natgillin/translations-raw huggingface dataset:
• For det andet afprøvede projektet undervisningsteknikker, der byggede på et samarbejde, hvor elever med italien sk som modersmål var modeller og lærerne fungerede som vejledere.
Today the percentage of foreign settlers in major Italian conurbations seems to have reached 5% of the local population and in three or more towns the figure is approximating 10 %.
I dag er procentdelen af udlændinge i de store italienske byområder nået op på 5% af befolkningen, og i tre eller flere byer er tallet på vej mod 10%.
• Firstly, the project set out to collect data for a better understanding of the process of second language acquisition by bilingual pupils in school. • Secondly, techniques of collaborative learning with native speakers as a model and teachers as guides were test ed in the classroom. • Thirdly, the diversity in language use at home and at school was used to develop intercultural awareness.
• For det tredje blev forskellene mellem det sprog, man bruger i skolen, og det sprog, man bruger hjemme, brugt som grundlag for en øget bevidstgørelse om tværkulturelle emner.
The ministry directive recommends the normal placement of foreign pupils according to age; however, many such pupils are still unfortunately placed in lower classes, which are totally inappropriate in terms of cognitive development.
Et ministerielt direktiv anbefaler, at uden landske elever skal placeres efter alder. Ikke desto mindre bliver mange af disse elever beklageligvis stadig placeret i de yngste klasser, hvilket er yderst uhensigtsmæssigt for deres intellektuelle udvikling.
The survey of family language use:This survey was designed to provide a detailed picture of both language and community life in the country of origin as well as language use and educational aspirations in Italy within the most representative foreign groups.
Oversigten over det sprog, man bruger i familien: Hensigten var at få en oversigt over både sproget og omgangsformer i det land, eleverne kom fra, og at undersøge sprogbrugen og forventningerne til uddannelsessystemet i Italien hos de mest repræsentative grupper af udlændinge. ge.
The project has three objectives: language teaching, intercultural education and the promotion of administrative collaboration.
Oversigten over børnenes sproglige kompetence: Formålet med denne oversigt var at undersøge forskellige mønstre i den sproglige kompetence hos børn fra de forskellige indvandrergrupper for at få et detaljeret og præcist billede af de forskellige faser i indlæringen af et fremmedsprog.
The survey of children's language use: This survey aimed to investigate patterns of bilingualism and language use among children of different foreign groups, in order to achieve a detailed and accurate description of the stages and resources of the process of second language acquisition.
De forskellige livsformer blev diskuteret i de tværkulturelle klasser, og de forskelle, som fremgik af sammenligninger, blev brugt som intellektuel stimulans og til udarbejdelsen af undervisningsmateriale for at fremme samarbejdet og forståelsen af de tværkulturelle emner blandt alle eleverne. verne.
The diverse patterns were discussed in the multicultural classrooms, and the differences that emerged from the comparison were used to provide intellectual stimuli and teaching materials to promote multicultural interaction and awareness among all pupils.
Kontakten mellem skole og hjem: Forældrekonsultationer vedrørende børnenes skolegang var meget nyttige til at skabe et godt forhold mellem hjem og skole. De handlede først og fremmest om skolegangen, men kom af og til også ind på børnenes trivsel mere generelt.
Family-school liaison: consultation with parents over educational issues was most useful in establishing good family-school relations.These involved primarily educational matters but occasionally they included community issues as well.
Der blev lagt særlig vægt på undervisningen i modersmålet, og forældrenes synspunkter og fremtidsplaner blev inddraget for at kunne bevare sproget og kulturen fra deres eget land.
Special attention was given to the issue of mother tongue teaching and parental views and aspirations were sought in relation to the maintenance of the language and culture of the country of origin.
mangfoldighed i oprindelseslandet, en beskrivelse af de forskellige mønstre for sprogbrugen i skolen og i hjem met og en udarbejdelse af tosprogede profiler for de udenlandske børn.
Linguistic awareness for all pupils: an encouraging outcome of the impact of the language games for bilingual pupils was that they stimulated the interest of
Sproglig bevidstgørelse af alle elever: Sproglegene fik det opmuntrende resultat, at alle eleverne i skolerne fik deres interesse stimuleret.
Rethinking language education: the project offered an opportunity to rethink models and methodology of language education in view of diverse processes of language acquisition experienced by pupils with different linguistic backgrounds.
