natgillin/translations-raw huggingface dataset:
Men denne mangel på præcision, som skyldes en velbegrundet intellektuel forsigtighed, betyder ikke, at man skal acceptere en relativisering af de grundlæggende værdier.
In the long run, all the languages would have their speakers, albeit in a very uneven, but still significant way.And, in particular, in a lasting way.
Forsvaret af et menneskes — mand, kvinde eller barns — værdighed, forsvaret af en persons fysiske og moralske integritet, beskyttelse mod forringelse af menneskets naturlige miljø, afvisning af enhver ydmygelse og enhver urimelig forskelsbehandling på grund af hudfarve, religion, sprog, etnisk oprindelse, køn, alder, handicap osv. — det er de værdier, der ikke kan vige for kulturelle hensyn.
One of the big advantages of the approach we propose is that every European language would have a special place in the bilateral exchanges with all European partners, that none would be condemned to disappearance, none would be reduced to the status of local dialect. Accordingly, the native speakers of that language, however few they may be, would no longer have to feel belittled, excluded or overwhelmed.
Kort sagt forekommer den europæiske tanke os at bygge på to uadskillelige forudsætninger: de fælles moralske værdiers almengyldighed og de kulturelle udtryks mangfoldighed.
People cannot be expected to be wholeheartedly behind Europe unless they feel that their specific culture, and primarily their language, is fully respected and that the integration of their country in the European Union contributes to the flourishing of their language and culture rather than marginalising them.
Især den sproglige mangfoldighed er af historiske årsager et væsentligt element, og, som vi skal forsøge at påvise, et fremragende redskab til fremme af integration og fredelig sameksistens.
To preserve all the languages of our heritage, including the ancestral European languages such as Latin and ancient Greek; to encourage, even for languages which are very much minority languages, their development in the rest of the continent, is inseparable from the very idea of a Europe of peace, culture, universality and prosperity.
Den foreslåede kurs
What do we expect to achieve?
I lyset af ovenstående principper har vi forsøgt at finde en løsning, som er på en gang ambitiøs og realistisk.
For the people of Europe, old and young alike, intensive and in-depth knowledge of a language and all the culture that it transmits is a major factor of fulfilment. lment.
Ambitiøs, fordi målet ikke er at udsætte det uundgåelige, men tværtimod at introducere flersprogethed som en blivende faktor i europæernes liv — for borgere, folk og institutioner.
In a civilisation in which communication is becoming so important and in which there is an increasing amount of free time, to add to one’s existence this exploration of another linguistic and cultural universe can only bring enormous professional, intellectual and emotional satisfactions.
Ambitiøs, fordi løsningen skal kunne fungere, uanset hvor mange sprog den involverer, og desuden fordi det ikke bare drejer sig om at finde en løsning, der ikke blokerer for europæisk integration, men tværtimod om at finde en vej, der gør det muligt at bringe den europæiske integration et stort skridt videre.
Moreover, mastering a personal adoptive language and familiarising oneself with the universe of its speakers should be conducive to a more outward-looking attitude to the world and others, and strengthen the sense of belonging to Europe ; not at the expense of belonging to one’s country or culture of origin, but in addition to it, particularly as, in his or her relations with the speakers of the personal adoptive language, a European citizen would naturally tend to extend to them knowledge of their own country and their own culture.From the professional point of view, the pointers would all seem to indicate that English will in the future be increasingly needed, but at the same time less and less sufficient on its own.
Vores tilgang er dog også realistisk. Under drøftelserne har vi hele tiden haft for øje, at vores overvejelser ikke ville have nogen mening, hvis vi ikke nåede frem til forslag, som lader sig omsætte til praksis.
While in certain areas of activity, English is already virtually essential, the inclusion in one’s curriculum vitae of a language which might already have been mentioned by all the other candidates does not give the applicant any additional asset in the quest for a job, or in pursuing an activity.This is already the case to a very large extent today and will be increasingly so in the future.
Der findes selvsagt ingen simple løsninger på komplekse problemer, men det er vigtigt at udstikke en kurs.
