrere: Ofte har de behov for tolkebistand i deres kontakt med danske myndigheder.
In the Ministry for Social Affairs, a free telephone interpreting service is in operation during the hours of 9 a.m. to 4 p.m. and one evening a week. In addition to these times of operation, in all of the hospitals in the country special
I socialministeriet fungerer en gratis telefontolkeservice i tiden 9-16 samt en aften om ugen.
84 telephone interpreting assistance is available for the casualty ward and for acute admissions.
Begge dele er til rådighed for lægevagtordningen.
Both services are are available for the first-aid scheme (laegevagtordningen)
En tolkeuddannelse er på Handelshøjskolen i København oprettet med sigte på at imødekomme behovet for tolke mellem indvandrer sprogene og dansk.
An interpreter-training scheme is in operation at the School of Business Studies (Handelshøjskolen) in Copenhagen, to meet the need for interpreters between the immigrant languages and Danish.
3.7 De unge kvindelige indvandrere
3.7 Young female immigrants
De kvindelige indvandreres specielt vanskelige situation er allerede kort berørt i forskellige sammenhænge.
The particularly difficult situation of female immigrants has already been discussed briefly in various connections.
Vanskelighederne gælder såvel i bårne- og ungdomsår som i voksenalderen. alderen.
The difficulties relate to both childhood, youth and adulthood.
De indvandrerkvinder der er kommet hertil som voksne, typisk nogle år efter at manden har etableret sig i Danmark, har store problemer i form af isolation i dagligdagen og manglende integration i det danske samfund.
The immigrant women who came here as adults - typically after the husband had established himself in Denmark - have great problems in the form of isolation in their everyday life and the lack of integration in the Danish community.
Men de har dog en forud udviklet identitetsfølelse at bygge på.
However, they do have a previously-developed sense of identity as a basis.
Danske såvel som udenlandske undersøgelser viser at de kvinder, der har nået at få en primær og sekundær socialisering i hjemlandet, har mulighed for at udvikle en stabil kulturel rolle, medens de der er emigreret tidligt eller er født i værtslandet har større risiko for identitetskonflikter.
Both Danish and foreign studies show that those women who have achieved primary and secondary socialization in their homeland have an opportunity to develop a stable cultural role, whereas those who have emigrated early or who were born in the host-country are exposed to greater risk of conflicts of identity.
Det påpeges at en specielt truet ind vandrergruppe er de 13-16 årige piger.
It is pointed out that one particularly threatened category of immigrants is the girls aged 13-16 years.
Vi ved ikke nok om deres problemer og oplevelser.
We do not know enough their problems and experiences.
En kurdisk forfatter, Mahmut Baksi, bosat i Sverige, ud trykker de unge indvandrerkvinders identitetskrise således:
A Kurdish writer living in Sweden, Mahmut Baksi, expresses the identity crisis of young immigrant-women as follows:
"Se på de 13-16 årige tyrkiske piger: deres påklædning, deres adfærd er en blanding af det svenske og det tyrkiske samfund...d.v.s. en eller anden mellemting mellem Sverige og Tyrkiet....både bukser og kjole på én gang, både læderjakke og hovedtørklæde..." (19).
"Just look at the Turkish girls 13-16 years old. Their clothes and behaviour reflect a mixture of the Swedish and Turkish communities, i.e. something or other in between Sweden and Turkey ... both trousers and dress together, both leather jacket and head-scarf..." (19).
Allerværst er situationen måske for de unge indvandrerpiger der hentes hertil som svigerdøtre til indvandrerfamiliernes sønner.
Worst of all is perhaps the situation for the young immigrant girls who are brought here as the daughters-in-law of the sons of immigrant families.
Gennemsnitsalderen for ægteskab i Tyrkiet er 17,7 år for kvinders vedkommende. Svigerdøtrene er således meget unge når de kommer til Danmark, og de lever ofte sammen med deres svigerforældre, dels af traditionelle, dels af økonomiske og praktiske hensyn.
The average age for marriage in Turkey is 17.7 years, for women; the daughters-in-law are thus very young when they come to Denmark and they often live with their in-laws, partly for reasons of tradition and partly for financial and practical reasons.
Disse unge kvinder synes at have et meget vanskeligt liv: de er unge, lever langt fra deres egen familie og føler sig underlegne overfor svigerfamilien som har kendskab til det nye land.
These young women seem to have a very difficult life; they are young and live far away from their own family and feel that they are inferior to their in-laws who are familiar with the new country.