Denne interesse førte til, at alle eleverne diskuterede sproglige og kulturelle spørgsmål, og resultatet pegede i ret ning af, at fremtidigt arbejde med tosprogede elever skal involvere alle eleverne, ikke bare de udenlandske børn.
In particular the discussion on the development and properties of bilingualism set off a critical and constructive debate on the appropriateness of conventional mother tongue and foreign language methodology and materials for children who are bilingual.
Nyt materiale til træningsprogrammerne for lærerne: Indsamlingen af data og materiale, der skulle anvendes i lærernes træningsprogrammer, koncentrerede sig om tre vigtige områder: en beskrivelse af den sproglige
Exchange of ideas and constructive criticism between second language teachers, on the one side, and foreign language teachers, on the other, reinforced the view that, if second language acquisition programmes are to be effective, they require special training and appropriate commercial materials.
• Sproglegene for tosprogede elever stimulerede interessen hos alle eleverne i skolerne, og det pegede i retning af, at fremtidige projekter skulle involvere alle eleverne, ikke blot de udenlandske.
• Good family-school relations were established by consulting the parents over educational issues. • The language games for bilingual pupils stimulated the interest of all pupils in the schools, which suggested that future surveys should involve all pupils and not only the foreign children. • Induction courses of intercultural education were given to as many teachers and head teachers as possible. • There was an exchange of experiences and ideas between second language teachers and foreign language teachers. • The teachers/fieldworkers will contribute to future inservice training pro grammes. • The possibility of intra-institutional collaboration was explored.
• Mulighederne for samarbejde mellem forskellige institutioner blev undersøgt.
The focus within the action project on bilingualism was on minority children, but the necessity of involving all pupils is recognized. ognized.
Man fremmede samarbejdet mellem for skellige institutioner for at leve op til ånd og bogstav i en række EU-direkti-ver. der lægger større vægt på tværkulturel uddannelse end den ældre og mere traditionelle nationale lovgivning.
Collaboration within different offices was sought to realise the spirit and resolution of EC directives that are more sensitive to issues of intercultural education than the older and more traditional national legislation.
Case study 7: Uddannelsespolitikken i Rotterdam, Holland
Case study 7: The educational policy in Rotterdam - The Netherlands
Region: Rotterdam Periode: 1991-1996 Finansiering: Fonden til Begrænsning af Uddannelsesmæssige Handicap (hollandsk forkortelse: FAO) (bystyret, uddannelsesafdelingen (5%)) Fokus: Sprogindlæring; integrationen
Region: the City of Rotterdam Period: 1991-1996 Funding: The fund for the reduction of educational disadvantages (Dutch acronym: FAO) (local council, department of education (5%)) Main areas of attention: language learning; integration
Alle de metoder, man har brugt til indsamle data om den sproglige mangfoldighed og til at udarbejde sproglige profiler for tosprogede elever sammen med beskrivelsen af deres sproglige udvikling, er udviklet både for at arbejde på lokalt niveau og for at udarbejde en model på nationalt niveau. Arbejdet med at fremme samarbejdet mellem institutionerne sigter netop på at komme med forslag til andre myndigheder med ansvar for undervisning, som ønsker at forbedre sprogindlæringen hos elever med italiensk som fremmedsprog, og som samtidig ønsker at integrere dette med tværkulturel undervisning.
All research instruments used to collect the data on language diversity and to design the language profiles of bilingual pupils together with the description of their linguistic development have been designed to provide a local service as well as a national model.The work on inter-institutional collaboration aims precisely at for mulating suggestions to other education authorities with a view to making the project clearly understandable by any school wishing to improve the second language acquisition of bilingual students and integrating it with intercultural education.
Heraf er allerede en tredjedel af anden generation: de er født i Rotterdam. Det forventes, at denne befolkningsgruppe i 2008 vil udgøre omkring 32%.
Already a third of this group belongs to the socalled second generation: they were born in Rotterdam.
Rotterdam har altid haft en ret dårligt uddannet befolkning.
The City of Rotterdam has always had a relatively poorly educated population.
medlemmer repræsenterer dels byen, dels skolemyndighederne.
On 1 August 1996, the FAO was dissolved and succeeded by a new agreement, the Rotterdam Education Forum (ROF).
