natgillin/translations-raw huggingface dataset:
So many of the crises we have witnessed in Europe and elsewhere stem from the fact that a community has sometime in the past felt that its language was not respected; we have to remain careful to head o such feelings from emerging in the years and decades ahead, for they would undermine European cohesion.Every language is the product of a unique historical experience, each is the carrier of a memory, a literary heritage, a specific skill, and is the legitimate basis of cultural identity.
Ambiciozna, kajti cilj ni „odložiti neizogibno“, ampak nasprotno, trajno umestiti jezikovno raznolikost v življenje Evropejcev – državljanov, narodov in institucij; ambiciozna, ker bi rešitev morala delovati ne glede na število jezikov; in tudi, ker ne gre le za to, da se najde dogovor, ki ne bi škodil evropskemu združevanju, gre za začrtanje poti, ki bi omogočila pomemben napredek v smeri evropskega združevanja.
Languages are not interchangeable, none is dispensable, none is superfluous.
Želimo, da bi bil naš pristop realističen.
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.
Ob izmenjavi mnenj smo imeli stalno pred očmi dejstvo, da naše razmišljanje ne bi imelo nobenega smisla, če ne bi privedlo do uporabnih predlogov. Seveda ni
What do we expect to achieve?
enostavnih rešitev za zapletene zadeve, vendar je pomembno določiti smer.
True to the ideals which give modern Europe its raison d’être, the approach we advocate should also have an impact on the quality of life of the citizens of Europe, on the quality of relationships between the European nations, on the relations of our continent with the rest of the world, on the harmonious coexistence of cultures in our societies, on the smooth running of the Community institutions, and, more generally, on the pursuit and consolidation of European integration.
Usmeritev, ki jo zelo priporočamo, se izraža v dveh idejah, ki sta v resnici dve strani istega predloga:
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.
To pomeni, da bi za vsak evropski jezik v vsaki državi Unije obstajala večja skupina usposobljenih in zelo motiviranih govorcev. Njihovo število bi bilo glede na jezik seveda zelo različno, vendar dovolj veliko, da bi poskrbeli za vse vidike – gospodarske, politične, kulturne idr. – „dvostranskih“ odnosov med zadevnima državama.
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.
B. – Da bi se te kvote govorcev lahko oblikovale, se mora Evropska unija zavzemati za pojem privzeti osebni jezik.
It is important for English to retain and consolidate the eminent place it holds as a language of culture rather than being straitjacketed in the role of instrument of global communication, a flattering but detractive role, and one which is potentially a factor of impoverishment.
Naše razumevanje tega pojma je, naj se vsak Evropejec spodbudi k prosti izbiri posebnega jezika, različnega od njegovega identitetnega jezika kakor tudi od njegovega jezika mednarodnega sporazumevanja.
The arguments developed on the subject of Europe could in part be transposed to the planet in its entirety.
Osebni privzeti jezik, kakršnega si zamišljamo, ne bi bil drugi tuji jezik, ampak na nek način predvsem drugi materni jezik.
The fact that relations with different countries are essentially managed by Europeans who have thoroughly studied the language of the country concerned, along with its culture, its society, its history, its laws, its institutions, is a desirable development which can only bring advantages for the European Union at all levels.
Jezik, ki bi se ga intenzivno učilo, tekoče govorilo in pisalo, bi bil vključen v šolski in univerzitetni program vsakega evropskega državljana ter v poklicni življenjepis vsakega posameznika.
One economist judiciously remarked that a man speaking only one international language could always buy what he wanted anywhere in the world; but if that man wanted to sell rather than buy then it would be better for him to know the language of the prospective purchaser.
Njegovo učenje bi spremljalo spoznavanje ene ali več držav, kjer se ta jezik uporablja, književnosti, kulture, družbe in zgodovine, povezanih s tem jezikom in njegovimi govorci.
The requirement may not be an imperative one, but there is no doubt that those who have learned the languages of their business partners would have a decisive advantage over those who had not learned them.Europe has every interest in having significant cohorts of speakers for all the world’s languages.
Zahvaljujoč temu pristopu bi radi presegli sedanjo tekmovalnost med angleščino in drugimi jeziki, tekmovalnost, ki se kaže kot slabitev zadnjih, ter je prav tako v škodo angleščini in njenim govorcem.
The strategy that we are proposing should be conducive to this. As we see it, the choice of a personal adoptive language should, we repeat, be as wide-ranging as possible and as free as possible.
Z jasnim ločevanjem, v trenutku izbire, med jezikom mednarodnega sporazumevanja in osebnim privzetim jezikom bi bili Evropejci glede učenja jezikov spodbujeni k sprejemanju dveh ločenih odločitev, eno narekujejo potrebe po najširšem sporazumevanju, drugo pa sklop osebnih razlogov, povezanih z osebno ali družinsko zgodovino, čustvenimi vezmi, poklicnim interesom, kulturnimi zanimanji, intelektualno radovednostjo idr.
