natgillin/translations-raw huggingface dataset:
The majority of ‘Mum Dad & Me — Toddlers’ clubs’ operate in kindergartens in the Czech Republic, Germany, Hungary and Slovakia, while others are operated by a language school in Hungary, by municipal authorities in Italy and by community centres in Slovakia. The network created among these pilot clubs is being promoted and extended at regional, local, municipal and community level. The concept is also being disseminated through a network of teachers trained in the project methodology. EN_070814_Br_A4_Lingua_pq.indd 49
Večina klubov Mum Dad & Me – Toddlers’ Clubs deluje v vrtcih na Češkem, v Nemčiji, na Madžarskem in Slovaškem, ostale pa vodijo jezikovne šole na Madžarskem, občinski organi v Italiji ali kulturni domovi na Slovaškem. Mrežo, ki je nastala med temi pilotskimi klubi, promovirajo in širijo na regionalni, lokalni in občinski ravni ter na ravni skupnosti. Ta koncept pa se razširja tudi skozi mrežo učiteljev, usposobljenih za področje projektne metodologije. SI_070820_Br_A4_Lingua_vt.indd 49
‘Opening the door to language learning’ tested a number of models of good practice in open language learning in different local and national contexts.
V projektu Opening the Door to Language Learning so bili preizkušeni številni modeli dobre prakse na področju odprtega učenja jezikov v različnih lokalnih in nacionalnih kontekstih.
It promoted learning outside the formal classroom, in a manner designed to suit the needs and interests of the learners.
Promoviral je učenje zunaj formalne učilnice na način, prilagojen potrebam in interesom učencem.
This was achieved by opening university resource centres to the public, providing independent learning packs to learners and resource centres, taking resources out to the public (e.g. in the local library or through language roadshows), providing online and distance learning, using drama to motivate learners, offering learner training and setting up study groups.
To so dosegli tako, da so za javnost odprli univerzitetne centre za informiranje, učence in centre za informiranje oskrbeli s kompleti za samostojno učenje, javnosti predstavljali učne pripomočke (npr. v krajevni knjižnici ali na jezikovnih turnejah), ponudili spletno učenje in učenje na daljavo, motivirali učence skozi igro, omogočili usposabljanje učencev in ustanovili študijske skupine.
The target groups varied according to the learning model used.
Ciljne skupine so se razlikovale glede na uporabljen učni model.
They included the local community in general, parents, young people, lapsed learners, unemployed people, retired people, people with special needs, and distance learners.
V njih so bili med drugim: lokalna skupnost na splošno, starši, mladi, neuspešni učenci, brezposelni, upokojenci, ljudje s posebnimi potrebami in tisti, ki se
goals and enjoy learning without the stress of tests, exams or the need to attend long courses.
učijo na daljavo. Vsi ti so dobili priložnost, da si zastavijo lastne cilje in uživajo v učenju brez stresa zaradi testov in izpitov ali potrebe po obiskovanju dolgih tečajev.
This approach, which values all learning experiences, helps citizens and employers to see the value of lifelong learning.
Ta pristop, ki ceni vse učne izkušnje, prebivalcem in delodajalcem pomaga uvideti pomen programa Vseživljenjsko učenje.
The project changed attitudes among both learners and providers.
Projekt je spremenil odnos tako učencev kot ponudnikov.
Many of the former realised for the first time that they could learn languages in the way that suited them best and that there was a much wider range of resources available to them.
Mnogo učencev se je prvič zavedlo, da se lahko jezikov učijo na način, ki jim najbolj ustreza, in da je zanje na voljo veliko širši izbor učnih pripomočkov.
For some partners, the project gave their institutions an opportunity to work in the local community, which for some universities was a new experience.
Poleg tega je projekt institucijam nekaterih partnerjev ponudil priložnost za delo v lokalni skupnosti, kar je bila za nekatere univerze nova izkušnja.
In other cases, it helped create public–private partnerships where none previously existed.
V drugih primerih je projekt pripomogel k oblikovanju javno-zasebnih partnerstev tam, kjer teh prej ni bilo.