De er således fremmedgjorte og placeret lavest i den nye families hierarki.
They are therefore alienated and placed lowest within the hierarchy of the new family.
Uddannelsesinitiativer
Training-measures
Uddannelsesinitiativer over for de unge indvandrerkvinder er i højeste grad påkrævede, hvis de skal kunne skabe sig en eksistens i Danmark.
Training-measures are extremely necessary for the young immigrant women, if they are to be able to create a livelihood for themselves in Denmark.
Det gælder uddannelse til alle "de fire liv": familieliv, samfundsliv, arbejdsliv og fritidsliv.
This applies to training for all "four lives", namely family life, community life, working life and leisure life.
Sålænge pigerne er små er problemerne næppe større end for drengene, bortset fra at der tidligt kræves en indsats af pigerne i det daglige arbejde i hjemmet. Ved pubertetsalderen (12-13 år) melder de egentlige problemer sig, 09 disse er nok specielt markante i et samfund som det danske med en meget fri omgang mellem unae af de to køn.
So long as the girls are small, the problems are hardly any greater than for the boys, apart from the fact that a contribution from the girls to the daily work in the home is required at an early stage.The actual problems appear at the age of puberty (12-13 years), and this is particularly noticeable in a community such as the Danish, with free mixing between the young of both sexes.
Forældrene vil da typisk være utilbøjelige til at tillade at pigerne deltager i aktiviteter der enten bringer dem i kontakt med unge af det andet køn eller på anden vis strider mod hjemlandets normer for unge kvinders adfærd.
The parents will then typically be uninclined to allow the girls to take part in activities which either bring them into contact with young people of the other sex, or conflict in some other way with the norms of the homeland for young women's conduct.
Således søger forældrene ofte at forhindre at pigerne går til skolefag som gymnastik, sang o.l. og de forlanger at al kontakt med drengene fra skolen ophører i det øjeblik de er ude af skolebygningen.
The parents therefore often try to prevent the girls from attending for school subjects such as gymnastics, singing,etc., and they demand that all contact with the boys from the school shall cease the moment they are outside the school building.
Ikke sjældent insisterer de på at tage pigerne ud af skolen når de kommer i pubertetsalderen.
They not infrequently insist upon taking the girls away from school when they reach the age of puberty.
I nogle tilfælde ville den eneste mulighed for at skabe lige uddannelsesmuligheder for piger og drenge nok være at man fra dansk side organiserede ,positiv særbehandling i form af undervisning under særlige "beskyttede" forhold for de unge kvindelige ind vandrere.
In some cases the only possibility for providing equal training opportunities for girls and boys would be for positive special treatment to be organized from the Danish side, in the form of instruction under especially "protected" conditions for the young female immigrants.
Såvel pakistanske som tyrkiske indvandrerfamilier reaoerer mod pigernes uddannelse i Danmark.
Both Pakistani and Turkish immigrant families react against
Under Københavns kommunes Ungdomsskole er der oprettet en kvindeskole som henvender sig til de indvandrede 16-24 årige kvinder.
A women's school for immigrant women aged between 16 and 24 years has been established under the youth school of the Copenhagen city council.
Undervisningen omfatter her dansk og samfundsfag samt tilvalgsfag som syning, husgerning, kost og sundhed.
The instruction covers Danish and social subjects, and also optional subjects such as needlework, domestic science, food and hygiene.
Arbejdsmarkedsuddannelserne (se afsnit 3.2) har kurser for langtidsledige som tager specielt sigte på de unge kvindelige indvandrere, og på en del af disse kurser optages udelukkende kvinder.
The labourmarket training schemes (see subsection 3.2) have courses for long-term unemployed persons which are especially for young female immigrants, and on some of these courses women only are admitted.
Hertil kommer en sskke initiativer baseret på mulighederne i lov nr. 301 af 8. juni 1978 om specialundervisning for voksne eller i den generelle lovgivning om fritidsundervisning.
In addition, there are a number of measures based upon the facilities provided for in Law No.301 of 8 June 1978 concerning special instruction for adults, and in the general legislation concerning sparetime classes.
Såfremt det overhovedet lykkes indvandrerkvinderne at få arbejde, er det typisk hårdt, snavset og helbredsmæssigt farligt arbejde de bliver tilbudt.
In so far as the immigrant women succeed in obtaining work at all, it is typically hard, dirty and work that is dangerous to health that they are offered.