No language should be overlooked, for every one opens professional, cultural or other horizons, to citizens, to countries and to the whole continent.
Glede vsake od teh dveh odločitev naj bi bila izbira čim bolj prosta.
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Kar zadeva jezik mednarodnega sporazumevanja, se zavedamo, da bi večina ljudi danes izbrala angleščino. A nekateri bi
Our group long pondered the problem of preventing cultural diversity from having a negative impact on harmonious coexistence within European societies.
morda izbrali angleščino, španščino, portugalščino, mandarinsko kitajščino ali katere druge jezike.
Immigration is occupying an ever bigger place in the political, economic, social and intellectual life of our continent.
Glede osebnega privzetega jezika bi bila izbira teoretično neomejena.
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.
Samo po sebi je umevno, da bi velika večina Evropejcev izbrala enega od velikih simbolnih jezikov, ki so imeli odločilno vlogo v zgodovini celine; s tem bi se lahko zaustavilo njihovo slabljenje in začela nova faza njihovega razmaha.
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.
Hkrati bi se jeziki, ki imajo manj govorcev, celo tisti, ki so v veliki manjšini, razmahnili tako, kot še nikoli.
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.
Po logiki politike osebnega privzetega jezika naj bi se jezik izbralo na enak način kot se izbere poklic.
A young person who loses the language of his ancestors also loses the ability to communicate effortlessly with his parents and that is a factor of social dysfunctioning which can lead to violence.Excessive assertion of identity often stems from a feeling of guilt in relation to one’s culture of origin, a guilt which is sometimes expressed by exacerbated religion-based reactions.
Obvladovanje razmeroma redkega jezika bi osebi prineslo dodatno prednost, primerljivo z redko specializacijo na enem najsodobnejših področij.
A sense of belonging, in the religious and linguistic sense, is patently one of the most powerful components of identity.
Nekoč bi se ljudje porazdelili med vse jezike, seveda na zelo neenakomeren način, a izrazit način.
But the two facets function differently and sometimes vie with one another.
Predvsem pa trajen.
Belonging in the religious sense is exclusive, belonging in the linguistic sense is not.
Ena od glavnih posledic predlaganega pristopa je, da bi vsak evropski jezik imel svoje prednostno mesto v dvostranskih izmenjavah z vsemi evropskimi partnerji, da ne bi bil noben obsojen na izginotje, noben omejen na lokalno dialektalno rabo.
We believe that it is healthy to dissociate these two powerful factors of identity, to develop linguistic and cultural belonging, not at the expense of religion but at the expense of identity-oriented use of religion, and could help to reduce tension in our European societies as in the rest of the world.Just as immigrants would be encouraged to fully adopt the language of the host country and the culture it carries, it would be fair and useful for the immigrants’ languages of identity to also be part of the languages which Europeans themselves would be encouraged to adopt.
Zaradi tega se naravni govorci tega jezika, pa čeprav maloštevilni, ne bi nikoli smeli čutiti podcenjeni, izključeni ali zaprti v svojo skupnost. Zanemarjanje nekega jezika je prevzem tveganja, da bi se njegovi govorci odvrnili od evropske ideje.
The latter need to feel that their languages, their literature, their cultures are known and appreciated by the societies in which they live, and we feel that the approach based on the « personal adoptive language» could help to dispel this malaise.
Nihče se ne more z vsem srcem priključiti evropski skupnosti, če nima občutka, da je njegova kultura, najprej pa njegov jezik, v celoti upoštevan ter da priključitev njegove države Evropski uniji prispeva k razmahu njegovega lastnega
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.
Veliko kriz, katerim smo bili priča v Evropi in drugod, izvira iz dejstva, da je neka skupnost v določenem obdobju preteklosti začutila, da je njen jezik zaničevan; treba je budno paziti, da se takšna čustva ne bi razvila v prihodnjih letih in desetletjih ter ogrozila evropsko povezanost.
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.
Vsak jezik je produkt edinstvene zgodovinske izkušnje, vsak je nosilec spomina, književne dediščine, posebne spretnosti ter predstavlja legitimen temelj kulturne identitete.
Needless to say, every country in the Union should also have similar structures reaching out with the same commitment to all the other countries.
Ti jeziki med sabo niso zamenljivi, vsak je pogrešljiv, noben ni odvečen.
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.
