natgillin/translations-raw huggingface dataset:
The project also helped the students strengthen their social and linguistic skills and increased their awareness of Europe.
Projekt je pomagal razvijati tudi socialne spretnosti in jezikovno znanje dijakov ter okrepiti njihovo osveščenost o Evropi.
All of the pupils’ efforts focussed on recognising the ecological and economic importance of forests.
Vsa prizadevanja dijakov so bila usmerjena v spoznavanje ekološkega in gospodarskega pomena gozdov.
Students also learned about the recreational uses of woodlands, shared their environmental knowledge and awareness, and even discovered nutritional sources within these areas.
Učili so se tudi o rekreacijski uporabi gozdov, izmenjavali znanje in osveščenost o varstvu okolja ter odkrivali celo vire hrane na teh območjih.
In addition to environmental lessons, pupils also participated in the daily life of their foreign host families, gaining valuable multicultural experience.
Poleg pouka o varstvu okolja so se dijaki udeleževali tudi vsakodnevnih dejavnosti svojih družin gostiteljic in si pri tem nabirali dragocene izkušnje iz večkulturnosti.
Since both schools are located in wooded areas indi erent geographic latitudes, the project focussed on fieldwork and activities that familiarised the pupils with the different characteristics and features of northern and central European forests.
Ker obe šoli ležita sredi gozdnate pokrajine v različnih zemljepisnih širinah, je bil projekt osredotočen na delo na terenu in dejavnosti, ki so dijake seznanile z različnimi značilnostmi in lastnosti gozdov severne in srednje Evrope.
The first exchange was held in Austria and pupils wrote stories and fables.
Prva izmenjava je potekala v Avstriji, kjer so dijaki pisali zgodbe in pravljice.
The stories, which were written in both target languages, were compiled into a book titled, “Mysterious Forests”.
Zgodbe, ki so bile napisane v obeh ciljnih jezikih, so bile objavljene v knjigi z naslovom Skrivnostni gozdovi.
The pupils then made prints to illustrate the book.
Dijaki so knjigo opremili tudi z ilustracijami.
Furthermore, they also designed a board game based on the map of Austria, formulating questions about the Alpine country for the game.
Izdelali so celo namizno igro, ki temelji na zemljevidu Avstrije, in zanjo oblikovali vprašanja o tej alpski državi.
The pupils continued their work on the board game during the second exchange in Finland.
Dijaki so delo z namizno igro dokončali med drugo izmenjavo na Finskem.
This time they used a Finnish map and came up with questions about the Scandinavian country’s forests.
Tokrat so uporabili zemljevid Finske in se domislili vprašanj o gozdovih te skandinavske države.
Students created their own rules for the game and made all the design decisions.
Sami so določili tudi pravila igre in sprejeli vse odločitve v zvezi z oblikovanjem.
They even created game pieces embossed with forestrelated symbols.
Za igro so izdelali celo figurice, okrašene s simboli, povezanimi z gozdom.
In both exchanges, students explored forests, worked on common activities related to these environments and enjoyed engaging in social programmes that included their host parents.
V okviru obeh izmenjav so dijaki raziskovali gozdove, sodelovali v skupnih dejavnostih, povezanih s tem okoljem, in se udeleževali družabnega programa, ki je vključeval tudi starše gostitelje.
These projects allowed the pupils to learn in an innovative way, improve their multilingual awareness and discover more about each other.
Projekt je dijake uvajal v inovativne načine učenja, izboljšal njihovo večjezično ozaveščanje in jim omogočil, da so izvedeli več drug o drugem.
Some of the activities included designing a logo as well as collecting and compiling stories.
Med dejavnostmi je bilo tudi oblikovanja logotipa in zbiranje zgodb.
Students also drafted, cut and printed woodcarvings and illustrations.
Dijaki so izdelovali lesoreze in ilustracije.
A studentcreated exhibition presented everything they had learned about forests.
Sami so pripravili tudi razstavo, ki je predstavila vse, kar so se naučili o gozdovih.
