natgillin/translations-raw huggingface dataset:
‘Staging early foreign language learning’ focuses on the involvement of learners in primary classroom activities such as language games, role-play, singing, dancing and rhythmic work.
Staging Early Foreign Language Learning se osredotoča na vključevanje učencev v osnovnošolske razredne dejavnosti, kot so jezikovne igre, igra vlog, petje, ples in ritmično delo.
Specific learning materials have been produced based on the concept of staging, which was originally developed through other Lingua projects.
Pripravljena so bila posebna učna gradiva na podlagi koncepta uprizarjanja (ang. staging), ki se je prvotno razvil skozi druge projekte akcije Lingua.
Staging involves learning by heart and rehearsal (songs, chants, rhymes, stories).
Uprizarjanje vključuje učenje na pamet in vajo (pesmi, preprosto petje, pesmice v rimah, zgodbe).
Vocabulary is built up through mime, action and role play.
Besedišče se gradi skozi pantomimo, dejavnosti in igro vlog.
The materials are designed for foreign language learning and teaching in primary schools and are geared specifically to child development and learning with all the senses.
Gradiva so namenjena učenju in poučevanju tujih jezikov v osnovnih šolah ter so posebej prilagojena razvoju otrok in učenju z vsemi čuti.
There are story-based as well as action-oriented phases involving staging, songs, rhymes, chants, raps and total physical response (TPR).
Posamezne faze temeljijo na zgodbi ali so usmerjene v dejanja in zajemajo uprizarjanje, pesmi, rime, preprosto petje, rapanje in telesni odziv (Total Physical Response – TPR).
It is the combination of all these elements which is the key to success.
Gre torej za kombinacijo vseh teh elementov, kar je ključ do uspeha.
The target languages are English and German.
Ciljna jezika sta angleščina in nemščina.
The variety of the materials, tools and media supplied by the participating countries contribute towards intercultural learning and awareness.
Različna gradiva, orodja in mediji, ki jih posredujejo sodelujoče države, prispevajo k medkulturnemu učenju in ozaveščanju.
Published in two volumes, the materials are available in both print and multimedia formats.
Gradiva, objavljena v dveh delih, so na voljo tako v tiskanem kot v multimedijskem formatu.
PARTNERSHIP:Junta de Castilla y León (ES), Istituto
PARTNERJI:Junta de Castilla y León (ES), Istituto
Regionale Ricerca Educativa Liguria (IT), Norges teknisknaturvitenskapelige universitet (NO), Uniwersytet Adama Mickiewicza (PL), A Escola Superior de Educação do Instituto Politécnico de Leiria (PT), East Ayrshire Council (UK)TARGET LANGUAGES: English, German AGE GROUP: 5–11WEBSITE: http://www.nibis.de/nli1/europa/index.php PROJECT DURATION: Start: 2003End: 2006
Regionale Ricerca Educativa Liguria (IT), Norges teknisknaturvitenskapelige universitet (NO), Uniwersytet Adama Mickiewicza (PL), A Escola Superior de Educação do Instituto Politécnico de Leiria (PT), East Ayrshire Council (UK)CILJNI JEZIKI: angleški, nemški STAROSTNA SKUPINA: 5–11SPLETNA STRAN: http://www.nibis.de/nli1/europa/index.php TRAJANJE PROJEKTA: Datum začetka: 2003Datum zaključka: 2006
‘Taste the language’ promotes languages by organising free food and language taster sessions.
Taste the Language promovira jezike z organizacijo brezplačnih „degustacijskih srečanj“ (Taster Sessions) z okušanjem hrane in jezika.
These taster sessions take place in the framework of existing food festivals and culinary fairs along with similar events organised by the project partners.
Ta srečanja potekajo v okviru obstoječih festivalov hrane in kulinaričnih sejmov skupaj s podobnimi prireditvami, ki jih organizirajo partnerji projekta.
Food and drink are used as a catalyst for language learning and participants are encouraged to learn a little of a country’s language at the same time as they sample its products.
Hrana in pijača služita kot katalizator za učenje jezikov, saj se udeleženci spodbujajo, da se med pokušanjem izdelkov iz posamezne države naučijo nekaj njenega jezika.