This paradoxical pattern of events was stressed in no uncertain terms in a recent study commissioned by the British Council.1.It might perhaps be worth stressing here that some Europeans should obviously choose English as their personal adoptive language, following the example of Joseph Conrad who was of Polish mother tongue, had French as a language of international communication, and became one of the greatest writers of the English language.
Dette forudsætter, at der i hvert land i EU findes en kompetent og motiveret gruppe sprogkyndige for hvert EU-sprog.
We feel that this policy would be considerably enhanced if everyone could express themselves in a language they are perfectly fl uent in, either their own or that of their partner, rather than, as so often happens nowadays, through the medium of a third language in which they lack that fluency.
Gruppernes størrelse vil naturligvis variere alt afhængigt af sprogene, men der bør overalt være tilstrækkeligt mange sprogkyndige til, at de kan varetage alle aspekter — økonomiske, politiske, kulturelle osv. — i de "binære" relationer mellem de pågældende to lande.
Recent studies indeed tend to show that business negotiations arrive at a successful outcome far more frequently when each of the partners feels free to express himself in his own language.By quality of relations, we mean at the same time the effectiveness of the exchanges, the subtlety of the human contacts, and also the intensity and solidity of people-to-people relations within our vast European family.Europe has arisen from several centuries of conflict between its nations and primarily between neighbours.
B – Med henblik på uddannelse af disse grupper af sprogkyndige bør EU forfægte begrebet personligt adoptivsprog.
If we are to reverse this seemingly inexorable trend we have to make a clean break with the traditional logic behind language learning, by making a clear distinction between the two choices to be made, one depending on the international status of a language, and the other, that of the personal adoptive language, based on completely different criteria which are very varied and very subjective.
Med dette begreb forstår vi, at hver enkelt borger i Europa opfordres til frit at vælge et særskilt sprog, som ikke er den pågældendes identitetsbærende sprog, og som heller ikke er det sprog, den pågældende benytter sig af i internationale sammenhænge.
By allowing people not to have to choose between utilitarian considerations and cultural affinity, we would restore a powerful motivation to learn every European language, which might be that of a distant country, but could just as well be that of the neighbour.
Sådan som vi forestiller os det, skal det personlige adoptivsprog ikke på nogen måde være et andet fremmedsprog, men snarere en form for andet modersmål.
For relations between Europe and the rest of the world the advantages of such an approach would be just as great.
Der vil blive tale om intensiv undervisning i sproget, så alle lærer at tale og skrive det flydende. Det skal på skoleskemaet og på universiteternes læseplaner, og det skal følge den enkelte i hans eller hendes professionelle karriere.
While it is likely that most of our fellow citizens would select as their personal adoptive language that of another country of the European Union, it is also likely that many of them would opt for languages from other continents, ideally the languages of the big Asian countries which have become major economic partners.
I forbindelse med undervisningen vil man skulle gøre sig fortrolig med det eller de lande, hvor sproget tales, og stifte bekendtskab med den litteratur, kultur og historie, der knytter sig til det pågældende sprog og samfund.
Our group long pondered the problem of preventing cultural diversity from having a negative impact on harmonious coexistence within European societies.
Med denne fremgangsmåde vil vi gøre op med rivaliseringen mellem engelsk og de øvrige sprog, der fører til en svækkelse af sidstnævnte, og som desuden heller ikke er til fordel for det engelske sprog og de personer, der har engelsk som modersmål.
Immigration is occupying an ever bigger place in the political, economic, social and intellectual life of our continent.
Med en skarp adskillelse mellem et internationalt kommunikationssprog og et personligt adoptivsprog anspores europæerne til på det tidspunkt, hvor de træffer deres sprogvalg, at træffe to uafhængige beslutninger, hvor den ene er dikteret af deres kommunikationsbehov i en bredere sammenhæng, og hvor den anden falder tilbage på en bred vifte af personlige bevæggrunde knyttet til den enkeltes – eller familiens – baggrund, bekendtskaber, faglige interesser, kulturelle præferencer, intellektuel nysgerrighed osv. For begge beslutninger bør valgmulighederne være så store som muligt.
