natgillin/translations-raw huggingface dataset:
Børn, der for nylig er begyndt i en skole i Rotterdam efter kort forinden at have for ladt deres hjemland, placeres et år i en særlig klasse for nyligt immigrerede elever på primærtrinet. Der får de tilbudt et intensivt program i hollandsk som andetsprog. Efter dette første år skal de kunne fungere i en hollandsk klasse svarende til deres alderstrin.
Children that have recently arrived at a Rotterdam school, after just having left their country of origin, are placed in a special class for a year for newlyarrived school entrants in primary education.They receive an intensive programme on Dutch as a second language.
Men at lære at tale og skrive hollandsk i skolen er ikke tilstrækkeligt til at klare sig som nyankommen.
But learning to speak and write Dutch at school is not enough to be able to manage as a newcomer.
Børnene har brug for at blive præsenteret for særlige fænomener i byen, som er af betydning for dem.
Children need introduction to special phenomena of the city that are
Der er skoler i Rotterdam, hvor elevmassen repræsenterer over 40 nationaliteter. Men der er også skoler med et stort antal elever tilhørende en enkelt eller et par migrant grupper (f.eks. marokkanere, tyrker eller surinamere).
Some schools in Rotterdam have more than 40 nationalities among their pupils.
der bygger på en række valg foretaget i Rotterdam, er ikke fuldt repræsentativ for Holland som helhed.
Main areas of attention: integration; labour market
Men tendensen til at udvikle en sprogpolitik på skoler med mange flersprogede elever er landsdækkende.
Rationale important to them. For this purpose, on Wednesday afternoon, when the schools are closed, volunteers take a small group of newlyarrived immigrant school entrants to a swimming pool, take them for a ride on the subway, visit an old people's home, or the cultural centre in the neighbourhood.
På det seneste kan tendensen også konstateres på sekundærtrinet.
A local working method, in this case one that is based on a number of choices made in Rotterdam, is not fully representative for The Netherlands.
overhovedet, og deres holdning og opførsel voldte lærerne stadig større problemer.
Those who stayed in school, with a complete lack of interest in the knowledge or training they were given, adopted attitudes and behaviour that were becoming more and more uncomfortable for the teachers.
Desuden var lærerne ikke rustede til at gennemføre en utraditionel undervisning.
In addition, the teachers were ill prepared to offer a type of education that would break the mould of the traditional school.
Dertil kom, at der inden for et år var tre unge, som døde af en overdosis narkotika.
What is more, in less than a year, three young people died of a drug overdose.
Det hastede med at give de unge mennesker alternative muligheder.
Finding an alternative to offer the young people of the community became an urgent priority.
En sprogpolitik i skoler med mange sprog kan kun realiseres som led i interkulturel tiddannelse.
Language policy in multilingual schools can only be realized within the larger context of intercultural education.
Derfor kan sprogpolitikplanen omfatte mange slags aktioner såsom ekstra støtte i forbindelse med specifikke emner, klasseundervisning, udvikling og indførelse af særligt undervisningsmateriale og særlige prøver, læreruddannelse, organisatoriske foranstaltninger osv.
Because of this orientation, the language policy plan may contain many kinds of actions: extra support on specific topics, classroom education, development and implementation of specific teaching materials or tests, teacher training, organizational measures, etc.
Med udgangspunkt i resultaterne fra 1988 udarbejdedes et multikulturelt projekt i samarbejde med en gruppe lærere. De bidrog med de innovative elementer i den uddannelsesreform, der var under gennem førelse i Spanien: læseplanen skulle være åben og fleksibel og tilpasses elevernes evner, interesser og behov, og der skulle inden for de enkelte fag kunne lægges vægt på indlæring af relevante og praktiske færdigheder.
After the findings from 1988, the "Multiculturalism" group set up a project in cooperation with a group of teachers.They assist ed with the innovative elements proposed by the educational reform being implemented in Spain: the school curriculum should be open and flexible in accordance with the capacities, interests and needs of the students, and the curriculum could be diversified with a view to relevant and practical learning.
Resultatet af dette arbejde var oprettelsen af skolen "Xavo-Xavi" (drengpige), der tilbyder de 12-16 årige undervis ning på sekundærtrinnet.
The result was the school Xavo-Xavi ("boy, girl"), a secondary school adapted for the 12-16 year olds.