• Den enkelte skole er centrum for initiativerne, som skal være fast forankrede i daglig praksis. • Skolerne får, på visse betingelser, ekstra personale eller ekstra penge. • Information om den aktuelle undervisningsmæssige situation, fortrinsvis ved underviserne selv. • Overvågning og evaluering af resultaterne for hver enkelt elev, for hver skole og for lokalområdet. • Særlige projekter for nøgleområder: hollandsk som andetsprog, forældreinddragelse, begrænsning af pjækkeri og fra fald m.m.
• The individual school is the centre of innovations: innovations must be firmly rooted in everyday practice. • Schools receive extra staff or money, under certain conditions. • Information about the current state of affairs in teaching, preferably by practitioners themselves. • Monitoring and evaluation of results at pupil level, school level and local level. • Special projects for key areas: teaching Dutch as a second language, parental involvement, reduction of truancy and dropout rates etc.
For bedst muligt at realisere målsætningerne samarbejder FAO med grupper og institutioner, der kan hjælpe til med at nå mål grupperne. Som eksempler kan nævnes migrantfamiliernes organisationer og sociale, sundheds- og børneinstitutioner.
To reach the aim of the fund in an efficient and effective way, FAO cooperates with groups and institutions that can help to reach the target group.
håndtagende.
Unemployment is high, even rampant, among ethnic minority groups.
Når hertil kommer mange migrantforældres ringe formelle uddannelse, er det ikke overraskende, at næsten to tredjedele af børnene i Rotterdam kommer fra en familie med lav socioøkonomisk status (SES).
Add to this the poor formal education some of the migrants' parents had, and it is not surprising that almost two thirds of the children in Rotterdam come from a family with a low socio-economic status (SES).
Som i mange andre vesteuropæiske lande er der også i Holland stor for skel på, hvilket udbytte børn fra familier med henholdsvis høj og lav SES får af undervisning.
As in many other Western countries, the educational output in The Netherlands differs greatly between children from high and low SES-families.
Migrantfamiliernes børn har desuden den ekstra ulempe, at de undervises på et sprog, der ikke er deres modersmål.
For children of migrant families, there is the extra disadvantage of being taught in a lan guage that is not their mother tongue.
For at give born af familier med lav SES større uddannelsesmæssige chancer er der, både på nationalt og på lokalt plan, en særlig uddannelsespolitik under udvikling. Der er tale om en tostrenget politik.
In order to improve the educational chances of children of low SES-families, both on the national and on a local scale, a special educational policy is being developed.
For det andet udpeges områder, hvor der er mange born med lav SES, til uddannelsesmæssigt prioriterede områder.
Secondly, areas with a high rate of low SES-children, are designated as educational priority areas.
Disse områder får ekstra midler, f.eks. til at udvikle og indføre mere effektive metoder og strategi er eller til at fremme samarbejde mellem henholdsvis skolerne og forsorgs- og sociale institutioner.
These areas receive extra fund ing, e.g. for the development and implementation of more effective methods or strategies, or to encourage the cooperation between schools and welfare, and social institutions.
Hele Rotterdam er et sådant "uddannelsesmæssigt prioriteret område".
The City of Rotterdam as a whole is such an "educational priority
FAO-initiativet finansierer eller støtter mange projekter, som har til formål at stimulere interkulturel kontakt blandt elever, forældre, læreres selvhjælpsgrupper og migrantorganisationer eller at fremme ind vandrernes engagement i skolerne og i deres elever.
As part of the FAO-initiative many projects are funded or co-funded, to stimulate intercultural contact among pupils, among par ents, among self-help groups of teachers, or migrant organizations, and to promote involvement of the community in schools and their pupils.
Succesrige eksempler på projekter til frem me af integrationen mellem elever og voksne med forskellig kulturel baggrund i
Successful examples of projects to promote integration between pupils and adults of different cultural back grounds
* Deltaplanen vedrørende sprogpolitikken primær- og sekundærskoler
* The Deltaplan on language policies of primary and secondary schools
I 1991 påtog byrådet og de lokale uddannelsesmyndigheder (offentlige og private, religiøst baserede) sig i fællesskab ledelsen af det lokale uddannelsesmæssigt prioriterede område. Der blev oprettet en såkaldt Fond til Begrænsning af Uddannelsesmæssige Handicap (hollandsk forkortelse: FAO) med deltagelse af 191 skoler (over 60% af alle skoler) med det formål at forbedre udbyttet af undervisningen i de elementære færdigheder såvel som hele skoleforløbet for alle børn i risikozonen i Rotterdam. dam.