I deres pressede situation er de tilbøjelige til at fortsætte arbejdet selv i tilfælde af opståede arbejdssygdomme som f.eks. rygskade og allergi.
In the difficult situation in which they find themselves,they tend to continue the work,
Mange af indvandrerkvinderne kommer fra et landbomiljø, og en tilværelse uden en rytmisk inddeling af dagen, måneden, året, betinget af landbrugets egen rytme, fører for dem til en desorientering i rum og tid.
Many of the immigrant women come from a rural environment, and life without the rhythmic cycle of day, month and year governed by agriculture's own rhythm results in disorientation in space and time for them.
Dette gør at en arbejdsløshedssituation i storbyen rammer disse kvinder endnu hårdere. Og risikoen for arbejdsløshed for netop denne kategori i befolkningen er specielt høj, således som det kan ses af figur 3.8 i afsnit 3.3.
This causes these women to be hit even harder by a situation of unemployment in the city, and the risk of unemployment for this very category of the population is especially high , as will be seen from Fig.3.8 in subsection 3.3.
Det bemærkes at arbejdsløsheden ligger meget højt for indvandrerkvinder fra tredjelandene i forhold til kvinderne i Danmark generelt.
It will be noted that unemployment is very high for immigrant women from third countries,compared with women in general in Denmark.
Værst er situationen for de tyrkiske og pakistanske kvinder.
The situation is worst for Turkish and Pakistani women.
Flere og flere af indvandrerkvinderne søger ind på arbejds markedet, men samtidig holdes så de store piger hjemme fra skolen til pasning af mindre søskende, og derved skydes yderligere problemer over på næste generation, idet pigerne ikke får den uddannelse der er en nødvendig betingelse for at klare sig i det danske samfund og på det danske arbejds marked.
More and more of the immigrant women are entering the labour market; but at the same time the older girls are kept at home, away from school,to look after their smaller brothers and sisters, thereby pushing further problems onto the next generation, because the girls do not get the training that is necessary for them to manage in the Danish community and on the Danish labour market.
I en undersøgelse fra Sekretariatet vedrørende uddannelses mæssige foranstaltninger mod arbejdsløshed, SVUA, resumeres en række faktorer der indbyrdes forstærker hinanden og som hindrer indvandrerkvinderne i at komme ud af deres svage position på arbejdsmarkedet:
In a survey from the Secretariat for training measures to combat unemployment (SVUA), a number of factors are summarized
De allerseneste år er der tegn på at man fra officiel side er ved at erkende at indvandrerne ikke blot er "gæstearbejdere", men udgør en mere permanent del af befolkningen i Danmark, og at der således er behov for en mere systematisk behandling af indvandrerproblematikken.
There have been signs in the very last few years of a readiness on the official side to acknowledge that the immigrants are not merely "guest workers", but form a more permanent part of the population in Denmark, and that a need therefore exists for more systematic treatment of the problems of immigrants.
Nogle få data kan belyse dette:
This can be illustrated by a few data:
1981: Undervisningsministeriet offentliggør en redegørelse over undervisning af fremmedsprogede i folkeskolen.
19 81; Ministry of Education publishes a report on the teaching of foreign languagespeaking pupils in primary school.
1981: Et indvandrerkontor oprettes under indenrigsministeriet. ministeriet.
19 81: An immigration office is established under the Ministry for Home Affairs.
1983: Indvandrerforskning gøres til særligt initiativ område for den samfundsvidenskabelige forskning i årene 1983-1987.
19 83: Research on immigrants is designated a special area for measures of sociological research in the years 1983-87.
1983: Indenrigsministeriet udgiver en samling af statistikker om indvandrerforhold.
19 83: Ministry for Home Affairs publishes a collection of statistics on immigrant matters.
1983: En ny udlændingelov træder i kraft.
19 83: A new Law concerning aliens comes into force.
Den danske indvandrerpolitik erklæres at være en integrationspolitik, i overensstemmelse med den officielle karakteristik af EF's minoritets- og indvandrerpolitik.
Danish policy on immigrants is declared to be a policy of integration, in accord with the official description of the EC policy on minorities and immigrants.
I europæisk sammenhæng er den indvandrerpolitik der føres i Danmark og Sverige for nylig blevet rosende omtalt under et Europarådsmøde i Strassbourg.
In the European context, the immigration policy pursued in Denmark and Sweden was praised recently at a meeting of the Council of Europe in Strasbourg.