Bilateral School Partnership:WOW!
Dvostransko šolsko partnerstvo:WOW! World of Wonder – Our forests
The assistantship of Petra Kežman involved learning French and teaching English in a French primary and nursery school.
Naloge asistentke Petre Kežman so vključevale učenje francoščine in poučevanje angleščine na francoski osnovni šoli in v francoskem vrtcu.
Her ability to talk about Europe while motivating the children to learn a language had a very positive and widespread impact on everyone she was involved with, directly or indirectly.
Njena zmožnost, da je pripovedovala o Evropi in hkrati spodbujala otroke k učenju tujega jezika, je zelo pozitivno in močno vplivala na vse, s katerimi je prišla v neposreden ali posreden stik.
Petra’s young pupils soon started discussing and learning about Europe at home with their parents.
Petrini učenci so se kmalu začeli pogovarjati in učiti o Evropi tudi doma s starši. Sama je spoznala, da je poučevanje hkrati tudi učenje.
This two-way process was rewarding for her pupils, who were proud to share their own knowledge and experiences of French culture while learning English and Slovenian.
Ta dvosmerni proces je obogatil njene učence, ki so s ponosom delili lastno znanje in izkušnje o francoski kulturi, medtem ko so se učili angleški in slovenski jezik.
In many ways, Petra Kežman’s assistantship exceeded the expectations of her host schools.
Bivanje in delo asistentke Petre Kežman je na več ravneh preseglo pričakovanja obeh ustanov gostiteljic.
During her eight-month stay, she relied on engaging multimedia teaching methods to boost her students’ motivation to learn a new language while raising their interest in Europe.
V osmih mesecih je s pomočjo večpredstavnostnih metod poučevanja izboljšala motiviranost učencev za učenje novega tujega jezika, hkrati pa povečala tudi njihovo zanimanje za Evropo.
Her methods even positively affected the life of children’s families outside of school.
Njene metode so imele pozitiven vpliv tudi na življenje družin otrok zunaj šole.
Throughout her assistantship, Petra Kežman worked in close collaboration with the regional Centre Resources Europe Eurodoc 69, which is affiliated with both schools.
V vsem času svoje asistentske prakse je Petra Kežman tesno sodelovala z regionalno organizacijo Centre Ressources Europe Eurodoc 69, ki je povezana z obema ustanovama.
She took part in their discussions, helped prepare teaching materials on Europe and monitored their preparation of class exchanges with other primary schools in the European Union.
Sodelovala je v njenih razpravah, pomagala pri pripravi učnega gradiva o Evropi in spremljala njihove priprave na izmenjavo učencev z drugimi osnovnimi šolami v Evropski uniji.
Together with the Centre Ressources and another associates, she prepared a DVD about Comenius language assistants and the importance of the programme.
Skupaj s Centrom in drugimi sodelavci je pripravila DVD o Comenius asistentih za tuji jezik in o pomenu tega programa.
Shortly after her assistantship, she was one of the organisers of a European multilingualism conference and used the event to share her experiences.
Kmalu po končani asistentski praksi je bila soorganizatorka evropske konference o večjezičnosti, na kateri je predstavila tudi svoje izkušnje.
At school, her activities were integrated into the institution’s established routine and she enjoyed professional guidance while being allowed to rely on her own creativity.
Njene dejavnosti so bile vključene v ustaljen tok dogodkov na šoli, ob strokovnem vodstvu pa se je lahko zanašala tudi na lastno ustvarjalnost.
She seamlessly combined traditional pen-and-paper methods with the use of the Internet, physical learning, audiovisual aids and handson activities.
Skoraj neopazno je prepletala tradicionalno metodo papir–svinčnik in uporabo svetovnega spleta, učenje s pomočjo športne vzgoje, avdiovizualne pripomočke in praktične dejavnosti.
She also quickly broadened her pupils’ understanding of languages – students learned that languages are not just school subjects but a means of communication and a way to get to know people in many beautiful countries.