The project targets learners from a wide range of social, professional, and educational backgrounds, including ‘non-traditional’ language learners.
Projekt je namenjen učencem iz najrazličnejših družbenih okolij ter z najrazličnejšimi poklici in izobrazbo, vključno z „netradicionalnimi“ učenci jezika.
As such, it promotes the different possibilities that exist for studying languages, not only classroom-based courses but also alternatives such as self-study or e-learning.
Kot tak promovira različne možnosti za učenje jezikov, ne samo tečaje v učilnicah, ampak tudi alternativne oblike, kot sta na primer samostojno in e-učenje.
During the taster sessions, information about local language providers is disseminated to participants as a way of building upon their initial contact with a language.
Med temi srečanji se udeležencem posredujejo informacije o lokalnih jezikovnih ponudnikih, da bi lahko gradili na začetnem stiku z jezikom.
Escuela Oficial de Idiomas de Logroño (ES), Vilniaus universitetas — Kauno humanitarinis fakultetas (LT), Professional Services Fitted to your business SA (LU), Formação Língua e Estudos Portugueses (PT), Inspectoratul Şcolar Judeţean Mehedinţi (RO), Stredné odborné učilište textilné (SK), Nottingham Trent University (UK)TARGET LANGUAGES: Dutch, English, French, German, Lithuanian, Luxembourgish, Portuguese, Romanian, Slovak, Spanish AGE GROUP: Adults WEBSITE: http://www.tastethelanguage.net PROJECT DURATION: Start: 2005End: 2007
Wien (AT), Escuela Oficial de Idiomas de Logroño (ES), Vilniaus universitetas – Kauno humanitarinis fakultetas (LT), Professional Services Fitted to your business SA (LU), Formação Língua e Estudos Portugueses (PT), Inspectoratul Şcolar Judeţean Mehedinţi (RO), Stredné odborné učilište textilné (SK), Nottingham Trent University (UK)CILJNI JEZIKI: angleški, francoski, litovski, luksemburški, nemški, nizozemski, portugalski, romunski, slovaški, španski STAROSTNA SKUPINA: odrasli SPLETNA STRAN: http://www.tastethelanguage.net TRAJANJE PROJEKTA: Datum začetka: 2005Datum zaključka: 2007
The taster sessions are supported by a series of taster booklets, each of which focuses on a different language.
Srečanja so podprta s serijo knjižic, imenovanih Taster Booklets, vsaka od njih pa se osredotoča na drug jezik.
The taster website offers an online version of the taster booklets and also contains a taster recipe, written by the project management team. This is a good practice guide for people who are interested in setting up their own taster session.
Na spletni strani Taster Website je na voljo spletna različica knjižic Taster Booklets, pa tudi priročnik dobre prakse z naslovom Taster Recipe, ki ga je napisala skupina za upravljanje projekta – za vse tiste, ki bi radi začeli s svojimi srečanji Taster Sessions.
‘Taste the language’ aims to show its target audience that it is worth making the effort to know at least some words and expressions in other languages.
Taste the Language si prizadeva svojemu ciljnemu občinstvu pokazati, da se je vredno potruditi in naučiti vsaj nekaj besed in izrazov v drugih jezikih.
The taster sessions should help to enhance participants’ spoken communication in a foreign language and to create a more positive attitude towards languages that are not so well known.
Srečanja Taster Sessions naj bi pomagala izboljšati govorno sporazumevanje udeležencev v tujem jeziku in ustvariti pozitivnejši odnos do jezikov, ki niso tako dobro znani.
European Reference Framework
Evropski Referenčni Okvir
The Key Competences for Lifelong Learning – A European Framework is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning that was published in the Official Journal of the European Union on 30 December 2006/L394. (http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_ 39420061230en00100018.pdf)
Veliko dodatnih informacij o Evropski uniji je na voljo na internetu.Dostop je mogoč na strežniku Europa (http://europa.eu).
For more information, please see: http://ec.europa.eu/education/index_en.html.
Kataloški podatki so navedeni na koncu te publikacije.
Europe Direct is a service to help you find answers to your questions about the European Union
Luxembourg: Urad za uradne publikacije Evropskih skupnosti, 2007 n u l l
(*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed.