In 1991, the city council and the local education authorities (public and private, religion based) joined together to govern the local educational priority area.The fund for the reduction of educational disadvantages (Dutch acronym: FAO), in which 191 schools participate (more than 60% of all schools), was set up to improve the educational output in the basic skills and the school careers of all children at risk in Rotterdam.
undervisningsmæssige kvaliteter og den forventede tilstrømning af fremmedsprogede elever i den nærmeste fremtid for på den baggrund at fastlægge en politik og en aktionsplan med følgende sigte:
the various measures taken by the parties concerned, as the main causes.
• at skabe overblik over undervisningstilbudet i hollandsk og afklare, hvordan det tilpasses til flersprogede elever på en sådan måde, at de kan nå vidt i undervisningssystemet; ge sprog, taler for en omfattende sprogpolitik på enhver skole.
The Deltaplan is a large-scale initiative of more than 70 schools to assess the lan guage situation of their pupils and their results in basic skills, the curriculum of the school, the staff teaching abilities and the expected influx of multilingual pupils in the near future, in order to draw up a policy document as well as a working plan with the following aims:
Men man synes i det seneste tiår at have undervurderet betydningen af de mange forskellige modersmål.
Multilingualism in schools argues for a comprehensive language policy at every school.
Det indebærer, at man må opgive den position, at det nationale sprog er det eneste, der undervises i og på. Dette er en stor kulturel ændring, som ikke kan gennemføres med ad hoc-foranstaltninger alene.
In this sense, the phenomenon of multilingualism seems to have been underestimated in the last decade.
Den berører undervisnings- og indlæringsprocessen i videste forstand.
It concerns the process of teaching and learning in its broadest sense.
A. Sprogpolitik i praksis på skolerne
Activities A. Language policy in practice at schools
• at sikre de sprog, skolen tilbyder som førstesprog, en veldefineret plads i hele læseplanen;
• a clear view of the whole curriculum that is offered in Dutch: how to adjust to multilingual pupils in a way they still can reach high aims in education; • establishing a clear line in the curriculum of Dutch as a first and as a second language; • giving the first languages that are offered in the school a well defined place in the whole curriculum; • to promote ongoing assessment of pupils' results as a means to guide the next steps of the educational manage ment of the school.
Deltaplanen er ikke et universelt sæt anvisninger eller undervisningsmateriale, men en arbejdsmetode.
The Deltaplan is not a universal set of instructions or teaching materials, it is a working method.
Det er en aftale mellem en skole og støttesystemet om at indlede en proces, der skal begrænse de uddannelsesmæssige handicap.
It is an agreement between a school and the support system to start a process aimed at minimizing educational disadvantages.
En primærskole, der ønsker at udvikle sin egen sprogpolitik, kan kontakte ekspertise centeret, som er et lokalt center med konsulenter, undervisere og læseplansforfattere.
A primary school that wants to develop its own language policy can contact the centre of expertise: the local centre for consultants, trainers, and curriculum develop ers concerned with language policy.
Skolen får konsulentbistand fra ekspertisecenteret og investerer selv i sprogpolitikken ved at udpege en intern sprogpolitikkoordinator.
The school receives extra consultancy services from the centre of expertise, while investing itself in language policy by appointing an internal coordinator for language policy.
Det første år går udelukkende med diagnose og planlægning.
The first year is spent entirely on diagnosis and design.
Til brug for diagnosen findes der særlige instrumenter.
Special instruments are available for this diagnosis.
Efter det første år foreligger sprogpolitikplanen, som er et flerårigt dokument, der gælder for den enkelte skole og omhandler aktioner til forbedring af resultaterne af sprogundervisningen.
After the first year the language policy plan will have emerged, a school-specific document valid for several years, providing for actions to improve the results of language teaching.
I det andet år påbegynder skolen og støtte systemet gennemførelsen af sprogpolitik ken. Sprogpolitikken omhandler hollandsk som forstesprog, hollandsk som andetsprog, undervisning i etniske minoriteters sprog og anvendelse af hollandsk som undervisningssprog i ikke-sproglige fag.
