natgillin/translations-raw huggingface dataset:
De pakistanske indvandrere i Danmark repræsenterer en række forskellige sproggrupper, hvilket giver problemer med hensyn til den modersmålsundervisning de har krav på i Danmark: Denne finder sted på urdu, landets officielle sprog, men måske er det et helt andet sprog de unge indvandrere taler med deres familie.
The Pakistani immigrants in Denmark represent a number of different language groups, causing problems with regard to the mothertongue instruction which they require in Denmark. This instruction is given in Urdu, the official language of the country; but the young immigrants will possibly speak a quite different language with their family.
En overvejende del af de voksne mandlige pakistanere kan kommunikere mundtligt på engelsk, og en del af dem har en langvarig skoleuddannelse bag sig. Noget tilsvarende gælder ikke kvinderne, som derfor ofte føler sig meget isolerede.
The great majority of adult male Pakistanis can communicate verbally in English, and some of them have long schooling behind them; but this is not true of the women, who therefore often feel very isolated.
En undersøgelse i forbindelse med det tidligere nævnte EF-projekt i Odense (se kapitel 3.1) giver følgende billede af familiemønstret for de tyrkiske indvandrere:
A survey in connection with the EC-project mentioned earlier (see subsection 3.1), in Odense, provides the following picture of the family pattern for Turkish immigrants.
Fædrene er indvandret omkring syv år før hustruen er ankommet.
The fathers will have immigrated about seven years before the
De har fra et til otte børn, i gennemsnit fire, og alle børn i den undervisningspligtige alder går i skole.
70 wife's arrival. They have from one to eight children -four, on average - and all of the children of school age attend school.
Deres kontakt med hjemlandet opretholdes regelmæssigt, de skriver og telefonerer, og næsten alle holder ferie i Tyrkiet hvert eller hvert andet år.
Contact with the homeland is regularly maintained; they write letters and telephone, and nearly all of them take holidays every year or every two years in Turkey.
De er muhamedanere og fejrer de samme højtider som i hjemlandet.
They are Muslims and celebrate the same festivals as in their homeland.
I elleve ud af atten familier lever man som i Tyrkiet.
In eleven out of eighteen families they live as in Turkey.
I seks familier er man begyndt at antage danske vaner, og i et enkelt tilfælde, hvor manden har giftet sig med en dansk kvinde, lever man som i Danmark.
In six families, Danish customs will have begun to be adopted, and in one case where the man has married a Danish woman the husband lives as they do in Denmark.
Deltagelsen i dansk samfundsliv er generelt set ringe, man følger lidt med via TV, nogle enkelte deltager i fagforeningsarbejde.
In general, there is little participation in Danish community life; the immigrants follow it a little through television and a few take part in trade-union work.
Der ses meget positivt på børnenes skole gang, alle ønsker at de skal lære så meget som muligt, og hold ningen er meget positiv hvad angår undervisningen i dansk.
They take a very favourable view towards the children4s schooling, all of them wishing the children to learn as much as possible, and the attitude is very favourable regarding instruction in Danish.
Der er generel tilfredshed med hele skolevirksomheden.
General satisfaction exists with the school activity as a whole.
Samspillet med hjemegnen er intenst, og ofte ejer familien fortsat både hus og jord i hjemlandet, og de penge de tjener i Danmark investeres i byggeforetagender i Jugoslavien.
71 the home country and the money that they earn in Denmark is invested in construction projects in Yugoslavia.
Det er ret almindeligt at nogle af familiemedlemmerne på skift opholder sig i hjemegnen for at varetage bestemte opgaver.
It is very common for some family members by turns to reside in the home district to attend to various tasks.
Familierne støtter for de flestes vedkommende børnenes skolearbejde, hvilket til dels kan skyldes at familierne ofte arbejder hen imod at kunne vende tilbage til hjemlandet, og at der fra jugoslavisk side kræves en dokumentation for den danske undervisnings omfang.
Families in most cases support the children's school-work - which may be due to some extent to the families often working towards the day when they can return to their homeland, and also to the Yugoslav authorities requiring presentation of documentation on the scope of the Danish schooling.
Typisk for denne indvandrergruppe er ligeledes at foreningslivet er meget levende, og at der er et organiseret samvær med sproggruppen som helhed.
A typical feature of this immigrant group is also that club activity is more alive and that gatherings with the language group as a whole are organized.