We could say in this regard what we said on the subject of European diversity in general, i.e. that it is simultaneously a source of enrichment but also a source of tension, and that a wise policy is one which while recognising the full complexity of the issue would endeavour to make the utmost of the advantages and play down the drawbacks.
For det internationale kommunikationssprogs vedkommende er vi godt klar over, at de fleste i dag vil vælge engelsk.
We feel that the approach we are proposing to manage linguistic diversity could contribute significantly to this twofold objective.For immigrants, the personal adoptive language should in the normal run of events be that of the country in which they have chosen to live.
Men nogle vil måske vælge fransk, spansk, portugisisk, mandarin eller et helt femte sprog.
A thorough knowledge of the national language and the culture it carries with it is essential if they are to integrate into the host society and play their part in economic, social, intellectual, artistic and political life.
For det personlige adoptivsprogs vedkommende vil valgmulighederne være praktisk taget ubegrænsede.
A sense of belonging, in the religious and linguistic sense, is patently one of the most powerful components of identity.
Det siger sig selv,
Belonging in the religious sense is exclusive, belonging in the linguistic sense is not.
at en stor del af de europæiske borgere vil vælge et af de højprofilerede sprog, der har spillet en fremtrædende rolle i kontinentets historie.
Our reflection group did not set out expressly to examine the effects of language diversity on the functioning of the Community institutions.
For disse sprogs vedkommende vil tilbagegangen således blive bremset og en ny opblomstring blive hjulpet på vej.
However, we feel that by stressing the bilateral language-to-language relations, the approach we advocate could help to rationalise the management of language diversity within the Union, including as regards the day-to-day running of the institutions.
En person med indgående kendskab til et forholdsvis sjældent sprog vil have en ekstra fordel lige som en person med en sjælden specialuddannelse i en nicheindustri.
This organisation would take initiatives to develop mutual knowledge, would endeavour to get national, regional or municipal authorities, schools and universities, the business sector, associations of teachers, translators, writers or publishers, celebrities, active citizens, etc. interested in its projects.Amongst the wide range of tasks which could be assigned to these bilateral organisations, one of the most important would be to ensure that the language of each country is taught to a certain number of people in the partner country, that school and university courses include extended stays in the other country, that institutions and companies, both public and private, support those who were to choose these languages and offer them placements and then jobs.
På sigt vil alle sprogene være fordelt mellem borgerne; det vil ganske vist være en meget ulige, men alligevel hensigtsmæssig fordeling.
Any number of twinning operations between towns, districts and even villages, as well as between teaching establishments, sports associations, between publishers, etc. could also be envisaged.Each of these bilateral organisations would focus its efforts on strengthening the links between the speakers of the two languages it is seeking to pair up.
Og frem for alt en vedvarende fordeling.
Needless to say, every country in the Union should also have similar structures reaching out with the same commitment to all the other countries.
En af de vigtigste følger af den tilgang, vi foreslår, er, at alle europæiske sprog får en privilegeret stilling i de bilaterale forbindelser med alle europæiske partnere, at ingen sprog vil være dømt til at forsvinde, og at ingen sprog vil blive reduceret til lokal dialekt.
The outcome sought would be to achieve a sort of “network” covering the whole of Europe and which would strengthen the sense of community while leaving each one’s sense of identity intact.In this picture, the role of the Community institutions would be to help to design the general frameworkwithin which these bilateral linguistic relations would be established where they do not at present exist, and if need be to harmonise them; to centralise information on each « language pair », particularly in order to extend the advantage of one party’s experience to the other and generalise the methods which produce results, while at the same time cautioning against those which fail to live up to expectations.
På denne måde vil de folk, der har et givent sprog som modersmål, selv om de er få, aldrig mere føle sig nedvurderede, udelukkede eller trængte. Hvis man ignorerer et sprog, løber man en risiko for også at tabe befolkningen for den europæiske tanke.
In some cases, particularly that of relations between two essentially minority languages, the Community institutions could provide financial assistance for teaching and teacher training programmes, school and university exchanges, translation, etc.