Kmalu ji je uspelo poglobiti razumevanje jezikov svojih učencev – izvedeli so, da jeziki niso le predmeti v šoli, ampak tudi načini sporazumevanja in pripomoček za spoznavanje ljudi v raznih čudovitih deželah.
She made them realise that Europe is a place where cultures
Z njeno pomočjo so spoznali,
Tomasz Wąsik’s assistantship can be considered an example of the positive impact of mobility on European education.
Asistent Tomasz Wąsik je zgled pozitivnega vpliva mobilnosti na evropsko izobraževanje.
His stay at Sandenskolan enhanced his teaching skills, brought the realities of European enlargement to a whole community and shortened the distance between Poland and the northern extremities of Sweden.
Njegova asistentska praksa na šoli Sandenskolan je izboljšala njegove učne spretnosti, celotno skupnost soočila z realnostjo evropske širitve in zmanjšala razdaljo med Poljsko in skrajnim severom Švedske.
Sandenskolan in Boden has taken part in many European projects and initiatives.
Šola Sandenskolan v Bodnu je sodelovala že v številnih evropskih projektih in pobudah.
During his stay, Tomasz took an active part in establishing contact with a Polish secondary school in Wawrzeńczyce, a village in south western Poland, which resulted in a Comenius bilateral project titled ‘Welcome to My Country’.
Med svojo asistentsko prakso je Tomasz dejavno sodeloval v navezovanju stikov s poljsko srednjo šolo v kraju Wawrzeńczyce na jugozahodu Poljske, kar je privedlo do dvostranskega projekta Comenius z naslovom „Dobrodošli v moji državi“.
Another important outcome of his assistantship was the organisation of the first meeting of the Polish community in northern Sweden.
Še en pomemben rezultat njegovega bivanja je bila priprava prvega srečanja poljske skupnosti na severu Švedske.
He was responsible for designing and providing practical information as well as a database for the guests.
Tomasz je bil odgovoren za zbiranje in posredovanje praktičnih informacij in oblikovanje podatkovne baze za povabljene. Ta prireditev je pripomogla k utrjevanju vezi med obema državama in skupnostima.
Even after his assistantship, Tomasz continues to collaborate with his host school and acts as a guide during stavisits in his native Poland.
Tomasz sodeluje s šolo gostiteljico tudi po zaključku svoje asistentske prakse in opravlja naloge vodiča med obiski šolskega osebja v svoji matični državi Poljski.
The school is now involved in extensive cooperation projects with Poland and combines them with pupil exchanges.
Šola Sandenskolan je trenutno vključena v obsežne projekte sodelovanja s Poljsko in jih združuje z izmenjavami učencev.
Tomasz Wąsik was fully prepared for his mission and so was the host school.
Tomasz Wąsik se je dobro pripravil na svoje poslanstvo, šola gostiteljica pa prav tako.
He planned, implemented and followed up on his assistantship, proving himself a reliable and dedicated professional.
Pri pripravi, izvedbi in oceni svojega dela asistenta se je izkazal kot zanesljiv in predan strokovnjak.
As a future teacher, Tomasz Wąsik used his assistantship as an opportunity to hone his teaching skills using different approaches in a variety of situations, and with different age groups.
Kot bodoči učitelj je izkoristil svoje delovno mesto asistenta za izpopolnjevanje svojih učnih spretnosti in uporabil različne pristope v različnih situacijah z različnimi starostnimi skupinami.
He gave all the pupils the possibility to learn the basics of the Polish language as well as a chance to get to know Poland, its history, socio-economic status and culture.
Vsem svojim učencem je nudil priložnost za učenje osnov poljskega jezika in za spoznavanje Poljske, njene zgodovine, družbenogospodarskega položaja in kulture.
He designed multimedia shows called “Club-classes” to stimulate debate and improve the pupils’ communication skills while making learning as attractive as possible.