3.5 Boligsituationen
3.5 Housing situation
De mandlige indvandrere, der kom til Danmark nogle år før de fik familierne med, indlogerede sig i værelser eller i lejligheder hvor de boede op til tre-fire indvandrere pr. værelse.
The male immigrants who came to Denmark some years before their families joined them were accommodated in rooms or flats,in which they lived with three or four immigrants to each room.
Indtil den nye udlændingelov i 1983, var det en betingelse for at få kone og børn ind i Danmark at den mandlige ind vandrer havde en "passende bolig".
Until the new Law concerning aliens was passed in 1983, it was a required condition for getting a wife and children into Denmark that the male immigrant should have "suitable accommodation", defined as follows:
Disse betingelser var vanskelige at få opfyldt såfremt familien var af en vis størrelse, navnlig kunne det knibe med at finde en "passende bolig" i de billige kvarterer i de gamle bydele.
These conditions were difficult to satisfy if the family was of a certain size; in particular, it could be difficult to find "suitable accommodation" in the cheaper districts in the old urban areas.
Derfor flyttede familien ud i det dyre sociale boligbyggeri i Københavns og de store provinsbyers omegn.
The family would therefore move out into the more expensive subsidized housing on the outskirts of Copenhagen and the large provincial towns.
Når så familien havde boet her i landet i den tid der krævedes for at få tidsubegrænset opholdstilladelse, flyttede den måske bort fra den dyre lejlighed ind i de gamle og billige, ikke så sjældent saneringsmodne lejligheder i storbyens indre.
Then, when the family had lived in this country for the period of time that was required in order to obtain a residence permit for an unlimited time, it would perhaps move from the expensive flat and into the old, low-cost flats - which were not infrequently ready for clearance and redevelopment - in the inner city areas.
Her har indvandrerfamilier tilhørende samme sproggruppe ofte samlet sig i samme kvarter.
Immigrant families belonging to the same language group often settled together here in the same district.
Koncentrationen af indvandrere fra tredjelandene er idag specielt høj i visse områder af Københavnsregionen.
The concentration of immigrants from the third countries is particularly high today in certain areas of the Copenhagen region.
Det drejer sig typisk om den gamle bykerne i København, således som det blev vist i kapitel 2, figur 2.9.
These are typically the old city centre in Copenhagen, as shown in chapter 2, Fig. 2.9.
Boligernes kvalitet
Housing quality
Man kan ud fra ovennævnte oplysninger forvente at indvandrerne vil være overrepræsenteret i den helt nye og i den gamle bolig­masse.
On the basis of the above information, one would expect the immigrants to be over­represented in the completely new and in the old housing areas.
Dette stemmer til en vis grad overens med den statistiske opgørelse i fig. 3.11.
This is to some extent in accord with the statistical table in Fig. 3.11.
Det ses her at indvandrere fra Pakistan og Jugoslavien er over­repræsenteret i den gamle boligmasse (før 1939), og at tyrkerne er overrepræsenteret i den helt nye boligmasse (1970­1980), medens indvandrerne generelt er underrepræsenteret i forhold til samtlige husstande i Danmark i den boligmasse der stammer fra de mellemliggende år (1940­1969).
It will be seen here that immigrants from Pakistan and Yugoslavia are over­represented in the old housing (pre­1939) and that the Turks are over­represented in the completely new housing areas (19 70­19 80), whereas immigrants in general are under­represented in comparison with households as a whole in Denmark, in the housing dating from the intermediate years (1940­1969).
Fordelingen af husstande fra de tre store indvandrernationer på boliger fra forskellioe opførelsesperioder.
Distribution of households from the three major immigrant­countries, between housing dating from different periods of erection. (From "Statistik om Indvandrere", 1983)
En opgørelse over installationer i boligen viser at ind vandrerne er væsentligt dårligere stillet end befolkningen som helhed (fig. 3.12).
74 immigrants are much worse off in this respect than the population as a whole (Fig.3.12).
Hertil kommer at indvandrerfamilierne er langt mere børnerige end de danske familier og dermed har specielt behov for rimelige sanitære forhold.
Moreover, Lhe immigrant families have far more children than the Danish families and therefore have a special need for reasonable sanitary conditions.
Boligernes Installationsforhold i 1980 hvad angår de tre store indvandrernationer set i relation til samtlioe danske husstande.
