In the settlement area of the Slovene national and linguistic minority in Italy the situations in which Slovene language varieties are used are scarce. The main share of the responsibility for ...developing effective communication skills in Slovene is therefore transferred to the didactically structured environment. This paper examines the obstacles faced by educational institutions in developing communicative competence in Slovene, the extent to which these obstacles are tackled in the didactic-methodical structure of Slovene lessons conducted at Slovene-language schools in Italy, and the manner in which this is reflected in national examinations, the matura examination, i.e., a school-leaving examination at the end of the upper-secondary school, and the INVALSI examinations for different levels of schooling. The paper outlines the guidelines for conducting communication-based lessons and offers an example of good practice, namely a lesson plan developed within the project EDUKA 2 – Cross-Border Governance of Education.
The aim of this study is to show the ways in which some stylistic marked components were translated in the 1970 Slovenian translation of Henryk Sienkiewicz’s novel “Potop” (“The Deluge”) by Rudolf ...Molè. The data comprise Latin words, expressive and analytical forms, and names of realia. Choosing the equivalent may result in the loss of stylistic markedness: fatigatus wielce Vol. 1, p. 166. — zelo utrujen Vol. 1, p. 18; — Ni pary z gęby! Vol. 1, p. 40. — Niti besede več!... Vol. 1, p. 44; synalka Vol. 1, p. 365 — sina Vol. 1, p. 394; Daj no waćpan pyska! Vol. 1, p. 203 — Daj, da te objamem! Vol. 1, p. 220. However, many equivalents confirm such stylistic markedness: psubratom Vol. 2, p. 442 — pasjim bratom Vol. 2, p. 476; psiajuchy Vol. 2, p. 442 — pasje duše Vol. 2, p. 476. The translations of historical names demonstrate generalisation, e.g. rajtar vs jezdec, or approximation, e.g. rapier vs meč. The analysis confirms these differences and resemblances between the original and the translation. The general aim of this article is to indicate the stylistic and semantic differences in the translated text.
This article describes the utopian alphabet project of Slovenian clergyman Jožef Poklukar, in which he tried to establish a universal alphabet for the notation of the Slavic languages in the 19
th
...century. Despite the fact that Czech diacritical marks were accepted in Slovenian orthography in the late 1840s, he wanted to start another reform due to his view that diacritics were not satisfactory. Poklukar began working on the project in the 1820s, but published the first version of the alphabet only in 1851. After that, he intensively developed his alphabet and published numerous updated versions of lithographic tables in daily newspapers and as a publisher. Printed material sources were used as the core material of the research. Although his project was interesting from a linguistic and typographic point of view, it had no influence on the orthography and remains an example of a utopian project.
The first translations from Portuguese into Slovene appeared in the twentieth century. Most of the translations were published after the Second World War when Slovenia was still part of the Socialist ...Federative Republic of Yugoslavia and was integrated in a much larger and linguistically diverse cultural territory. The article presents the historical panorama of translations of Brazilian and Portuguese literature into Slovene, highlighting the history of the last twenty-seven years following the independence of Slovenia – i.e. from 1991 onwards. --- Original in English.
Prispevek obravnava učenje slovenskega jezika med pripadniki slovenske skupnosti na Hrvaškem v zadnjih tridesetih letih in njihova prizadevanja za ohranjanje in revitalizacijo slovenskega jezika na ...Hrvaškem. Slovenci so na Hrvaškem priznani kot narodna manjšina od leta 1990, pred tem pa so bili v skupni državi, nekdanji Jugoslaviji, eden od konstitutivnih narodov. Takrat smo bili priča opuščanju rabe slovenskega jezika med pripadniki slovenske skupnosti na Hrvaškem, ki so se razen s svojimi sorodniki v slovenščini lahko pogovarjali le v dveh slovenskih društvih, ki sta do tedaj delovali na Hrvaškem. Medgeneracijski prenos slovenskega jezika zato na Hrvaškem ni prisoten. Po letu 1991 interes za učenje slovenščine narašča. Na voljo so različne oblike učenja slovenskega jezika, povečuje se število učencev, slovenski j ezik pa ni več samo materni j ezik pripadnikov slovenske skupnosti na Hrvaškem, temveč pridobiva tudi ekonomski pomen.
V času dialektoloških raziskav, ki smo jih v preteklih letih opravili v več istrskobeneških krajih, smo iz pogovorov z narečnimi govorci razbrali, da je istrskobeneško narečje najverjetneje občevalni ...jezik večine pripadnikov italijanske narodne skupnosti v slovenski Istri. Ker smo želeli pridobiti natančnejši uvid v rabo istrskobeneškega narečja med pripadniki omenjene skupnosti, smo izvedli kvantitativno raziskavo z anketami, pri kateri je sodelovalo 232 naključno izbranih anketirancev, in kvalitativno raziskavo s petdesetimi intervjuji. Izpraševanci so odgovarjali na različna vprašanja o jezikih, ki jih uporabljajo v vsakdanjem življenju. Raziskavi sta pokazali, da je istrskobeneško narečje prevladujoč idiom med pripadniki italijanske narodne skupnosti v slovenski Istri, razen v komunikaciji z neitalijanskimi sogovorci in v uradnih ustanovah, kjer je kljub pravici do rabe italijanskega jezika prevladujoči sporazumevalni kod slovenščina.
National examinations were introduced in European countries in order to increase the efficiency and effectiveness of education. In Italy they have been carried out since 2007. The knowledge of ...Italian language or other first language (Slovene language in schools with Slovene as the language of instruction) and mathematics is checked. The paper presents the organization and the progress of national examinations in Italy and a detailed examination of the knowledge of Slovene language at the end of the three-year lower secondary school with Slovene as the language of instruction, following a five-year primary school, which corresponds to the last triennium of the nine-year basic school in Slovenia. In particular the nature of the examination in the school year 2009/10 according to the individual components of communication competences, according to the different levels of cognitive complexity and type of tasks has been assessed. The survey has shown that in the examination closed-type tasks predominate, with which simpler cognitive processes are verified.
The aim of this paper is to present the most important issues of the Slovene music terminology in the field of teaching music theory. The examples chosen tackle the problem of equating two or more ...terms with different meanings (e.g.
G-clef
and
treble clef
,
chord
and
triad
, terms that refer to patterns of accents and beats). The hypothesis of this paper is that the lack of any clear separation between terms and concepts is misleading for readers and possibly counterproductive in understanding the material. The chosen examples illustrate the link between synonymy and polysemy on one hand and terminological inconsistencies on the other.
Članak se bavi nekim problematičnim primjerima unutar teorijsko-glazbene terminologije u slovenskim udžbenicima. Nakon predstavljanja karakteristika i opće terminološke problematike u slovenskoj glazbenoj terminologiji autorica ističe problem sinonimije kao osnovnoga problema u razumijevanju tekstova, kako u starijim, tako i suvremenim glazbenim udžbenicima. Na nekoliko primjera pokazuje se da izostanak jasnoga odvajanja između naziva i pojma može biti zavaravajuć i kontraproduktivan za razumijevanje teksta, a posljedično i za razumijevanje samoga gradiva za učenike.
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