Formación (ES), Cambridge University Press (HU), National University of Ireland (IE), Vilnius University (LT), Sydnärkes Utbildningsförbund (SE)TARGET LANGUAGES: Dutch, English, Hungarian, Irish, Lithuanian, Spanish, Swedish AGE GROUP: 16 and above WEBSITE: http://www.opendoor2languages.net PROJECT DURATION: Start: 2002End: 2005
MT Educación y Formación (ES), Cambridge University Press (HU), National University of Ireland (IE), Vilnius University (LT), Sydnärkes Utbildningsförbund (SE)CILJNI JEZIKI: angleški, irski, litovski, madžarski, nizozemski, španski, švedski STAROSTNA SKUPINA: 16 let in več SPLETNA STRAN: http://www.opendoor2languages.net TRAJANJE PROJEKTA: Datum začetka: 2002Datum zaključka: 2005
‘Oneness’ — Online language courses for less-used and less-taught languages
ONENESS – spletni jezikovni tečaji za manj uporabljane jezike
‘Oneness’ provides online courses for five of Europe’s less frequently taught languages — Estonian, Finnish, Lithuanian, Polish and Portuguese.
ONENESS nudi spletne tečaje za pet evropskih jezikov, ki se manj pogosto poučujejo: estonščino, finščino, litovščino, poljščino in portugalščino.
The curricula and methodology are based on the Common European Framework of Reference for Languages.
Učni načrti in metodologija temeljijo na Skupnem evropskem referenčnem okviru za jezike.
All five languages have a common course structure and learning materials at A1 level — with a user-friendly virtual classroom called ‘Oneness city’.
Vseh pet jezikov ima enotno strukturo tečajev in učna gradiva na stopnji A1 – z uporabniku prijazno virtualno učilnico, imenovano „mesto enotnosti“ (Oneness city).
In addition to the ‘language school’, students can browse through the ‘library’ and its dictionaries, grammar compendium, laboratory of phonetics (pronunciation, intonation and accentuation), and compendium of phrases.
Poleg „jezikovne šole“ (Language school) lahko študenti brskajo po „knjižnici“ (Library) in njenih slovarjih, slovničnem priročniku, fonetičnem laboratoriju (izgovorjava, intonacija in naglaševanje) ter zbirki fraz.
Yleisradio (FI), Vytautas Magnus University (LT), Jagiellonian University (PL), Universitas (PL), New University of Lisbon (PT)TARGET LANGUAGES: Estonian, Finnish, Lithuanian, Polish, Portuguese AGE GROUP: Students and adults WEBSITE: http://www.oneness.vu.lt PROJECT DURATION: Start: 2003End: 2006
Yleisradio (FI), Vytautas Magnus University (LT), Jagiellonian University (PL), Universitas (PL), New University of Lisbon (PT)CILJNI JEZIKI: estonski, finski, litovski, poljski, portugalski STAROSTNA SKUPINA: študenti in odrasli SPLETNA STRAN: http://www.oneness.vu.lt TRAJANJE PROJEKTA: Datum začetka: 2003Datum zaključka: 2006
The ‘information centre’ contains a sociocultural introduction in English.
„Informacijsko središče“ (Information centre) vključuje sociokulturni uvod v angleščino.
The ‘entertainment park’ offers the student an original interactive computer game for self assessment.
„Park zabave“ (Entertainment park) študentu nudi originalno interaktivno računalniško igro za samoocenjevanje.
Finally, students and teachers can relax in the ‘Internet café’ chat room and forum.
In končno, študenti in učitelji se lahko sprostijo v klepetalnici in na forumu „internetne kavarne“ (Internet café).
Further information about the target languages (with survival phrases) and cultures can be found at http://www1018.vu.lt.
Dodatne informacije o ciljnih jezikih (s frazami za preživetje) in kulturah lahko najdete na spletni strani (http://www1018.vu.lt).
The objective of this course is to teach deaf adults with basic English and Internet skills to use written English for international contacts (e-mail correspondence, reading English websites, etc.).