Housing interior equipment in 1980 for the three major immigrant-countries, compared with Danish households as a whole. (From "Statistik om Indvandrere", 19 83)
Pakistanske Jugoslaviske Samtlige hus stande i DK
Turkish Pakistani Yugoslav All house holds in
De børnerige indvandrerfamilier markerer sig i en opgørelse over beboelsestætheden (fig. 3.
The large immigrant families are shown in a table of housing occupation-density (Fig.
13), hvoraf det fremgår at omkring en fjerdedel af indvandrerfamilierne bor flere end pr. værelse, medens dette kun er tilfældet for to personer én procent af det samlede antal husstande i Danmark.
3.13), which shows that about onequarter of the immigrant families live more than two persons to a room, whereas this is the case for only one per cent of the total number of households in Denmark.
(Fra Statistik om Indvandrere, 1983).
Occupation­density of foreign households in 1980, (From "Statistik om Indvandrere", 1983)
Beboere pr. vareise
Residents per
Pakistanske Jugoslaviske Samtlige hus stande i DK
Turkish Pakistani Yugoslav All house­ τ­οητη holds in room
Kilde: Danmarks Statistik.
Total ice,·.«
Ordene er beslægtede, rent meningsmæssigt, men de betegner på væsentlige punkter forskellige holdninger til indvandrerne som elementer i det danske samfund.
The words are related to one another, from the standpoint purely of meaning; but they represent attitudes towards immigrants as factors within the Danish community, which are disparate in very important respects.
Ved "tilpasning" menes oftest at indvandrerne skal ændre sig, ændre deres adfærd, deres sociale og andre koder, således at de ikke af danskerne føles som "fremmedlegemer".
By "adaptation" is usually meant that the immigrants must change themselves, their behaviour and their social and other
Ved "assimilation" menes en proces hvorved indvandrerne så at sige opsuges af det danske samfund, samtidig med at deres sociale og kulturelle koder mest muligt nærmer sig de danske.
By "assimilation" is meant a process whereby immigrants are, so to speak, absorbed by the Danish community, while at the same their social and cultural codes come to resemble those of the Danes as closely as possible.
Ved "integration" derimod menes hyppigst en proces der resulterer i at indvandrerne kommer til at fungere i det danske samfund på lige fod med danskerne, idet de dog hverken behøver at give afkald på eller ændre deres kulturelle særpræg.
By "integration", on the other hand, is meant usually a process which results in immigrants functioning within the Danish community on an equal footing with the Danes, without, however, requiring either to abandon or to change their cultural characteristics; they join the Danish community, retaining their identity.
De går ind i det danske samfund med bibeholdelse af deres identitet, Naturalisationen opfattes af mange som en slags bevis for tilendebragt assimilation eller integration.
Naturalization is conceived by many people as a kind of proof of completed assimilation or integration.
Herved giver ind vandreren afkald på sit tilhørsforhold til det gamle hjemland, og bliver, på papiret og juridisk, dansker.
With it, the immigrant renounces his original nationality and becomes - on paper and in law - a Dane.
Helt så enkelt er det ikke.
However, it is not quite so simple as this.
Ganske vist finder i en del tilfælde et veritabelt "hamskifte" sted, hvorved den naturaliserede indvandrer kommer til at føle sig som dansk, tænke som en dansker, overtage danskernes vaner og få en dansk omgangskreds.
It is quite true that in some cases a veritable "sloughing-off" takes place, whereby the naturalized immigrant comes to feel Danish, to think like a Dane and to adopt Danish customs and acquire a circle of Danish acquaintances.
Men der vil i andre tilfælde også efter naturalisationen være noget tilbage af det gamle jeg, som gør at den naturaliserede indvandrer stadig føler sig "anderledes".
In other cases, however, something of the old self will remain even after naturalization, causing the naturalized immigrant still to feel "different".
Og sit udseende ændrer man ikke ved at opnå dansk indfødsret.
And he does not alter his appearance by acquiring Danish citizenship.
Nok kan en pakistaner føle sig som en dansker, men danskerne vil ofte fortsat opfatte ham eller hende som fremmedartede, d.v.s. igen som "anderledes".
A Pakistani can certainly feel that, he is a Dane; but the Danes will in many instances continue to regard him or her as alien - i.e. again as "different".
Danmark har, som flere gange nævnt i denne rapport, ikke traditioner som indvandrerland.