KLJUČNE KOMPETENCE ZA VSEŽIVLJENJSKO UČENJE EVROPSKI REFERENČNI OKVIR
More information on the European Union is available on the Internet (http://europa.eu).
Luxembourg: Urad za uradne publikacije Evropskih skupnosti
© European Communities, 2007Reproduction is authorised provided the source is acknowledged.Pictures: © Shutterstock
Publikacije Urada za publikacije, namenjene prodaji, so na voljo na strani EU Bookshop http://bookshop.europa.eu/, kjer jih lahko naroite pri izbrani prodajni enoti.Seznam prodajnih enot po vsem svetu lahko zahtevate tudi po faksu (352) 29 29-42758.
Printed on white chlorine-free paper
Več informacij je na voljo na naslovu:Evropska komisija Generalni direktorat za izobraževanje in kulturo
Lifelong learning has become a necessity for all citizens.
Vseživljenjsko učenje je postalo potreba vsakega državljana.
We need to develop our skills and competences throughout our lives, not only for our personal fulfi l-ment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work.
Spretnosti in kompetence moramo razvijati vse življenje, ne le zaradi svoje osebne izpolnitve in zato, da se lahko dejavno vključimo v družbo, v kateri živimo, temveč tudi zato, da smo lahko uspešni v svetu dela, ki se nenehno spreminja.
The knowledge, skills and aptitudes of the European workforce are a major factor in the EU’s innovation, productivity and competitiveness.
Znanje, spretnosti in sposobnosti evropske delovne sile so najpomembnejši dejavniki pri inovacijah, produktivnosti in konkurenčnosti.
Growing internationalisation, the rapid pace of change, and the continuous roll-out of new technologies mean that Europeans must not only keep their specific job-related skills up-to-date, but also possess the generic competences that will enable them to adapt to change.
Zaradi vse večje internacionalizacije, hitrih sprememb in nenehnega nastajanja novih tehnologij morajo Evropejci poleg tega, da stalno posodabljajo delovne spretnosti, imeti tudi splošne kompetence, ki jim omogočajo prilagajanje spremembam.
People’s competences also contribute to their motivation and job satisfaction in the workplace, thereby affecting the quality of their work.
Kompetence spodbujajo tudi motivacijo ljudi in njihovo zadovoljstvo na delovnem mestu, s tem pa vplivajo na kakovost njihovega dela.
Member of the European Commission responsible for Education, Training, Culture and Youth
Član Evropske komisije, pristojen za izobraževanje, usposabljanje, kulturo in mladino
The ways in which we access information and services continue to change.
Načini dostopanja do informacij in storitev se še naprej spreminjajo.
We need new competences to master a whole new digital world, not only by acquiring technical skills, but also by gaining a deeper understanding of the opportunities, challenges and even ethical questions posed by new technologies.
Za obvladovanje popolnoma novega elektronskega sveta potrebujemo nove kompetence, kar ne pomeni le pridobivanja tehničnih spretnosti, temveč tudi razvijanje boljšega razumevanja priložnosti, izzivov in celo etičnih vprašanj v zvezi z novimi tehnologijami.
society. The Member States’ initial education and training systems should support the development of these competences for all young people, and their adult education and training provision should give real opportunities to all adults to learn and maintain these skills and competences.
teh kompetenc pri vseh mladih, njihova ponudba izobraževanja in usposabljanja za odrasle pa bi morala vsem odraslim zagotoviti dejanske priložnosti, da se teh spretnosti in kompetenc naučijo ter jih vzdržujejo.
In this climate of rapid change, there is increasing concern about our social cohesion.
V tem ozračju hitrih sprememb so skrbi v zvezi z našo družbeno povezanostjo vse večje.
There is a risk that many Europeans feel left behind and marginalised by globalisation and the digital revolution.
Vse več Evropejcev morda čuti, da zaradi globalizacije in elektronske revolucije zaostajajo in so potisnjeni na obrobje.
The resulting threat of alienation implies a need to nurture democratic citizenship; it requires people to be informed and concerned about their society and active in it.
Nevarnost odtujenosti, ki nastane zaradi tega, sproži potrebo po negovanju demokratičnega državljanstva, to pa pomeni, da morajo biti ljudje obveščeni, zanimati se morajo za svojo družbo in biti v njej dejavni.