Pripravil je večpredstavnostna predavanja, imenovana „klubske ure“, s katerimi je spodbujal razpravo in izboljšal sporazumevalne spretnosti učencev s ciljem narediti učenje kar najprijetnejše.
His main goal was to create a pleasant classroom atmosphere and, at the same time, increase his pupils’ understanding about the importance of learning a foreign language and getting to know other cultures.
Njegov osnovni namen je bil ustvariti prijetno vzdušje v razredu in hkrati svoje učence poučiti o pomenu učenja tujega jezika in spoznavanja drugih kultur.
His colleagues and head teacher all agreed that he was an asset to the school and that he went far beyond the tasks originally assigned to him.
Njegovi sodelavci in ravnatelj so se strinjali, da je Tomasz velika pridobitev za šolo in da je daleč presegel svoje prvotne naloge.
16 _BAR_ understanding of Europe.
16 _BAR_ njihovo dojemanje Evrope.
Monika went beyond traditional school teaching and offered evening classes to pupils and their parents.
Monika je delovala tudi zunaj ustaljenega okvira šolskega pouka, saj je učencem in njihovim staršem pripravila tudi večerni pouk.
As a member of the teaching staff, she provided assistance whenever necessary, and her constant presence helped resolve a number of issues.
Kot članica učiteljskega zbora je nudila pomoč, kjer je bilo to potrebno, in njena stalna navzočnost je pomagala rešiti marsikatero težavo.
Monika Emrichová spent six months at a small primary school in a German village.
Monika Emrichová je preživela šest mesecev na majhni osnovni šoli v nemški vasici.
Her main assignment was to teach English to young pupils, help the teachers prepare their Comenius bilateral project with a partner school from Slovakia and participate in the school’s music and arts projects.
Njena osnovna naloga je bila poučevati angleščino učence na nižji stopnji, pomagati učiteljem pri pripravah na njihov dvostranski projekt Comenius v partnerstvu s šolo na Slovaškem ter sodelovati v šolskih glasbenih in drugih kulturnih projektih.
Although she is Czech, she became an expert advisor in festive Slovak traditions.
Ko je Monika prispela na šolo gostiteljico, je bila v polni pripravljenosti za nove izobraževalne in kulturne dogodivščine.
Her organisational skills proved very useful in assisting the school with their preparations for a trip to Banská Bystrica, Slovakia, as part of the Comenius bilateral project, which became the highlight of her stay.
Bila je pripravljena, da kar najbolje izkoristi svoje bivanje v tujini in da kar največ nudi šoli gostiteljici in svojim učencem.
She helped prepare the children who went to Slovakia as well as anyone else involved in the project.
Veselila se je, da se bo učila nemščine od domačih govorcev in nadgradila svoje sporazumevalne spretnosti.
The teachers and children gained as much experience and knowledge as possible from the partnership, supported by her expertise in cultural backgrounds and languages.
Monika Emrichová svojih ciljev ni le dosegla, ampak tudi presegla, tako med poukom kot zunaj šole.
When she arrived in her host school, Monika was fully prepared for new educational and cultural adventures.
Čeprav je Monika Čehinja, je postala strokovna svetovalka za slovaške praznične običaje.
She was ready to make the best out of her stay abroad and contribute as much as possible to the host school as well as its pupils.
Izkazala je tudi svoje organizacijske spretnosti, ko je šoli pomagala pripraviti izlet v Bansko Bistrico na Slovaškem v okviru dvostranskega projekta Comenius, kar je bil vrhunec njenega bivanja.
She was also eager to learn German from native speakers and to broaden her communication skills.
Pomagala je pri pripravah učencev, ki so odpotovali na Slovaško, pa tudi vseh drugih, vključenih v projekt.
Monika Emrichová not only fulfilled but exceeded the goals of her assignment, both inside and outside the school.
Učitelji in učenci so iz partnerstva odnesli kar največ izkušenj in znanja, pri tem pa jim je bila v pomoč Monikina strokovnost v poznavanju kultur in jezikov.