As mentioned several times already in this report, Denmark has no traditions as a country of immigration.
Derfor søger man i disse år at opbygge en baggrund for undervisningen af indvandrerne som delvis bygger på teorier og erfaringer fra andre lande.
In the last few years, therefore, an attempt has been made to build up a basis for the instruction of immigrants which is partially founded upon theories and practical experience from other countries.
Men spørgsmålet er i hvor høj grad de erfaringer, der er høstet i lande med en anden sprog­ og kulturbaggrund, kan overføres til danske forhold.
The question is, however, how far the experience gained in countries with a different background of language and culture can be applied to the Danish situation.
Ikke mindst har danske forskere og praktiske udøvere af frem­mesprogsundervisningen set på forholdene i Sverige, et land som sprogligt og kulturelt ligger tæt på Danmark, og hvor man har langt mere tradition for behandling af indvandrerspørgsmål.
Not one of the least important sources is studies of the situation in Sweden - a country which is close to Denmark in language and culture and where much more tradition exists in the handling of immigrant-matters - which have been made by Danish researchers and practitioners of foreign-language teaching.
De største sproglige problemer opstår for den indvandrer der skal lære det nye sprog som voksen.
The greatest problems of language arise for the immigrant who has to learn the new language as an adult.
Der vil undertiden være så store forskelle i de to sprogs opbygning og de principper de struktureres efter, at indvandreren får store kommunikations­problemer.
There will sometimes be such great differences between the respective structures and structural principles of the two languages,that the immigrant experiences great problems of communication.
Men det er ikke bare det nye lands sprog der volder problemer.
However, it is not only the language of the new country that causes problems.
Endnu alvorligere er det måske at man i Sverige har konstateret at der i en del tilfælde sker en nedbrydning af indvandrernes modersmål selv i tilfælde hvor de fortsat jævnligt bruger modersmålet.
Even more serious is perhaps the fact that a number of cases have been found in Sweden where break-down of the immigrants' mothertongue takes place, even in cases
Hvad dette skyldes er man ikke helt klar over, måske spiller den intensive indlæring af det nye sprog en rolle.
It is not very clear what the reason for this is; intensive learning of the new language possibly plays a part.
Idealet når det gælder unge indvandrere der vokser op i Danmark er at de bliver tosprogede, d.v.s. at de, foruden at de behol­der og videreudvikler deres modersmål, lærer sig dansk i samme udstrækning som deres danske kammerater.
The ideal situation for young immigrants who grow up in Denmark is for them to become bilingual - i.e. to learn Danish to the same extent as their Danish fellow-students, in addition to retaining and developing further their mother-tongue.
Men indvandrerbørn risikerer at blive "halvsprogede". Derved forstår man at de ikke opnår at beherske hverken indvandrings­sproget eller hjemlandets sprog fuldt ud, de har kun to "halve" sprog.
But there is a risk of immigrant children becoming "semilingual" , by which is understood that they do not achieve full command of either the language of immigration or the language of their homeland; they have only two "half-languages".
En sådan tilstand er svær at rette op, og de ramte børn vil gennem opvæksten være handicappede i forhold til deres danske kammerater.
Such a situation is difficult to rectify and the children concerned will be handicapped, compared with their Danish fellows, throughout their upbringing.
Det alvorligste resultat af halvsprogethed er at den medfører at børnene bliver til "halve mennesker". De besidder ikke kun to halve sprog, men deres kulturelle ballast,deres kultur baggrund vil også være reduceret, så de har to halve kulturer foruden at have to halve sprog.
The most serious result of semi-linguality is that it causes the children concerned to become "half human beings", having only two half-languages, while their cultural ballast - their cultural background - will also be reduced, so that they have two half-cultures as well as two half-languages.
I værste fald vil indvandrerbarnet være det man kan betegne som sprogløs.
In the worst case, the immigrant child will become what can be called "non-lingual".
Begge sprogene, både modersmålet og det nye lands sprog, vil da befinde sig på et meget rudimentært stade, og barnet vil måske i mere komplicerede situationer ty til sprogløse reaktioner såsom voldelig optræden.
79 and the language of the new country will then be at a very rudimentary stage and in the more complicated situations the child will perhaps have non-lingual reactions, as well as behaving violently.