The knowledge, skills and aptitudes that everyone needs must change as a result.
Znanje, spretnosti in sposobnosti, ki jih vsakdo potrebuje, se morajo zato spreminjati.
I am sure that the European Framework for Key Competences will prove to be a useful tool for policymakers, and for education and training providers and learners, in order to make lifelong learning a reality for all.
Prepričan sem, da se bo evropski okvir ključnih kompetenc izkazal za koristno orodje za oblikovalce politik, ponudnike izobraževanj in usposabljanj ter učence, s pomočjo katerega bo vseživljenjsko učenje postalo vsakdanjik vsakega posameznika.
I encourage everyone involved to make the best use of this reference tool, and, alongside the European Commission, to support its dissemina-
Vse udeležence bi rad spodbudil, da kar najbolje uporabijo to referenčno orodje in skupaj z Evropsko komisijo podprejo njegovo razširjanje in nadgradnjo.
Lifelong Learning1. The Framework identifies and defines, for the first time at the European level,
Prav zato sta Svet in Evropski parlament konec leta 2006 sprejela evropski okvir ključnih kompetenc za vseživljenjsko učenje.
Ján Figel’ the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based
Okvir prvič na evropski ravni opredeljuje in določa ključne kompetence, ki jih državljani potrebujejo za svojo osebno izpolnitev, socialno vključenost, aktivno državljanstvo in zaposljivost v družbi znanja.
1 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
1 Priporočilo Evropskega parlamenta in Sveta z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje.
Official Journal of the European Union L394. http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf
Uradni list Evropske unije L394. http://eur-lex.europa.eu/LexUriServ/site/sl/oj/2006/l_394/l_39420061230sl00100018.pdf
1) identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;
1) ugotoviti in opredeliti ključne kompetence, ki so v družbi znanja potrebne za osebno izpolnitev, dejavno državljanstvo, socialno kohezijo in zaposljivost;
Education in its dual role, both social and economic, has a key role to play in ensuring that Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to such changes.
Izobraževanje ima s svojo dvojno vlogo, v socialnem in ekonomskem smislu, ključni pomen pri zagotavljanju, da državljani Evrope pridobijo ključne kompetence, ki jih potrebujejo, da se na prožen način prilagodijo takšnim spremembam.
2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives;
2) podpreti delo držav članic, katerega cilj je zagotoviti, da bodo mladi ljudje do konca začetnega izobraževanja ključne kompetence razvili do ravni, ko bodo sposobni za odraslo življenje in ki ustvarja podlago za nadaljnje učenje in poklicno življenje, in da bo odraslim omogočeno razvijati in posodabljati ključne kompetence vse življenje;
3) provide a European-level reference tool for policymakers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives;
3) zagotoviti referenčno orodje na evropski ravni za oblikovalce politik, ponudnike izobraževanj, delodajalce in same učence za olajšanje nacionalnih prizadevanj in prizadevanj na evropski ravni za doseganje skupno dogovorjenih ciljev;
4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.
4) zagotoviti okvir za nadaljnje ukrepe na ravni Skupnosti v okviru delovnega programa „Izobraževanje in usposabljanje 2010“ in v okviru programov za izobraževanje in usposabljanje Skupnosti.
In this context, the main aims of the Reference Framework are to:
Primeri takih skupin vključujejo osebe s šibkimi osnovnimi znanji, zlasti pomanjkljivo pismenostjo, tisti, ki so zgodaj opustili šolanje, dolgotrajno brezposelni in tisti, ki se po dolgi odsotnosti vračajo na delovno mesto, starejši, migranti in invalidi.
The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society.
Referenčni okvir določa osem ključnih kompetenc: 1) sporazumevanje v maternem jeziku;2) sporazumevanje v tujih jezikih;3) matematična kompetenca ter osnovne kompetence v znanosti in tehnologiji;4) digitalna pismenost;5) učenje učenja;6) socialne in državljanske kompetence;7) samoiniciativnost in podjetnost ter8) kulturna zavest in izražanje.
Many of the competences overlap and interlock: aspects essential to one domain will support competence in another.