Det blev fremhævet som noget positivt at man i disse to skandinaviske lande har indført kommunal valgret for indvandrere, og at man støtter indvandrernes foreningsdannelse.
It was emphasized as a good step that these two Scandinavian countries should have introduced the right for immigrants to vote in local elections and support for the formation of clubs by immigrants.
En integrationspolitik indebærer som nødvendigt element at der gøres en massiv indsats for at lære indvandrerne dansk, således at indvandrerne har en reel chance for at placere sig i samfundslivet.
An integration policy involves, as a necessary element, a large-scale effort to teach the immigrants Danish, so that they have a real chance to join in the life of the community.
Der kræves også en styrkelse af mulighederne for at indvandrer­ne kan bevare deres egen kultur, således at der ikke bliver tale om en assimilation til det danske safmund, hvor hjemlandets kultur fortrænges.
Another requirement is to strengthen the means to enable the immigrants to preserve their own culture, so that there is no talk of assimilation with the Danish community, to the exclusion of their own homeland culture.
Endelig må en reel integrationspolitik også indebære en indsats for at ændre danskernes holdning til indvandrerne.
Finally, a genuine integration policy must also include a drive to change the attitude of Danes towards immigrants.
Danskundervisningen
The teaching of Danish
I de seneste år er der som tidligere nævnt iværksat en række forskningsarbejder over dansk som fremmedsprog (se kap. 3.6).
As mentioned earlier, in the last few years a number of projects of research on Danish as a foreign language have been started (see subsection 3.6).
Disse arbejder udmønter sig allerede nu i uddannelsestilbud til indvandrerlærere, såvel inden for folkeskolen som inden for den almene voksenundervisning.
These studies are now already being turned to account in offers of training for immigrant teachers, within both the primary school and general adult education .
Tosprogede lærere i folkeskolen med indvandrernes hjemlandssprog som modersmål, kan være vanskeligt at gennemføre i landsdækkende målestok (se kap. 3.1).
It can be difficult to provide, on a national scale (see subsection 3.1) bilingual teachers in primary school with the immigrants'native language as the mother-tongue.
Men inden for det danske seminarium ud­danner man nu på specielle hold indvandrere til danske folke­skolelærere, og dette kan få den dobbelte virkning i folkeskolen at mulighederne for at bevare indvandrerkultur forbedres, sam­tidig med at de danske børn opnår viden om ­ og sikkert også ændrede holdninger til ­ den kulturbaggrund indvandrerne bringer med sig.
However, immigrants are now being trained as primary-school teachers of Danish, in special classes at the Danish teacher-training college, and this can have the dual effect in the primary school of improving the possibilities of preserving immigrant culture and, at the same time, enabling the Danish children to learn about - and certainly also to change their attitude towards - the cultural background which the immigrants bring with them.
De^/ærre er et karakteristisk nationalt træk hos danskere dette: "Du skal ikke tro at du er noget særligt".
A characteristic national feature of the Danes, unfortunately, is summed up in the statement: "You must not think that you are something special".
Fænomenet er beskrevet af den dansk-norske forfatter Axel Sandemose, og kaldes af ham for "Jantelovens første bud".
92 phenomenon is described by the Dano-Norwegian writer, Axel Sandemose, and called "Jantelovens første bud".
Da Danmark har så kort en erfaring inden for en egentlig ind vandring, er det først for ganske nylig at problemet med danskernes intolerance er blevet mærkbart.
Denmark's experience with actual immigration is so brief that the problem of the Danes' intolerance became noticeable only quite recently.
Faktisk var det en udbredt myte at danskere var specielt tolerante over for andre kulturer.
It was, in fact, a widespread myth that Danes were especially tolerant towards other cultures and it has now been found that the reason was, rather, that no other cultures existed close to home.
Det har nu vist sig at årsagen nok snarest var at der ikke var andre kulturer tæt inde på livet.
But how can this negative attitude towards other peoples in Denmark be changed?
Men hvordan kan denne negative holdning over for andre folkeslag inden for Danmark ændres? - På længere sigt vil indflydelsen i folkeskolen med undervisning i andre kulturbegreber via lærere med oprindelse i indvandrerlandene kunne få betydning og selvfølgelig også skoleelevernes daglige omgang med kammeraterne fra disse kulturer.
In the longer term, the influence in the primary school, with instruction in other cultural ideas from teachers who originate from the countries of immigrants could become important - and the school pupils' daily mixing with fellow-pupils from these cultures as well, of course.