Den her skildrede fremgangsmåde bygger på valg foretaget i Rotterdam af alle, der er involveret i bekæmpelsen af uddannelsesmæssige handicap, det være sig skolemyndighederne, de lokale myndigheder, skole lederne og skolernes personale såvel som støtteinstitutioner.
The approach outlined above is based on choices made in Rotterdam by all those involved in the fight against educational disadvantages: school boards, local authorities, school heads and school teams as well as support institutes.
Der er derfor tale om et typisk eksempel på en integreret frem gangsmåde.
It is, therefore, a typical example of an integrated approach.
Case study 8: Erfaringer med tværkul turel uddannelse på en ungdomsskole i Can Tunis i Barcelona (Catalonien, Spanien)
Case study 8: An experience with intercultural education at secondary school in Can Tunis/Barcelona -Catalonia - Spain
Langsigtede mål:
Locality:
• formidling af grundlæggende kundskaber og færdigheder, således at de unge bliver i stand til at klare sig selv og tage del i det samfund, de tilhører;
General: Arousing interest among the students and favouring the learning process, so that in due course they will be able to enter the work force and consequently achieve economic independence for their family.
Kortsigtede mål: denne lærer med læsning, skrivning og matematik.
Long-term aims:
Denne undervisning kan godt vedrøre information og viden, som elever ne umiddelbart har brug for i forbindelse med en workshop eller i deres hverdag.
• Offering basic training and knowledge to allow the students to deal with their own situation and the society they belong to.
relevant og praktisk undervisning sindhold: pensum skal afpasses nøje efter hver enkelt elevs evner og kulturelle baggrund;
• their greater inclination towards inductive reasoning; • their natural inclination for whatever seems immediate, both in space and time; • their generally very low level of literacy and numeracy and the difficulties in relationships between certain school mates.
De har til formål at udvide elevernes horisont, som ofte er begrænset til det kvarter, hvor de er opvokset; desuden giver ekskursionerne lejlighed til at opøve sociale omgangsformer, respekt og tolerance.
• Creating an adequate social climate by giving the students the opportunity to work towards common goals and to cooperate in tasks they find interesting and gratifying.
I løbet af et skoleår bruger alle elever 10% af deres skoletid til praktiske aktiviteter, f.eks. havearbejde.
• Implanting adult role models to over come the dichotomy gypsy/non-gypsy. • Creating employment opportunities.
15% af den resterende tid er afsat til gymnastik og andre mere konkrete sider af teenagernes liv på skolen.
• Relevant and practical learning:The syllabus should be closely tied to the characteristic traits and cultural baggage of each specific student.
tværfaglig indfaldsvinkel: koordinering af forskellige aktiviteter med henblik på en sammenhængende læseplan, hvor kommunikationen mellem lærere og elever er i hojsædet.
For 20% of this time, the teacher who is responsible for the specific perspective of the workshop is joined by another teacher responsible for the technical side which calls for specific knowledge.
Dette skal hjælpe eleverne til at se og forstå virkeligheden ud fra forskellige synsvinkler; gradvis udvikling af en erkendelsesproces, der sætter eleverne i stand til at udvikle deres personlighed.
This same teacher is responsible for the academic subjects: for 25% of the time he works on strictly formal aspects, especially reading, writing and mathematics.
Hermed menes udvikling af de færdigheder, de er vigtige for de unges tilpasningsevne og selvfølelse:
He may also expand on the information and knowledge related to the activities of the workshop or the life of the students.
Resultat vægt på elevernes personlige udvikling bl.a. gennem inddragelse af dem i ledelsen, vedligeholdelsen og forbedringen af skolen.
• Interdisciplinarity: coordinating different activities should lead both to an organic structure of the curriculum and to a climate of communication between teachers and students.This will help the students to see and comprehend the reality from different per spectives.
Ved tilrettelæggelsen af skoleundervisningen blev der taget hensyn til elevernes særlige forudsætninger såsom:
• Commitment to the process of person al growth, participating in the manage ment, maintenance and improvement of the school.
Den største succes er opnået på det men neskelige plan: • ændring af elevernes adfærd (mht. aggressivitet, materialespild, venlighed, tillid, en vis økonomisk sans); • udvikling af arbejdsrutiner (eleverne er begyndt at kunne koncentrere sig og vise interesse, at kunne arbejde med et bestemt mål, at registrere egne fremskridt osv);
During the whole year, all students dedicate 10% of the time scheduled to technical subjects such as gardening activities. 15% of the remaining time is devoted to physical education and very practical aspects of school life for teenagers of these ages.