Cilj tega tečaja je naučiti gluhe odrasle z osnovnim znanjem angleščine ter osnovnim internetnim znanjem in spretnostmi uporabljati pisno angleščino za mednarodne stike (elektronsko dopisovanje, branje angleških spletnih strani itn.).
The topics are of a varying complexity.
Teme so različno zahtevne.
There is no fixed structure, i.e. the users can choose the topics according to their individual interests or needs.
Tečaj nima fiksne strukture, kar pomeni, da lahko uporabniki izbirajo teme skladno s svojimi individualnimi interesi oz. potrebami.
Each lesson contains a main text, which also introduces the most important words and phrases connected to the respective topic.
Vsaka lekcija vsebuje t. i. glavno besedilo, ki predstavi tudi najpomembnejše besede in fraze, povezane s posamezno temo.
Additionally, there are interactive exercises (multiple choice, matching and right order), which allow the users to check vocabulary, grammar, syntax, spelling and comprehension.
Poleg tega so tu še interaktivne vaje (vprašanja izbirnega tipa, povezovanje in pravilni vrstni red), ki uporabnikom omogočajo preverjanje besedišča, slovnice, skladnje, pravopisa in razumevanja.
More information and links serve to extend the users’ knowledge on their own.
Več informacij in povezav uporabnikom pomaga, da si sami razširijo znanje.
For this they can also use the ‘toolkit’ which refers them to online dictionaries and recommended websites for English as a second language.
V ta namen lahko uporabijo tudi „orodno torbico“ (Toolkit), ki jih opozarja na spletne slovarje in priporočene spletne strani za angleščino kot drugi tuj jezik.
All of the main texts can be called up in the national sign languages of all the partner countries as well as in international sign language.
Vsa glavna besedila je mogoče priklicati v nacionalnih znakovnih jezikih vseh držav partneric kot tudi v mednarodnem znakovnem jeziku.
Individual sentences and words/phrases are also available as sign language videos, as are the grammar explanations.
Posamezni stavki in besede/fraze so poleg tega na voljo v video obliki v znakovnem jeziku, enako pa velja tudi za razlage slovnice.
The word/phrase section also serves as an online dictionary for the course.
Poglavje z besedami/frazami služi tudi kot spletni slovar za tečaj.
‘Signs in the city’ — Using city signposts to promote languages
Signs in the City (Znaki v mestu) – promoviranje jezikov z uporabo mestnih smerokazov igrami, glasbo, plesom, religijo, praznovanji, festivali, obredi, vražami, umetniškim izražanjem itd.
‘Signs in the city’ seeks to promote languages through city signs.
Projekt Signs in the City skuša promovirati jezike s pomočjo mestnih znakov.
It provides basic knowledge about different alphabets and elementary vocabulary for the visitor, while also introducing local authorities to innovative ways of promoting their languages through their cities — Dobrich, Birgu, Napflio, Gdansk and Alcalá de Henares.
Nudi osnovno znanje o različnih pisavah in osnovno besedišče za obiskovalca, hkrati pa lokalnim oblastem predstavlja inovativne načine promocije svojih jezikov skozi svoja mesta – Dobrich, Birgu, Napflio, Gdansk in Alcalá de Henares.
The project website includes online versions of the phrasebooks, information about the languages and cities concerned, language quizzes and games.
Spletna stran projekta vsebuje spletne različice slovarčkov pogostih izrazov, informacije o zadevnih jezikih in mestih, jezikovne kvize in igre.
Also available is a documentary film about an open-air photo exhibition of city signs in Dobrich, with subtitles in all target languages.
Na voljo je tudi dokumentarni film o fotografski razstavi mestnih znakov na prostem v mestu Dobrich s podnapisi v vseh ciljnih jezikih.
Five ‘Signs in the city’ phrasebooks have been developed, one for each target language.
Izdelanih je bilo pet slovarčkov Signs in the City, eden za vsak ciljni jezik.