As a young language teacher, she developed innovative methods to make learning as attractive as possible for young children, trying to enhance their computer skills while also learning how to communicate in English, Slovak, Czech and German as well as developing their
Kot mlada učiteljica tujih jezikov je razvila inovativne metode, da bi bilo učenje za majhne otroke kar najbolj prijetno. Skušala je izboljšati njihove računalniške spretnosti, jih učila, kako se sporazumevati v angleškem, slovaškem, češkem in nemškem jeziku, in spodbujala
Monika’s stay in Veen was also a highlight in the life of the village.
Monikino bivanje v Veenu je bilo velikega pomena tudi za življenje vasi.
She fully embraced the culture of the inhabitants, took part in local festivals and participated enthusiastically in the day-to-day life of the town.
V celoti se je vživela v kulturo domačinov, se udeleževala lokalnih dogodkov in z navdušenjem sodelovala v vsakdanjem življenju vasi.
The village was also able to benefit from her unique experiences as a Czech.
Tudi vaščani so se lahko obogatili z njenimi edinstvenimi izkušnjami, ki jih ima kot Čehinja.
Monika’s experiences are based on her life as a citizen of a new European Union member state and anchored in respect, solidarity and the thrill of mutual discovery.
Te izhajajo iz njenega življenja, ki ga živi kot državljanka nove države članice Evropske unije in ki temelji na spoštovanju, solidarnosti in veselju ob vzajemnem spoznavanju.
Alessandra Perilonghi was an assistant in a school specialised in the humanities in Bulgaria.
Alessandra Perilonghi je opravljala delo asistentke na gimnaziji v Bolgariji, specializirani za humanistične vede.
In addition to its traditional subjects, the school, Liceo “Vassil Levski”, also offered Italian.
Poleg klasičnih predmetov je na gimnaziji „Vassil Levski“ potekal tudi pouk italijanščine.
This gave Alessandra the opportunity to teach her native language while learning one she did not yet speak.
Tako je imela Alessandra priložnost poučevati svoj materni jezik, hkrati pa se učiti povsem novega jezika.
In addition, she organised specific lessons about the history of the European Union (EU) and established a constructive dialogue with Bulgarian pupils.
Poleg tega je pripravila tudi posebne ure o zgodovini Evropske unije (EU) in z bolgarskimi dijaki vzpostavila konstruktiven dialog.
Although she and the students were all EU citizens, she was the only one who was born as one.
Čeprav so bili državljani EU tako dijaki kot Alessandra, je bila ona edina, ki se je že rodila kot državljanka EU.
She also offered weekly Italian language lessons to teachers and parents.
Vsak teden je imela tudi ure pouka italijanščine za učitelje in starše.
Last but not least, she tried to attend other lessons to motivate the students to learn and speak foreign languages while increasing their familiarity with other countries.
Ne nazadnje je skušala z udeležbo pri urah drugih predmetov spodbuditi dijake k učenju in govorjenju tujih jezikov, s čimer lahko povečajo svoje poznavanje drugih držav.
Particularly, she attended foreign-language classes but also visited music and art classes, and even taught English and French together with the school’s teachers.
Udeleževala se je predvsem ur drugih tujih jezikov, kakor tudi glasbenega pouka in pouka umetnosti, angleščino in francoščino pa je celo poučevala v sodelovanju z učitelji teh jezikov na šoli.
Alessandra’s main task was to teach Italian language and culture.
Alessandrina osnovna naloga je bila poučevanje italijanskega jezika in kulture.
The expertise of the school’s Italian teachers proved useful to her in this task and she learned a lot from them as their assistant.
Strokovno znanje učiteljev italijanščine na šoli gostiteljici ji je bilo pri tem v veliko pomoč in kot njihova asistentka se je od njih veliko naučila.
However, she was also able to teach the students about Italian geography and particular aspects of Italian life.
Hkrati je dijake izobraževala o italijanski geografiji in konkretnih vidikih življenja v Italiji.
This sparked a fruitful dialogue about Europe.
To je vzpodbudilo plodovit dialog o Evropi.