• eleverne er begyndt at danne sig et billede af deres egen identitet (og at se tingene ud fra forskellige synspunkter); • de har gjort fremskridt i de grundlæggende fag, selvom læsning falder dem sværest.
In organizing the school, certain traits of the students were taken into account, such as the following:
Samme lærer har ansvaret for de grundlæggende fag: i 25% af tiden arbejder
The greatest success lies at the individual level of the students:
• I de seneste år har lærerne på Xavo-Xavi-skolen haft til opgave at inddrage 16-årige elever i socialsikringsprogrammer og skaffe økonomiske midler, der kan give de unge adgang til videreud-
• the interest and lack of difficulty for the students in any kind of manual activities;
• Siden februar 1996 har Xavo-Xavi-sko-len deltaget i et ungdomsprojekt, der sigter mod at få 16-årige fra Can Tunis i arbejde.
• For the last few years, the teachers at Xavo-Xavi have been responsible for obtaining places for 16 year old students in the Social Guarantee Pro grammes and economic resources allowing them to attend the various centres, and for keeping track of the students and the centres throughout the year to help them overcome any difficulties that could lead to dropping out.
For tiden er 15 unge blevet ansat i forskellige virksomheder for et halvt år.
• Since February 1996 the Xavo-Xavi school has been involved in the Youth Start Programme, the aim of which is for 16-year olds from Can Tunis to enter the work force.There are currently 15 who have been taken on by different companies for a six month period.
Man regner med, at 45 unge vil nyde godt af projektet i de to år, det løber.
In the two years the programme is to last 45 people are expected to benefit from it.
• Xavo-Xavi-skolen ville gerne kunne følge de unge helt frem til 22-årsalde-ren med henblik på at indsluse dem på arbejdsmarkedet, hvilket er af afgørende betydning for deres forankring i samfundet.
• The Xavo-Xavi school would ideally like to link the 16 to 22 stage, so that employment, which is fundamental for young people's integration into society, be achieved.
Dette projekt blev startet i 1992 i forbindelse med et 20-ugers kursus i lederskab som afholdtes i 1991-1992 for ledere af børnehaver i Rinkeby, en forstad til Stockholm.
This project started in 1992 in connection with a twenty-week leadership course during 1991-1992 for principals of nursery schools in Rinkeby, a suburb of Stockholm.
Rinkeby er et område med en meget stor andel indvandrerfamilier fra hele verden.
Rinkeby is an area with a very high per centage of immigrant families from all over the world.
Kurset blev arrangeret af afdeling for Uppsala Universitetets efteruddannelse med henblik på skolens internationalisering.
The In-Service Training Department of the Uppsala University was responsible for the course.
En del af kurset helligedes spørgsmål om lederskab og udviklingsmetoder i børnehaven.
One part of the course was devoted to leadership and the process of change in nursery schools.
Kurset fik en positiv modtagelse, og de lokale myndigheder udtrykte ønske om, at en universitetslærer i rollen som midlertidig "konsulent" skulle afprøve disse lederskabs- og udviklingsmetoder i samarbejde med en børnehaveleder i en udvalgt børnehave i Rinkeby. Projektet finansieredes af de lokale myndigheder og strakte sig over halvandet år i perioden 1992-1993.
This course was well received and the local authorities expressed their wish that a university teacher acting as a temporary "consultant" should try these methods of lead ership and processes of change in a single nursery school in Rinkeby in cooperation with a nursery school head teacher.
• Arbejdsgrupperne var ikke åbne over for hinanden, dvs. at de i de fleste tilfælde ikke udvekslede idéer, metoder, resultater eller problemer. Et mere åbent system mellem grupperne ville give et bedre grundlag for samarbejde og indlæring.
The methodology and results of this endeavour show that a traditional school can become a learning organization with new roles assigned to principal and teachers alike, new possibilities for growth due to teamwork, and new learn ing experiences for its pupils.
Metoderne og resultaterne af dette forsøg viser, at en traditionel skole kan blive en undervisningsorganisation, hvor både leder og lærere tildeles nye roller, hvor samarbejde åbner nye muligheder for udvikling, og hvor eleverne får nye indlæringsoplevelser.