The books include information about the respective alphabet and language, how to read the language and a narrative about the city; everyday phrases linked to the social aspects of the language; words and phrases for finding one’s way in the city; words and phrases for shops, restaurants and services; words and phrases linked to the most important places in the city; and words and phrases
Knjižice med drugim vsebujejo: informacije o posamezni pisavi in jeziku, kako brati jezik in zgodbo o mestu; vsakdanje fraze v povezavi z družbenimi vidiki jezika; besede in fraze, da bi se v mestu laže znašli; besede in fraze za uporabo v trgovinah, restavracijah ter za storitve; besede in fraze v zvezi z najpomembnejšimi kraji v mestu; ter besede in fraze, ki opisujejo ozračje mesta, vključno s športi in
‘Signs in the city’ is an example of how education can be taken out of the classroom. It involves the most
Projekt vključuje najpomembnejše akterje v promociji jezika in kulture mesta (lokalne oblasti, kulturne ustanove, medije,
important actors in the promotion of a city’s language and culture (local authorities, cultural institutions, the media, schools, businesses and the local tourism sector) and increases the possibilities for efficient and sustainable language promotion and intercultural dialogue.
šole, podjetja in lokalni turistični sektor) ter povečuje možnosti za učinkovito in trajnostno promocijo jezika in medkulturni dialog.
Local authorities and tourist offices have reacted enthusiastically to the project and are being encouraged to use this model for the promotion of languages and cities.
Lokalne oblasti in turistično-informacij-ski centri so se na projekt odzvali z navdušenjem in jih zdaj spodbujajo k uporabi tega modela za promocijo jezikov in mest.
Spin-offs from the project include the training of local guides to run special ‘Signs in the city’ tours, involving retired people as volunteers to promote their cities, as well as the development of towntwinning activities between the partner cities.
Stranska učinka projekta sta med drugim usposabljanje lokalnih vodičev za vodenje posebnih ogledov Signs in the City, ki vključuje upokojence kot prostovoljce za promocijo svojih mest, in razvoj dejavnosti v okviru projekta pobratenja partnerskih mest. Projekt pa je vzbudil zanimanje tudi drugje, saj so se pojavile prošnje po priredbi modela Signs in the City v kašubski, romunski in turški jezik.
Cultural Interactions (GR), University of Malta (MT), English Unlimited Gdansk (PL)TARGET LANGUAGES: Bulgarian, Greek, Maltese, Polish, Spanish AGE GROUP: 16 and above WEBSITE: http://www.signsinthecity.net PROJECT DURATION: Start: 2005End: 2007
European Cultural Interactions (GR), University of Malta (MT), English Unlimited Gdansk (PL)CILJNI JEZIKI: bolgarski, grški, malteški, poljski, španski STAROSTNA SKUPINA: 16 let in več SPLETNA STRAN: http://www.signsinthecity.net TRAJANJE PROJEKTA: Datum začetka: 2005Datum zaključka: 2007
Soccerlingua — Learning languages through football
Soccerlingua –učenje jezikov skozi nogomet
Soccerlingua promotes languages to reluctant teenage learners through the theme of football and by portraying international football stars as lan-guage-learning role models.
Soccerlingua pri nezainteresiranih najstniških učencih promovira jezike s pomočjo nogometa in z upodabljanjem mednarodnih nogometnih zvezdnikov kot vzornikov v učenju jezika.
It introduces a modern, innovative approach by using interactive DVD technology not previously employed in an educational context.
Uvaja sodoben, inovativen pristop z uporabo interaktivne DVD tehnologije, ki je pred tem še nihče ni uporabil v kontekstu izobraževanja.
By linking languages with their passion for football, teenage fans can see languages as a real life skill and not just a school subject.
Najstniški oboževalci nogometa lahko skozi povezavo jezikov s svojo ljubeznijo do tega športa jezike vidijo kot življenjsko veščino in ne le kot šolski predmet.
Football is the people’s game and football superstars are famous all over the world.
Danes že toliko velikih zvezdnikov igra v tujih ligah, da je nogomet postal večjezično okolje.
So many top stars now play in foreign leagues that football has become a multilingual environment, Young football fans want to copy their heroes and the project uses this to encourage them to learn the languages spoken by their favourite players.