She mainly assisted with students who had music as their main subject.
Kot asistentka je sodelovala predvsem z dijaki, ki so imeli za glavni predmet glasbo.
She helped the Bulgarian teachers with grammar exercises, information and communication technology lessons, reading activities and communication games.
Bolgarskim učiteljem je pomagala pri slovničnih vajah, urah informacijsko-komu-nikacijske tehnologije, bralnih dejavnostih in sporazumevalnih igrah. Da bi dijake nagovorila na njihovi ravni, jim je večkrat predvajala pesmi mladih italijanskih pevcev, ki so jih dijaki radi prepevali in se jih učili.
Alessandra was impressed by the kindness of the Bulgarian people. Her tutor, in particular, took care of many practicalities for her.
Alessandro je navdušila prijaznost Bolgarov, še posebej njene mentorice, ki je zanjo uredila precej praktičnih zadev.
She also garnered valuable experience during her assistantship.
Mesto asistentke ji je prineslo številne dragocene izkušnje.
She learned to listen carefully and be patient with herself as well as others – a valuable asset when coping with life in a foreign culture.
Naučila se je skrbno prisluhniti in biti potrpežljiva tako sama s seboj kot z drugimi, kar je še posebej zaželena lastnost pri spoprijemanju z življenjem v drugem kulturnem okolju.
Learning a Slavic language also proved to be quite a challenge.
Poseben izziv je bilo zanjo tudi učenje slovanskega jezika.
The experiences and lessons provided by the exchange will prove invaluable to a language teacher – or any citizen in a multicultural and multilingual Europe.
Izkušnje in znanje, pridobljeni z izmenjavo bodo neprecenljivi za vsakega učitelja tujih jezikov – ali, bolje rečeno, za vsakega državljana večkulturne in večjezične Evrope.
But despite the quantity, two challenges quickly arose – how to make those documents didactic and how to trust their content.
Kljub količini pa sta se kmalu pojavili vprašanji, in sicer kako te dokumente spremeniti v didaktične in kdaj zaupati njihovi vsebini.
The first two modules of the DidacTIClang project fully tackle this problem and equip teachers with the ways and means of making the Internet user-friendly for educators.
Prva dva sklopa spopolnjevanja DidacTIClang se ukvarjata prav s to problematiko: učitelje opremita s sredstvi in načini, z uporabo katerih bo svetovni splet postal prijazen do izobraževalcev.
DidacTIClang aims to promote the use of information and communication technologies in language learning while motivating teachers to make the best educational use of web-based content in their own environments.
Cilj projekta DidacTIClang je bil pospeševati upo -rabo informacijsko-komunikacijskih tehnologij pri učenju jezikov, hkrati pa spodbujati učitelje k čim boljšemu izkoristku spletnih vsebin v izobraževalne namene v lastnih okoljih.
The training programme offers a consistent methodology for Internet-based teaching and learning.
Program spopolnjevanja nudi sistematično metodologijo za spletno učenje in poučevanje.
The combination of face-to-face and online courses is organised around four thematic pillars.
Kombinacija spopolnjevanja v živo in prek spleta je osnovana na štirih tematskih stebrih.
The pillars deal with issues related to the use and evaluation of nondidactic resources on the Internet as well as the use of collaborative tools and interactive units for learning languages in an open online environment – a place where teachers working on their own professional improvement can find very useful content.
Ti obravnavajo vprašanja, povezana z uporabo in vrednotenjem nedidaktičnih virov na svetovnem spletu ter z uporabo skupnih orodij in interaktivnih učnih sklopov za učenje tujih jezikov v spletnem okolju, kjer lahko učitelji, ki se želijo samostojno strokovno spopolnjevati, najdejo zelo koristne vsebine.
Another challenge that also quickly arose with the growth of the Internet is the exponential proliferation of communication tools.
Še en izziv, ki se je pojavil hkrati z razvojem svetovnega spleta, je eksponentna rast sporazumevalnih orodij.