Det europæiske samarbejde vil aldrig få helhjertet opbakning fra borgerne, hvis ikke de føler, at deres egen kultur og især deres eget sprog nyder fuld respekt, og at deres lands integration i EU bidrager til, at sproget og
We nevertheless think that generally speaking this assistance should be phased down once the system is run in, gets up to speed and becomes self-sustaining.
kulturen får mulighed for at udfolde sig og ikke bare bliver tilsidesat.
We have not in this report sought to list the measures to be taken to implement the approach we advocate.
Vi må sørge for, at sådanne følelser ikke får næring i fremtiden til fare for sammenhængskraften i Europa.
There is no doubt that by wanting everyone to be encouraged to freely choose their personal adoptive
Alle sprog er et produkt af en enestående historisk erfaring, alle bærer de på en erindring, en litterær arv, en særlig kompetence, og alle udgør de et legitimt grundlag for en kulturel identitet.
A language we are asserting a principle which cannot be followed up instantaneously in every town, every village and for every language.
De kan ikke udskiftes, intet sprog er undværligt, intet sprog er overflødigt.
As always with such principles, the point of ours is to mark out a path, to set an objective towards which we work as best we can.
At bevare alle vores nedarvede sprog, herunder latin og oldgræsk, og at fremme en vis udbredelse, selv for de mindste mindretalssprog, i resten af vores verdensdel er en uadskillelig del af idéen om et fredens, et kulturens og et velfærdets Europa for alle.
The important idea here is that it is not only “at the top “ that the two or three foreign languages a person might have the opportunity of learning should be determined; this decision should be taken at “grassroots” level, i.e. in schools and also, increasingly, by the citizens themselves.
Vi har valgt at foreslå en tilgang, som er tro mod de idealer, der udgør grundlaget for det moderne Europa, og som således også bør kunne få mærkbare positive virkninger for borgernes livskvalitet, forholdene mellem de europæiske nationer, Europas forbindelser med resten af verden, kulturernes harmoniske sameksistens i vores samfund, EU-institutionernes virke og mere generelt den europæiske integrations videre forløb.
The classes are twinned and could thus undertake protracted stays, year after year, in the corresponding country, take part in joint activities, build up relationships. These experiences might involve only a few dozen pupils at a time, but if they were to be more widespread, if there were hundreds and thousands of initiatives of this kind - between countries, regions, towns, districts, institutions, companies, associations, etc. - very considerable momentum would quickly build up.
1 – For alle borgere i Europa, unge som gamle, vil et intensivt sprogindlæringsforløb og et deraf følgende indgående kendskab til det pågældende sprog og hele kulturen omkring det, være en kilde til stor personlig tilfredsstillelse.
D of course raise logistic, financial and human problems, particularly in terms of training up a sufficient cient number of teachers to an appropriate level, adapting schools to the new requirements, and the organisation of time.
I et samfund, hvor kommunikation har fået så stor betydning, og vi har fået mere fritid, vil muligheden for at udforske et nyt sprogligt og kulturelt univers være til stor berigelse for enhver i både arbejds-, ånds- og privatlivet.
These obstacles are nevertheless far easier to overcome with modern technological resources.It is not therefore unrealistic to imagine courses online given by a single teacher to pupils located in different places, offering the possiblity for pupils to ask that teacher questions directly on their screens.
Desuden vil kendskabet til et personligt adoptivsprog og indsigten i det pågældende sprogsamfunds univers betyde, at den enkelte får et mere åbent syn på verden og andre mennesker, og styrke bevidstheden om at have hjemme i Europa — ikke på bekostning af sit fædreland eller sin oprindelige kultur, men ved siden af dette tilhørsforhold, så meget mere som en person i sine forbindelser med borgere i et land, hvor hans personlige adoptivsprog tales, helt naturligt vil føle sig kaldet til at fortælle disse om sit eget land og sin egen kultur.
Within these timetables, every European student would connect to his own course in Greek, Dutch, Romanian, Estonian, etc. We are convinced that these common timetables would themselves generate their own eminently advantageous dynamic in terms of knowledge, individual fulfilment, and citizenship, particularly if they gradually spread across the whole of Europe.Indeed, as we see it, this is a striking example of how Community decisions in this area could make it easier to put in place the new approach; equally, it is an illustration of the impact that a new language strategy could have on consolidating the European project in the general mindset.