• To develop leadership at the nursery school. • To develop the teams at the nursery school. • To create a learning organization. • To develop both content and methods.
• Forandringer tager tid og foregår ofte trinvist.
The basic problem and the basic assumption of managers at the local authority was that nursery schools are hard to change.
Lederskab er nødvendigt for alle forandringsprocesser.
Findings from interviews with teachers show them taking a critical stand on traditional hierarchic thinking which has shaped recent educational development in Swedish schools.
Ved at opstille visioner og mål har lederen mulighed for at give sine medarbejdere til strækkelig selvtillid til at tage initiativ til forandringer.
Interesting innovations in the state curriculum of 1980, the regulative law forbidding ability grouping, or another one stating that education should be planned to meet the needs of each pupil, are at risk since, together with the reduction in welfare funding in the 90's, reforms have changed the centralized, state regulated educational system into a decentralized goal-steering model of free enterprise.
Der er altid behov for at nedskrive sine strategiplaner for en bør nehave.
In most cases this meant meetings with the director or groups of teachers.
Men da en børnehave er en kompleks organisation, må man også anvende nye problemer og idéer i arbejdet med forandringerne.
The consultant and the head teacher together defined the problem areas, reaching a number of work ing hypotheses.
De lokale myndigheders grundlæggende problem og grundholdning var, at det er vanskeligt at gennemføre forandringer i børnehaverne.
Within the new context, each school has to shape and implement its own school-based curriculum, i.e. a "school plan" in keeping with local and national goals, and state regulations.
Man mente også, at lederen generelt ikke var kompetent eller havde de
Local schools, which work in a competitive environment and with reduced funding, find little support in the implementation and follow-up of these projects.
Den erfaring og viden, som man har fået fra projektet, vurderedes på følgende måde af børnehavelederen: på at gennemføre forandringer.
effective. • Change takes time and often occurs in a series of steps. Leadership is crucial to all change processes.
Men i mange tilfælde var der en alt for løs kobling mellem det grundlæggende problem, målet og strategien, og der blev sjældent foretaget nogen evaluering af metoden og resultaterne.
By addressing visions and goals, the leader is in a position to inspire the staff with sufficient confidence to initiate changes.There is always need for written strategic plans in a nursery school.
Dette blokerede for forandringer trods lærer nes store indsats.Ved at skelne mellem de forskellige begreber - problem, strategi og vision - kan vi blive mere rationelle, systematiske og dygtige til at tænke strategisk.
But as a nursery school is a complex organization emerging problems and ideas must also be used as plans for change.
• Han fik en bedre forståelse af sin rolle som leder. • Han anerkendte, at børnehaven og hver enkelt arbejdsgruppe må blive mere åben, og at man er nødt til at gøre bør nehaven til en organisation, hvor der lægges større vægt på udvikling og indlæring.
nursery school. Support and develop ment should be built into the daily business of a working institution. • There seem to be a number of dimensions to the role of nursery school head teacher: He/she must be a manager who provides structure, a leader who introduces vision, and a fraternal consultant who provides methods.
1 Et projekt fastlægger målene for de tilgængelige ressourcer og giver grup
The experience and knowledge gained from the project were evaluated by the head teacher of the nursery school as follows: lows:
• Medarbejderne indså, at de var en del af en helhed.
• In the nursery school several things happened that could be defined as attempts to bring about change.
De har nu en dybere for ståelse for deres arbejdsindsats' betydning. • Arbejdet i børnehaven er som helhed mere effektivt i dag.
But in many cases the connections between the underlying problem, the goal and the strategy were too loose; there was rarely any evaluation of the process and the results.This prevented changes from occurring in spite of the teachers' hard work.
Organisationen er bedre struktureret og arbejdsklimaet mere åbent.
By distinguishing the different concepts of problem, strategy, and vision we can be more rational, system atic and skilled in strategic thinking.
Eksterne 'metodekonsulenters' systematiske analyse og forandringsmodeller kan være en støtte for børneha ven, men lederen har den altafgørende rolle. Samtidig kan arbejds- og udviklingsgrupper gennemføre forandringer.
• A project states the goals of available resources, and assigns team members with specific roles.A project has the advantage of motivating not only those directly involved in it but also of raising the expectations and the interest of others.