In the second year of participation the school and the support system start implementing their language policy plan.
B. Læreruddannelse i sprogpolitik
B. Teacher training on language policy
Læreruddannelse i sprogpolitik er en lang sigtet politik iværksat af Rotterdam-Uddannelsescenter.
The teacher training on language policy is a long-term policy adopted by the Rotterdam Centre for Educational Services.
Aktiviteterne foregår inden for rammerne af Deltaplanens sprogpolitik pa primærtrinet.
Its activities are carried out with in the framework of the "Deltaplan Language Policy Primary Education".
Hovedopmærksomheden samler sig om sprogpolitik i praksis i skolerne og læreruddannelse i sprogpolitik.
Its main area of attention is language policy in practice at schools and teacher training on language policy.
Det skyldes, at en undersøgelse af årsagerne til, at minoriteterne ikke gør afgørende fremskridt med hensyn til uddannelsesmæssige resultater, har peget på sproget og på utilstrækkelig koordinering af de for skellige foranstaltninger som de væsentligste årsager.
The reason for this is that research on the causes for the lack of definite improvement in the educational achievements of minorities pointed to lan guage and to inadequate coordination of
Før starten på et nvt skoleår undersøger sprog politikkonsulenterne skolernes behov for
Language topics are translated in terms of teaching skills, strategies to stimulate lan-
ske eller arabiske lærer, så eleverne kan gøre sig bekendte med dem på modersmålet. Dette projekt foreligger på fem sprog.
guage acquisition, effective instruction etc., so that they can start being useful in inservice training programmes.
læreruddannelse, og på grundlag heraf fast lægges det, hvilken efteruddannelse der skal gives.
Results groups (e.g. Moroccan, or Turkish, or Surinam).
Hver skole kan få præcis, hvad den beder om.
Some of these schools, as part of their language policy, promote language co-education for the youngest age groups.
Konklusionen er. at efteruddannelsen altid bør integreres i skolens sprogpolitik, og at skolens behov bør være afgørende for efteruddannelsen.
One can, however, say that the schools in general are very motivated to start the Deltaplan process, and that once initiated, both the team and the support system work very hard to make it a success.
Der findes nogle omfattende initiativer til informering af forældrene om uddannelsessystemet og skolerne i Rotterdam.
There are some large-scale initiatives to inform parents about the educational system and schools in Rotterdam.
Informationen gives på forskellige sprog.
Information is available in different languages for example.
I mange dele af byen informeres forældrene ved særlige arrangementer, hvor repræsentanter for særlige migrantgrupper deltager.
In many parts of the city, information is given to parents in special presentations.
FAO står også bag en særlig telefontjeneste, som forældrene kan ringe til, hvis de har spørgsmål om skole og uddannelse.
In these presentations, representatives of special migrant groups take part.
Det er dog for tidligt at drage konklusioner om elevernes resultater.
Par ents can call in if they have questions regarding school and education.
Men generelt kan man sige. at skolerne er meget motiverede for at komme i gang med Deltaplanen, og at både skolernes og støttesystemets per sonale arbejder meget hårdt for at gøre den til en succes.
The telephone is answered in their own language by specialists of different migrant groups.
Frivillige hjælper unge nyankomne immigranter, så de føler sig hjemme i Rotterdam
* Volunteers join to help young newlyarrived immigrants to feel at home in Rotterdam
I 1992 var der ca. 20 primærskoler, der ønskede at deltage. I 1993 kom et lignende antal til, og i 1994 yderligere 25 skoler.
In 1992, about 20 primary schools wanted to participate.
For øjeblikket er der ca. 65 såkaldte "Deltaplanskoler", hvilket er over halvdelen af de Rotterdam-skoler, der set ud fra antallet af fremmedsprogede elever bør beskæftige sig med sprogpolitik.
At present, about 65 schools call themselves a "Deltaplan-school"; they represent over half of all the Rotterdam schools that should work on language policy, taking their numbers of enrolled allochthonous pupils into account.
Deltaplanen håber at nå de resterende skoler i den nærmeste fremtid.
Deltaplan is hoping to reach the remaining schools in the near future.
* Tosproget initiativ over for 46 årige
* Bilingual approach for 46 years old
Mange skoler tilbyder et særligt program.
Many schools offer a special programme.