I erhvervslivet tegner alt til, at kendskab til engelsk i fremtiden bliver mere og mere nødvendigt, men også mindre og mindre tilstrækkeligt.
E once-and-for-all basis. It will generally be made, in the case of young children, by parents and school rather than by the pupils themselves; and sometimes this choice will be called into question at some other stage in life.
Selvom det i en branche er praktisk taget obligatorisk at have kendskab til et givent sprog, giver det ikke en ansøger en særlig fordel for at få jobbet eller for at varetage en bestemt funktion at kunne det pågældende sprog, eftersom alle de
But the benefit accrued during the early years will remain and will often have paved the way in the mindset for the learning of another language. Moreover, the personal adoptive language need not always be chosen during childhood.
Men de fungerer ikke på samme måde, og nogle gange
EAC_C5_Rapport_gr_intello_interi16 16
DEN EUROPÆISKE REFERENCERAMME FOR KVALIFIKATIONER FOR LIVSLANG LÆRING
THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING
DESKRIPTORER TIL DEFINITION AF NIVEAUERNE I DEN EUROPÆISKE REFERENCERAMME FOR KVALIFIKATIONER EQF
DESCRIPTORS DEFINING LEVELS IN THE EUROPEAN QUALIFICATIONS FRAMEWORK EQF
I forbindelse med EQF’en beskrives kompetence som et udtryk for ansvar og selvstændighed.
In the context of EQF, knowledge is described as theoretical and/or factual.
Hvert af de 8 EQF-niveauer er deneret af et sæt deskriptorer, der angiver de læringsresultater, som er relevante for kvalikationer på det pågældende niveau i ethvert kvalikationssystem.
Each of the 8 levels is dened by a set of descriptors indicating the learning outcomes relevant to qualications at that level in any system of qualications.
I forbindelse med EQF’en beskrives færdigheder som kognitive (herunder brug af logisk, intuitiv og kreativ tænkning) og praktiske (brug af praktisk håndelag og af metoder, materialer, værktøjer og instrumenter).
In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).
> generel grundlæggende viden
> basic general knowledge
> grundlæggende færdigheder til at
> basic skills required to carry out
De for niveau 1 relevante læringsresultater er udføre simple opgaver opsyn under strukturerede forhold
The learning outcomes relevant to Level 1 are simple tasks sion in a structured context
> faktuel grundlæggende viden
> basic factual knowledge of a eld of
> grundlæggende kognitive og prak-
> basic cognitive and practical skills
De for niveau 2 relevante læringsresultater er med en vis grad af selvstændighed inden for et arbejds- eller studieområde
The learning outcomes relevant to Level 2 are work or study with some autonomy required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools
> tage ansvaret for færdiggørelsen af
> take responsibility for completion of
De for niveau 3 relevante læringsresultater er arbejds- eller studieopgaver ser og generelle begreber inden for et arbejds- eller studieområde
The learning outcomes relevant to Level 3 are tasks in work or study cesses and general concepts, in a eld of work or study
> faktuel og teoretisk viden i en bre-
> factual and theoretical knowledge
> udøve selvledelse inden for arbejds-
> exercise self-management within
U 4 digheder, der kræves til at nde løsninger på specikke problemer inden for et arbejds- eller studieområde
The learning outcomes relevant to Level 4 are in broad contexts within a eld of work or study the guidelines of work or study contexts that are usually predictable, but are subject to change skills required to generate solutions to specic problems in a eld of work or study
> overvåge rutinearbejde, der udføres
> supervise the routine work of
N IV E A af andre personer, tage en del af ansvaret for evaluering og forbedring af arbejds- og studieaktiviteter
V E L 4 L E others, taking some responsibility for the evaluation and improvement of work or study activities
> alsidig, specialiseret, faktuel og
> comprehensive, specialised, factual
> et alsidigt sæt kognitive og prakti-
> a comprehensive range of cognitive
> udøve ledelse og supervision i
> exercise management and supervi-