Ohraniti vse jezike naše dediščine, vključno z evropskimi jeziki naših prednikov, kot sta latinščina in stara grščina; omogočiti celo našim izrazito manjšinskim jezikom določen razmah drugod na celini, je neločljivo povezano s samo idejo Evrope miru, kulture, univerzalnosti in blaginje.
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. 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.
Pristop, ki ga predlagamo, je zvest idealom, ki so smisel obstoja sodobne Evrope, moral pa bi prav tako imeti občuten vpliv na kakovost življenja državljanov, kakovost odnosov med evropskimi narodi, odnose celine s preostalim svetom, harmonično sobivanje kultur znotraj naših družb, dobro delovanje institucij Skupnosti ter bolj na splošno na nadaljevanje in utrditev evropske zgradbe.
We have not in this report sought to list the measures to be taken to implement the approach we advocate.
1. – Za vse evropske državljane, mlade ali stare, bi intenzivno in poglobljeno učenje enega jezika in kulture, ki jo posreduje, pomenilo glavni dejavnik razmaha.
A language we are asserting a principle which cannot be followed up instantaneously in every town, every village and for every language. 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.
V civilizaciji, kjer komuniciranje pridobiva na pomembnosti in kjer imamo vedno več prostega časa, lahko obogatitev našega bivanja z raziskovanjem drugih jezikovnih in kulturnih svetov samo poveča poklicno, intelektualno in čustveno zadovoljstvo.
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.
Poleg tega bi morala obvladanje osebnega privzetega jezika in seznanjanje s svetom njegovih govorcev omogočiti videnje sveta, ki je odprtejše za druge, in okrepiti občutek pripadnosti Evropi; ne na račun pripadnosti svoji državi rojstva ali kulturi izvora, ampak bi si ob tej pripadnosti kakor v odnosih z govorci svojega osebnega privzetega jezika evropski državljan naravno prizadeval k temu, da bi jih spoznal s svojo državo in kulturo.
One of the advantages of our approach is that it does not, in order to be put into practice, need to
S profesionalnega vidika nas vse napeljuje na misel, da bo angleščina v prihodnosti vedno bolj potrebna, vendar vedno manj zadostna.
B wait for the national or Community decision makers to decide. Everyone can decide to choose their personal adoptive language; every country, every town, every municipality, every company, every teaching establishment, can take appropriate initiatives.A school, for instance, could decide to introduce into its syllabus an “unexpected” language, which is distinctive and is not among those usually taught.
Če jo je na nekaterih področjih dejavnosti tako rekoč nujno poznati, pa prosilcu to, da vključi v življenjepis jezik, ki bi ga navedli že vsi drugi kandidati, ni v posebno pomoč pri iskanju zaposlitve ali izvajanju neke dejavnosti.
This could be done as part of an exchange with a school in the country of the language chosen.
To večinoma velja že danes in bo še bolj veljalo v prihodnosti.
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.
Potrebna bi bila drugačna odličnost, da bi se izdvojilo, imelo svojo posebno nišo in tako omogočilo boljše poklicne prednosti; v tem smislu bo vsakdo imel izrecno potrebo po drugem
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.
jeziku, svojem osebnem jeziku, razločevalnem jeziku, ki je manj običajen kot angleščina ter različen od jezika, ki ga nekdo deli s svojimi sonarodnjaki.
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.
Za tiste Evropejce, katerih materni jezik zavzema vodilno mesto v svetu, pri tem mislimo predvsem Britance, je osvojitev osebnega privzetega jezika morda pomembnejša kot za druge, ker je skušnjava, da bi se zaprli v enojezičnost, močnejša kot drugod.
The choice can be taken at any age, including retirement, which today offers tens of millions of Europeans the prospect of a long period of free time which they could usefully fill with enthusiastic engagement with another language, another country, another people, another culture.
Brez posebnega prizadevanja za spodbujanje intenzivnega učenja še enega jezika že od otroštva, se bi prednost, ki jo danes uživajo govorci angleščine, hitro zmanjšala in globalizacija njihovega maternega jezika bi negativno vplivala na njihovo konkurenčnost, tako individualno kot kolektivno.
If the approach we advocate were to be adopted, we would obviously have to go into the details of how to implement it in the coming years.
Na ta paradoksalni razvoj je bilo še posebej opozorjeno v nedavni študiji, ki je bila izvedena na zahtevo Britanskega sveta1.
This process will be doubly pedagogical, entailing the need to patiently get the message across concerning the bilateral approach to language relations and the concept of personal adoptive language, and thereafter to get to grips with the practicalities of what it implies, particularly in the area of teaching.
Morda bi bilo tukaj treba poudariti, da bi bilo seveda zaželeno, da bi nekateri Evropejci angleščino izbrali kot osebni privzeti jezik, po vzoru Josepha Conrada, čigar materni jezik je bil poljščina, jezik mednarodnega sporazumevanja francoščina in ki je postal eden največjih pisateljev v angleškem jeziku.