Mladi nogometni navijači želijo posnemati svoje junake, projekt pa to dejstvo izkorišča tako, da jih spodbuja k učenju jezikov, ki jih govorijo njihovi najljubši igralci.
The project produced promotional films and an interactive DVD quiz in four languages (English, German, Italian and Spanish), which learners can use to test both their language skills and their football knowledge.
Projekt je pripravil promocijske filme in interaktiven kviz na DVD-ju v štirih jezikih (angleškem, italijanskem, nemškem in španskem), s katerim lahko učenci preizkusijo tako svoje jezikovne spretnosti kot svoje nogometno znanje.
The project also produced an ‘easy reader’ book in the style of a football magazine, along with a promotional website.
Projekt je poleg tega pripravil knjigo Easy Reader v slogu nogometne revije, skupaj s promocijsko spletno stranjo.
These products give young people the opportunity to take the first few steps in a new language by watching, reading and listening to fans and players from different countries.
Ti izdelki nudijo mladim priložnost, da naredijo prvih nekaj korakov v novem jeziku z gledanjem, branjem in poslušanjem navijačev in igralcev iz različnih držav.
These products were distributed to 5 000 schools and language colleges across Europe and are to be made available in four additional languages (French, Portuguese, Swedish and Turkish).
Ti izdelki so bili razposlani na 5 000 šol in jezikovnih šol po vsej Evropi in bodo kmalu na voljo v štirih novih jezikih (francoskem, portugalskem, švedskem in turškem).
Teachers have given very positive feedback, saying that the products have helped them to generate interest in languages among teenagers who were previously difficult to motivate.
Učitelji so dali zelo pozitivne povratne informacije, saj naj bi jim izdelki pomagali vzbuditi zanimanje za jezike med najstniki, ki jih je bilo prej težko motivirati.
Top football clubs and national associations have supported the project, and these clubs and associations now form the basis of a dissemination network in six countries to take the project concept into schools, football youth academies and beyond.
Projekt podpirajo vrhunski nogometni klubi in nacionalne zveze v šestih državah, ki zdaj tvorijo temelj mreže razširjanja, ki koncept projekta širi v šole, nogometne akademije za mlade in drugam.
The project also has a ‘Myspace’ link and more than 100 000 users are linked to the ‘Soccerlingua friends network’.
Projekt ima tudi povezavo „myspace“, v „mrežo prijateljev projekta Soccerlingua“ (Soccerlingua friends network) pa je povezanih več kot 100 000 uporabnikov.
PARTNERSHIP:Dialoge Sprachinstitut (DE), Lacunza IH (ES),
PARTNERJI:Dialoge Sprachinstitut (DE), Lacunza
Culturalia (IT), Element Interactive (UK), Lavish Productions (UK),Thin King Media (UK)TARGET LANGUAGES: English, German, Italian, Spanish AGE GROUP: 12–16WEBSITE: http://www.soccerlingua.net PROJECT DURATION: Start: 2003End: 2005
IH (ES), Culturalia (IT), Element Interactive (UK), Lavish Productions (UK), Thin King Media (UK)CILJNI JEZIKI: angleški, italijanski, nemški, španski STAROSTNA SKUPINA: 12–16SPLETNA STRAN: http://www.soccerlingua.net TRAJANJE PROJEKTA: Datum začetka: 2003Datum zaključka: 2005
‘Speech bubbles’ — TV language programmes presented by children
Speech Bubbles (Govorni mehurčki) – TV jezikovni programi, ki jih predstavljajo otroci
‘Speech bubbles’ provides a platform for European schoolchildren to present their language to children in other countries through a series of 40 short television programmes.
Projekt Speech Bubbles nudi evropskim šolarjem platformo, kjer lahko v nizu 40 kratkih televizijskih oddaj svoj jezik predstavijo otrokom v drugih državah.
These programmes, of around eight minutes each, relate to themes likely to be of interest to the children (greetings, food, sport, the neighbourhood in which they live, clothes and the body).The ‘Speech bubbles’ methodology includes the development of a framework for the programmes; planning, rehearsing and recording the material (on location and in the studio); editing the video material into short programmes; and evaluating the programmes with different audiences.
