Profesinio rengimo terminų aiškinamasis anglų–lietuvių kalbų žodynėlis praktikams

English-Lithuanian Vocabulary of Vocational Training Terms Vilnius, 1998, 112 p. This is a small booklet (112 pages) prepared by the PHARE Vocational Training Reform Coordination Centre. The dictionary was prepared by Violeta Rimkevičienė, Aurimas Juozaitis, Aldona Puteikienė, Aldona Vosyliiite. Zodynélis’s objectives are stated in the preamble: to aim for “equal treatment of the basic concepts of vocational training” and “to ensure that the work carried out in the implementation of the PHARE VET reform programme in Lithuania could progress with a solid basis for solving translation problems” (p. 3). It is unfortunate that the editors have missed a couple of important and necessary things for the reader — an explanation of the structure of the glossary and an index of Lithuanian terms. When turning the dictionary, some strange features fall into the eye. First, the terms are printed on an odd page, and the next page of the same sheet is left blank. Secondly, the terms in both languages are printed in different colors (English terms — pink, Lithuanian terms — black). The terms are presented in two ways — alphabetical nested (but graphically the nests are not distinguished) and referenced. After the English term, a dash is added and the Lithuanian equivalent is given (a major shortcoming of the dictionary is that Lithuanian terms are not spelled), followed by an explanation of the meaning. Most generic terms are also presented separately in their alphabetical position as reference terms, e.g. diagnostic assessment (see assessment) (see assessment <...>, diagnostic assessment <...>). However, there are generic terms that are not given separately as reference terms. For example, the term leadership in the nest is represented by the generic terms action-centred leadership; educational leadership; situational leadership, but only the terms action-centred leadership (see leadership) and educative leadership (see leadership) are given separately as references, etc. In addition, reference terms were found that are not in the main term nest, e.g.: active learning (see learning); forms of learning (see learning); individual project/assignment —individual project/assignment (see project). Often the reference terms do not coincide with those in the nest of the main term, e.g.: action plan —action plan (see plan), action planning —action planning (see planning) (but see action plan/planning- ); common skills (see core skills) (but cf. core/key skills); distance learning —distance learning (see learning) (but plg. distance learning — distance, remote, part-time learning/teaching); individualised learning —individualized learning (see learning) (but compare individualised learning —individualized learning); in-service education and training (INSET) (see education) (but see in-service education and training (INSET)); job profile — the picture of the profession, professional characteristics, qualification requirements (but cf. job profilling — preparation of qualification requirement159 s, professional characteristics / pictures); peer tutoring —tutoring in pairs (see tutorial) (but cf. peer tutoring —tutoring in pairs). There is also a variety of other terms, e.g.: management by objectives (MBO) —management oriented to the tasks (=to the tasks oriented management) (but cf. student-centered learning —to the student oriented teaching; action-centred leadership — to the activities oriented leadership); pilot —pilot, experimental, e.g., project, institution (but plg. writer —“writer”, editor (e.g., learning material)). Such inconsistency and variation in the presentation of terms may mislead the reader and make the use of the glossary more difficult. In the vocabulary, often after a comma or after a slash, we find two, three, sometimes four, five and even six words with completely different meanings (it is not clear whether they are all considered synonyms) (note that they have only one English equivalent), and the definition for all words is given only one, e.g.: acceptability — „the consideration of an object, action or work performed as adequate, appropriate, satisfying the requirements“; design — design, creation, modelling, conception, plan, “co-planning or creation”; development —development, development, development, preparation, creation, development “the act or process of growth or improvement” 160 sas; the passage from a less perfect state to a more perfect one’; fairness — ensuring the conditions for an impartial, fair assessment process based on national standards; response —atsakas, reakcija, atsakymas, atsakinėjimas „atsakas, išreikštas žodine arba kūno kalba“; videotapes/films — “visual lectures” with moving images and dramatic elements that can increase motivation. It is useful to demonstrate before the discussion begins, it can be stopped at any time and discussed again.” workshop — exercises/seminars/practical training in workshops ‘a teaching strategy where students are given the opportunity to develop