Dog bør lærernes dominerende arbejdsnormer for gensidige forventninger ændres fra et privat, selvstændigt og individualistisk syn i retning af en mere samarbejdsbaseret og faglig kultur.
• The work of the nursery school as a whole is more efficient today.The organization is better structured and the working climate is more open.
Børns problemer og præstationer observeres og dokumenteres hyppigt i bør nehaven.
In order to make teams more efficient and the nursery school a better work place, teachers should start to observe, analyse and document both individual and team attempts at change.
For at gøre grupperne mere effektive og børnehaven til en bedre arbejdsplads bør lærerne begynde at observere, analysere og dokumentere både enkeltpersoners og gruppers for søg på at gennemføre forandringer.
This project shows that a multicultural nursery school has the power to cope with change and to succeed.
Som regel er to forskellige organisationer aktive på samme tid: den traditionelle dag-til-dag struktur og de supplerende møder, konferencer og seminarer.
Systematic analysis and models for change from external "process consultants" can support a school, but the role of the head teacher of a nursery school is crucial.
Problemet består i, at disse to organisationer er løst forbundet med hinanden, og at udviklingsforsøgene ikke er en integreret del af børnehavens daglige virksomhed.
At the same time, teams and development work groups can make change happen.
Støtte og udvikling bør indarbejdes i en institutions daglige arbejde.
In any case the teachers' dominant norm system of mutual expectations should change from being
Børnehavelederens rolle synes at have en række forskellige aspekter: Han/hun skal være en administrator, der opstiller retningslinjer, en leder der indfører nye visioner, og en kollegial rådgiver der foreskriver metoder. For at leve op til disse forskellige krav bør lederen gøres opmærksom på sin rolles krævende karakter i de forskellige sammenhænge.
• In most cases there are two different organizations at work: the traditional day-to-day structure and the supplementary meetings, conferences and seminars.The problem is that these two organizations are loosely connected and that the development efforts are not integrated into the daily life of the
Case study 10: Eksempler på lokale strategier og projekter for interkulturel uddannelse i Storbritannien
Case study 10: Examples of local policies and projects on intercultural education in the United Kingdom
* Flerkulturel uddannelse i Essex, England
* Multicultural education in Essex, England land
Flerkulturel uddannelse betragtes som en tværfaglig dimension i alle skoler i Essex.
Multicultural education is considered a cross-curricular dimension in all Essex schools.
Der undervises i det inden for alle fag fra matematik til historie, og det betragtes som et anliggende for hele skolen for at udvikle etik. adfærd, ressourcefordeling og lærer nes indlæringsstrategier.
It is taught in all subject areas from mathematics to history, and as a wholeschool issue to inform the ethos, behaviour, resourcing and teaching and learning strategies used by the teachers.
ledere, som i 1997-98 vil forsøge at finde den bedste metode til at udvikle læse- og skrivefærdighederne i Essex hos en række tosprogede elever i forskellige sammen hænge. Dette er et nyt program med større udfordringer for de lærere, som har gen nemført det indledende program "At fjerne hindringerne for tosprogede elevers ind læringsproces".
This project involves seven schools and four advisers who will work in 1997/8 to establish the best way to develop literacy for a range of bilingual pupils or in a variety of contexts across the county.This is a new, more challenging programme for those teachers who have completed the introductory "Removing Barriers to Learn ing" programme.
Programmet vil omfatte et specifikt samarbejde med lærere, der parallelt med vejlederne vil forsøge at udpege de bedste fremgangsmåder og strategier for tosprogede elevers læseundervisning for derigennem at sikre, at disse elever gen nemfører alle niveauerne i den nationale læseplan.
It will involve specific work with teachers working alongside advisers to identify the best approaches and strategies in the teaching of reading to bilingual learners for continuing success through all key stages of the National Curriculum.
I programmet vil der indgå et undervisningselement, som dels er baseret på anvendelse i klassen, dels på forskning.
It will involve a taught element with classroom-based application and research.
Dette program er blevet udformet på en sådan måde, at lærerne dels vil kunne udpege og diagnosticere problemer på et tidligt stadium, dels være forberedt på at give effektiv støtte til en række tosprogede elever.
This programme is designed to equip teachers with the skills to identify and diagnose problems at an early stage and to plan for effective support for a range of bilingual pupils.
Resultaterne af undersøgelsen vil blive offentliggjort og tilsendt alle skoler.
The results of the findings will be published and circulated to all schools.