Metodologija projekta Speech Bubbles med drugim vključuje razvoj okvira za oddaje, načrtovanje, vadenje in snemanje materiala (na terenu in v studiu), montažo video materiala v kratke oddaje in ocenjevanje oddaj z različno publiko.
The programmes have been broadcast in Germany, Spain and Sweden, mainly on local television networks (open channels and commercial local channels), and across the EU via satellite.
Oddaje so se predvajale v Nemčiji, Španiji in na Švedskem, v glavnem na lokalnih televizijskih mrežah (brezplačni in komercialni lokalni programi) ter po vsej EU prek satelita.
Most of the material is also available online via the project website.
Večina gradiva je na voljo tudi na spletni strani projekta.
In addition, a DVD is available which features the best material from the television programmes.
Poleg tega je na voljo DVD, na katerem je prikazano najboljše gradivo iz televizijskih oddaj.
PARTNERSHIP:Saint Kliment Ohridski (BG), Open Channel
PARTNERJI:Saint Kliment Ohridski (BG), Open
Berlin (DE), Canal 4 Segovia (ES), CFIE (ES), International School Toulouse (FR), Synthesi Teachers Society (GR), Circolo Didattico Velletri (IT), Prince Willem Alexanderschool (NL), Orsa Kommun (SE),Technical Museum Stockholm (SE), Thorn Grove County Primary School (UK)TARGET LANGUAGES: Bulgarian, Dutch, English, French, German, Greek, Italian, Spanish, Swedish AGE GROUP: 8–12WEBSITE: http://www.speechbubbles.net PROJECT DURATION: Start: 2003End: 2007
Channel Berlin (DE), Canal 4 Segovia (ES), CFIE (ES), International School Toulouse (FR), Synthesi Teachers Society (GR), Circolo Didattico Velletri (IT), Prince Willem Alexanderschool (NL), Orsa Kommun (SE), Technical Museum Stockholm (SE), Thorn Grove County Primary School (UK)CILJNI JEZIKI: angleški, bolgarski, francoski, grški, italijanski, nemški, nizozemski, španski, švedski STAROSTNA SKUPINA: 8–12SPLETNA STRAN: http://www.speechbubbles.net TRAJANJE PROJEKTA: Datum začetka: 2003Datum zaključka: 2007
The main strengths of this approach are that it produces original and interesting material in nine European languages, the children are able to address each other directly, and a large audience is reached through the television broadcasts.
Glavne prednosti tega pristopa so, da izdeluje izvirno in zanimivo gradivo v devetih evropskih jezikih, da lahko otroke nagovori neposredno in da se s televizijskimi oddajami doseže številno občinstvo.
Children are generally very interested in watching children from other countries and cultures and hence, as a motivational method, this works quite well in comparison to a lot of printed material.
Otroci navadno zelo radi gledajo otroke iz drugih držav in kultur, kar kot motivacijska metoda v primerjavi z mnogimi tiskanimi gradivi izjemno dobro deluje.
Schools are following this approach in a more basic way, exchanging the material with each other and through an online video server.
Šole se tega pristopa držijo na bolj osnoven način, tako da si izmenjujejo gradivo iz rok v roke in prek spletnega video strežnika.
In terms of future development, the project partners aim to implement ‘Speech bubbles’ in inner-city multicultural areas and develop a ‘Speech bubbles’ online platform with video material separated into the various languages involved (an outcome of discussions with language resource centres).
Glede razvoja v prihodnosti imajo partnerji projekt Speech Bubbles namen izvajati v multikulturnih območjih revnih mestnih četrti in razviti spletno platformo Speech Bubbles z video materialom, ločenim po različnih sodelujočih jezikih (rezultat pogovorov s centri jezikovnih virov).
‘Staging early foreign language learning’ over grammatical perfection, with the emphasis on spontaneous, natural language.
Staging Early Foreign Language Learning (Uprizarjanje zgodnjega učenja tujega jezika) govor ima prednost pred slovnično brezhibnostjo s poudarkom na spontanem, naravnem jeziku.