practical skills in a real or simulated situation’, etc. Sometimes several definitions are given, marked a, b, c, but again it is to be guessed whether they apply to all the terms given, e.g.: education (a) ‘the purposeful process of enabling and enabling an individual to acquire knowledge, skills and values in a systematic manner through teaching/learning activities in educational institutions’; (b) ‘multidisciplinary field of study covering teaching/learning, andragogy, didactics, pedagogy and related social science disciplines’; (c) ‘the activities of the system of educational institutions enabling the development of the individual’; objective —aim, goal (a) ‘a specific statement to define the results that a person intends to achieve’; (b) ‘the result of a behaviour (product) or an expression (process), in both cases related to what the student must be able to perform’; (c) ‘a statement defining the expected results to be achieved in terms of knowledge, skills and attitudes’; portfolio —folder/portfolio (a) ‘evidence collected from various sources over a period of time, which is also presented as evidence of achievement; the term is sometimes used to refer to the container into which evidence is stored’; (b) ‘a set of documents prepared by a student or teacher to demonstrate their achievements and abilities’. Although there are a few instances where it is indicated which term is assigned one of the lowercase definitions —the term is written again before the definition, e.g.: attendance (a) attendance: <...>; (b) attendance: <...>; management —management, management, management a) v a dyba, valdymas —-<...>; b) vadovybė —<...>.Ciajau meaningful distinction is good, but it is not suitable to write both equivalents at the beginning. 161 A few comments also apply to the terms themselves. Although the literature list refers to L. Jovaišos Pedagogikos terminų žodynas (hereinafter —PT), it appears that the authors were reckless, because otherwise they could have found in it the Lithuanian equivalent of the term verifikation (=verification) —verification (cf.tikrinimas,verification, Kontrolle, npoecepxa PT). Why do we need to put an international and a Lithuanian word next to each other, if one, our own, word would be enough, e.g.: communication —komunikavimas, bendravimas, perdavimas; distance learning—distance, remote, part-time learning; learning contract/agreement —mokymosi kontraktas/su tartis; pilot —experimental, e.g., project, institution (by the way, the word test is not to be given and is corrected by Zodziu bandomasis —see Terminologijos taisymai, Vilnius, 1992); validation—validity- /reliability check; validity-validity/reliability. And sometimes, next to or instead of the borrowed word, the Lithuanian equivalent is missing, e.g. :ipsative assesment—ipsatyvus vertinimas, ipsative evaluation —ipsatyvus vertinimas (geriausaves vertinimas/savivertta); mentor —mentorius (geriau patarėjas); monitoring —monitoringas (is Lithuanian stebėjimas). There are a lot of terms with two or more marks, only if all of them are needed, for example: summative assessment; attainment —final, final achievement; summative evaluation —summative, overall, final, summary evaluation; interpersonal skills — interpersonal skills. The glossary contains grammatically corrected terms, e.g.: group work — work in a group (=group work); peer tutoring —tutoring in pairs; team teaching —teaching in a team (=team training); group tutorial —learning in a group (=group learning). The term governance—a certain form of school or college governance—is more open to interpretation. Some terms are not defined at all, e.g. : LEA (local educational authorities) entry —entry (e.g., exam, requirements); school governors; grading — grading; inspection service; inspection guidelines; occupational mapping —mapping of occupations, grouping of occupations; pack, package —package, set; pilot — pilot, experimental, e.g. project, institution; support 162 —support, help, approval. Sometimes the definition is not in line with the term, e.g. internalclientinternal client "is the persons working in the organization (=employed person), <...>"; subject —dalykas (dėstomasis) (= subject of study) “the main subjects of study into which the educational- /study programme is divided <...>”. There are style irregularities, punctuation and proofreading errors. Neither among the assistants who provided “valuable advice and suggestions” (p. 4), nor among the authors of the dictionary themselves, there is a single linguist-terminologist. By the way, the reviewed dictionary has not been approved by the State Lithuanian Language Commission. From the shortcomings of the Pinch of Dictionaries mentioned in this review, it can be concluded that the dictionary, although beautifully published, is nevertheless prepared irresponsibly, so it will hardly “be useful to everyone — both theorists and practitioners” (p. 3), rather the contrary. Palmira ZEMLEVIČIŪTĖ Received 2002-09-30 Lithuanian Language Institute P. Vileišio g. 5, LT-2055 Vilnius Email: [email protected] 163