It can also contribute significantly to the dialogue between cultures and their harmonious coexistence, both in relation to the rest of the world and within our own societies. It could even give European integration fresh impetus and a new lease of life.
Zdi se nam pomembno, da ta jezik ohrani in potrjuje odlično mesto, ki mu pripada kot jeziku kulture, ne pa da je omejen na vlogo sredstva svetovnega komuniciranja, laskavo vlogo, ki pa ljub vsemu omejuje in siromaši.
EAC_C5_Rapport_gr_intello_interi16 16
Morda to ni nujno, a gotovo je, da bi tisti, ki bi se naučili jezika trgovinskih partnerjev, imeli odločilno prednost pred tistimi, ki se ga ne bi naučili.
EAC_C5_Rapport_gr_intello_interi16 16
Verska pripadnost je izključujoča, medtem ko jezikovna to ni.
THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING
EVROPSKO OGRODJE KVALIFIKACIJ ZA VSEŽIVLJENJSKO UČENJE
DESCRIPTORS DEFINING LEVELS IN THE EUROPEAN QUALIFICATIONS FRAMEWORK EQF
OPISNIKI, KI OPREDELJUJEJO RAVNI EVROPSKEGA OGRODJA KVALIFIKACIJ EOK
In the context of EQF, competence is described in terms of responsibility and autonomy.
V okviru EOK je znanje opisano kot teoretično in/ali podatkovno.
In the context of EQF, knowledge is described as theoretical and/or factual.
V okviru EOK je “kompetenca” opredeljena glede na odgovornost in samostojnost.
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.
Vsaka od teh 8 ravni je opredeljena z nizom opisnikov, ki navajajo učne izide glede na kvalikacije na navedeni ravni v katerem koli sistemu kvalikacij.
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).
V okviru EOK so spretnosti opisane kot spoznavne (uporaba logičnega, intuitivnega in ustvarjalnega mišljenja) in praktične (ki zajemajo ročne spretnosti in uporabo metod, gradiv, orodij in instrumentov).
> basic general knowledge
Učni izidi na ravni 1 so
> work or study under direct supervi-
> osnovno splošno znanje > osnovne spretnosti, potrebne za
The learning outcomes relevant to Level 1 are simple tasks sion in a structured context
> delo ali študij pod neposrednim izvedbo preprostih nalog nadzorom v strukturiranem okviru
> basic factual knowledge of a eld of
Učni izidi na ravni 2 so
> basic cognitive and practical skills
> osnovno podatkovno znanje s po-
> work or study under supervision
> osnovne spoznavne in praktične
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
> delo ali študij pod nadzorom in dročja dela ali študija delno samostojno
V E L 2 L E
N 2 V E A R spretnosti, potrebne za uporabo ustreznih podatkov za izvedbo nalog in reševanje rutinskih problemov z uporabo preprostih pravil in orodij
> knowledge of facts, principles, pro-
Učni izidi na ravni 3 so
> a range of cognitive and practical
> poznavanje dejstev, načel, postop-
> take responsibility for completion of
> vrsta spoznavnih in praktičnih spre-
The learning outcomes relevant to Level 3 are tasks in work or study cesses and general concepts, in a eld of work or study
> prevzem odgovornosti za dokonča- nje nalog pri delu ali študiju kov in splošnih pojmov s področja dela ali študija
> adapt own behaviour to circum- stances in solving problems skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
> med reševanjem problemov tnosti, potrebnih za dokončanje nalog in reševanje problemov z izbiro in uporabo osnovnih metod, orodij, gradiv in podatkov prilagajanje lastnega vedenja okoliščinam
> factual and theoretical knowledge
Učni izidi na ravni 4 so
> a range of cognitive and practical
> podatkovno in teoretično znanje v
> exercise self-management within
> vrsta spoznavnih in praktičnih spre-
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
> samostojno delovanje v okviru širšem okviru na področju dela ali študija smernic na področjih dela ali študija, ki so navadno predvidljive, vendar se lahko spremenijo tnosti, potrebnih za pripravo rešitev specičnega problema na področju dela ali študija
> supervise the routine work of
> nadzor rutinskega dela drugih,
V E L 4 L E others, taking some responsibility for the evaluation and improvement of work or study activities
VEN 4 A R prevzem delne odgovornosti za vrednotenje in izboljšanje delovnih ali študijskih dejavnosti
> comprehensive, specialised, factual
Učni izidi na ravni 5 so
> a comprehensive range of cognitive
> celostno, specializirano, podatkov-
> exercise management and supervi-
> celoten niz spoznavnih in praktičnih