Ključne kompetence se štejejo za enako pomembne, saj vsaka od njih prispeva k uspešnemu življenju v družbi znanja.
Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities.
Številne kompetence se prekrivajo in povezujejo: vidiki, ki so bistvenega pomena za eno področje, bodo podpirali kompetence na drugem.
There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem-solving, risk assessment, decision-taking, and constructive management of feelings play a role in all eight key competences.
Kompetenca na področju temeljnih osnovnih znanj jezika, kompetenca branja, pisanja, računanja in na področju informacijsko-komunikacijske tehnologije (IKT) je bistvena podlaga za učenje, učenje učenja pa podpira vse učne dejavnosti.
The Reference Framework sets out eight key competences: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; 8) Cultural awareness and expression.
Obstajajo številne teme, ki se uporabljajo v celotnem referenčnem okviru: kritično razmišljanje, ustvarjalnost, dajanje pobud, reševanje problemov, ocena tveganj, sprejemanje odločitev ter konstruktivno obvladovanje čustev so pomemben dejavnik pri vseh osmih ključnih kompetencah.
Communication in the mother tongue (1)
Sporazumevanje v maternem jeziku (1)
Definition: nition:
Opredelitev:
Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others.
Sporazumevalna kompetenca je rezultat usvojitve maternega jezika, ki je temeljno povezana z razvojem kognitivne sposobnosti posameznika, da razume svet in se poveže z drugimi ljudmi.
This competence also includes the abilities to distinguish and use different types of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.
Ta kompetenca vključuje tudi sposobnost razlikovanja in uporabe različnih vrst besedil, iskanje, zbiranje in obdelavo informacij, uporabo pripomočkov, oblikovanje in izražanje svojih ustnih in pisnih argumentov na prepričljiv način, ustrezen okoliščinam.
(1) In the context of Europe’s multicultural and multilingual societies, it is recognised that the mother tongue may not in all cases be an official language of the Member State, and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society.
(1) V okviru večkulturnih in večjezikovnih družb Evrope se ugotavlja, da materni jezik v vseh primerih ni nujno uradni jezik države članice in da je sporazumevanje v uradnem jeziku predpogoj za zagotavljanje polne udeležbe posameznika v družbi.
Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.
Ukrepi za obravnavo takih primerov in za ustrezno uporabo opredelitve zadevajo posamezno državo članico v skladu z njenimi posebnimi potrebami in okoliščinami.
Communication in foreign languages (2)
Sporazumevanje v tujih jezikih (2)
Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs.
Bistvena znanja za sporazumevanje v tujih jezikih so sestavljena iz sposobnosti razumevanja govornih sporočil, spodbujanja, vzdrževanja in sklepanja pogovorov ter branja, razumevanja in pisanja besedil, v skladu s potrebami posameznika.
Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs.
za sporazumevanje v tujih jezikih nasploh veljajo iste glavne razsežnosti kompetence sporazumevanja kot pri sporazumevanju v maternem jeziku: temelji na sposobnostih razumevanja, izražanja in razlage pojmov, misli, čustev, dejstev in mnenj v pisni in ustni obliki (poslušanje, govor, branje in pisanje) v ustrezni vrsti družbenih in kulturnih okoliščin – izobraževanje in usposabljanje, delo, dom in prosti čas, – v skladu z željami ali potrebami posameznika.
An individual’s level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.
Posameznikova stopnja usposobljenosti je odvisna od štirih razsežnosti (poslušanje, govorjenje, branje in pisanje) in od posameznega jezika ter posameznikovega družbenega in kulturnega ozadja, okolja, potreb in/ali interesov.
(2) It is important to recognise that many Europeans live in bilingual or multilingual families and communities, and that the official language of the country in which they live may not be their mother tongue.
(2) Priznati je treba, da veliko Evropejcev živi v dvojezičnih ali večjezičnih družinah in skupnostih ter da uradni jezik v državi, v kateri živijo, ni nujno njihov materni jezik.
Competence in science refers to the ability
Kompetenca na področju znanosti se nana-
B develop and apply mathematical thinking and willingness to use the body of knowl- edge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions.
B usvojitve in uporabe matematičnega na- ša na sposobnost in pripravljenost uporabe čina razmišljanja za reševanje mnogih težav v vsakdanjem življenju.