Sprogundervisningen af indvandrere kan foregå efter tre hovedprincipper: principper:
The teaching of the language to immigrants can take place in accordance with three general principles, as follows:
Immersionsprincippet, hvor alle eleverne starter med samme ringe eller manglende kendskab til sproget i indvandringslandet, og hvor læreren er tosproget.
The immersion principle, under which all of the students start on the same basis, with little or no knowledge of the language of the country of immigration, the teacher being bilingual.
Submersionsprincippet, hvor elever for hvem undervisnings sproget er fremmed går i klasse med elever for hvem under visningssproget er modersmålet.
The submersion principle, under which students for whom the language being taught is foreign join a class with students for whom the language is their mother-tongue.
Læreren er ensproget, med undervisningssproget som modersmål.
The teacher is mono-lingual and the language being taught is his or her mother-tongue.
Maintenanceprincippet, hvor undervisningssproget er alle elevers modersmål, og hvor læreren er tosproget.
The maintenance principle, under which the language taught is the mothertongue of all of the students and the teacher is bilingual.
Inmersionsprincippet er med tilsyneladende positive resultater blevet anvendt blandt andet i Canada og USA.
The immersion principle has been used - apparently with favour able results - in Canada and the USA, for example.
Det er det styrende princip for danskundervisningen i modtagelsesklasserne (se afsnit 3.1).
It is the guiding principle for instruction in Danish in reception classes (see subsection 3.1).
På landsplan spiller dette princip ikke den helt store rolle, fordi indvandrerbefolkningen mange steder er så uensartet sammensat at det praktisk og økonomisk ville være vanskeligt at samle modtagelsesklasser af indvandrerbørn med samme modersmål,
80 many places so diverse in composition that it would be difficult, practically and financially, to form reception classes of immigrant children with the same mother-tongue.
Submersionsprincippet er det dominerende princip for under visningen i dansk af indvandrerelever i folkeskolen.
The submersion principle is the predominant principle for the instruction in Danish of immigrant pupils in primary school.
For det første er der ofte for få af disse elever til at kommunen kan oprette modtagelsesklasser, for det andet bliver eleverne efter nogle måneder eller højst et par år udskrevet til blandede klasser, hvor de går sammen med danske elever, og på det tidspunkt taler de endnu ikke flydende dansk.
Firstly, in many instances too few of these pupils exist for the local authority to establish reception classes , and secondly, after a few months,or a couple of years at most, the pupils are assigned to mixed classes which they attend together with Danish pupils, and at that time they do not yet speak Danish fluently.
Maintenanceprincippet anbefales ofte af nordiske forskere under betegnelsen "sprogbeskyttelsesprincippet", idet barnets modersmål beskyttes mod nedbrydning af fremmedsproget.
The maintenance principle is often recommended by Scandinavian researchers under the designation of the "language-protection principle", because the child's mothertongue is protected against destruction.
Det er med held blevet praktiseret i Sverige, specielt blandt børn af den finske indvandrergruppe.
It has been applied successfully in Sweden, particularly among children of the Finnish immigrant group.
Det har ikke fundet anvendelse i Danmark hvor indvandrergrupperne er langt mere uensartet sammensat end i Sverige: der findes i de allerfleste kommuner kun få børn med samme modersmål.
It has not been applied in Denmark, where the groups of immigrants are much more diverse in composition than in Sweden. In most of the municipalities only a few children have the same mother-tongue.
At undervise dem systematisk igennem op til flere år på og i deres modersmål ville kræve en stor lærerstab som der simpelthen ikke har været økonomiske muligheder for at ansætte, og vel navnlig ikke politisk vilje til at få udlært og ansat.
Instructing them systematically over a period of up to several years on and in their mothertongue would necessitate a large teaching staff, for which the finance simply has not been forthcoming and, in particular, the political will to have them trained and appointed.
I indvandrerundervisningen støder man på det specielle problem at dansk som fremmedsprog er et så godt som uudforsket område.
The special problem is encountered,in the teaching of immigrants, that Danish as a foreign language is virtually a completely unexplored area.
Indtil for nylig har der været så få personer der lærte dansk, uden at have det som modersmål, at en nøjere udforskning af sprogets strukturer ud fra denne synsvinkel ikke er kommet på tale.
Until recently, there have been so few persons learning Danish without having it as their mother-tongue,that there has been no question of detailed investigation of the structures of the language from this aspect.