C’è una differenza sostanziale tra chi si esprime con la lingua standard e chi lo fa in dialetto. Gli studi sulla traduzione della poesia dialettale sono pochi e le prospettive teoriche denunciano per lo più difficoltà implicite in una tale operazione, ma non forniscono modelli operativi soddisfacenti. La domanda che ci si pone è se sia corretto tradurre la poesia ciacava nel dialetto istroveneto o lo si debba fare in italiano standard. Nel saggio si discuteranno le peculiarità della scrittura poetica dialettale di Daniel Načinović: l'espressività della lingua orale legata alla concretezza e all’immediatezza, l'uso frequente di immagini e paragoni, di suoni onomatopeici, di forme allocutive e di modi di dire. In particolare si analizzeranno le tecniche traduttive che permetteranno di recuperare quell'orizzonte antropologico che può essere testimoniato non solo dal ciacavo che lo esprime, ma anche dall'istroveneto che questo mondo lo conosce e lo vive.

In a post-industrial society, knowledge has replaced capital as the main source of economic development in developed and developing countries. Due to the fact that universities have traditionally been places of research and "knowledge production", it has become necessary to analyze higher education systems in order to rationalize them and stimulate their maximum efficiency. Universities are required to contribute to the building of a knowledge-based society. At the same time, demands placed on the academic profession are also increasing, as it is expected to improve the quality of teaching, pursue research projects, and deal with managerial and administrative tasks, regardless of the already existing scientific research and teaching workload. Hence, apart from the traditional activities such as research and teaching, competencies of university teachers now also include the ability to do institutional work, cooperation with other institutions, administrative and managerial activities, use of new knowledge in solving social problems, and contribution to the development of civil society and democracy. European education policies particularly emphasize the importance of strengthening the quality of teaching and establishing connections between research and the learning and teaching process in higher education. In Croatia, however, the official system of professional advancement continues to reward research and publication of scientific papers at the expense of teaching competencies, although administrative and guidance roles are gaining more importance as of late. This article aims to examine the attitudes of university teachers towards the competencies needed to work at a university and to establish whether they accept the new roles related to institutional contribution. For the needs of this research, a questionnaire was constructed, whose reliability was determined based on the obtained data and measured using Cronbach's Alpha coefficient α = 0,882. The research was based on a quantitative and qualitative methodology which included an analysis of the relevant literature and an inquiry into teachers' attitudes. SPSS Statistics software package was used for the descriptive and factor analysis of data, and the results showed that the respondents believe research and teaching competencies to be more important than the ones related to the institutional contribution, i.e. those of administrative and managerial character.

The aim of this research was to study attitudes toward bilingualism and the respect for diversity in the regional context and determine if there are differences in attitudes with regard to respondents' certain socio-demographic characteristics, all following the example of the literary manifestation for children named Monte Libri c. Numerous authors think that multilingualism and multiculturality are reflected through the educational system and readiness to train and encourage pupils at all levels of education to develop their own identity and respect the diversity of other identities. As many as 306 respondents participated in the research, namely teachers, pupils, preschool teachers, students and parents. Results have shown the value of linguistic expression in the mother tongue (Croatian and Italian), linguistic education, multiculturality, respect for diversity, cultural identity and the value of children's creativity in the regionality context, as well as the role of identity, language and culture in encouraging the children's/pupils'/students' development.

I dilemmi che da sempre tormentano coloro che si occupano di traduzione poetica possono venir riassunti in due quesiti di base: il primo, di natura prevalentemente filosofica, se è possibile tradurre la poesia, e il secondo, di natura pratica, come tradurre un testo poetico (Campanini 2001). Questo saggio racchiude un tentativo di traduzione poetica dall'italiano al croato di alcune filastrocche/poesie di Rodari accompagnato da riflessioni operative, senza la pretesa di proporre un modello ideale anche perché "la bontà di una traduzione non può stabilirsi a priori" (Praz 1925: 10) ma può avere solo una validità contingente, legata ai gusti dell'epoca oppure ai valori estetici e ideologici del singolo traduttore. Ciò significa che più che il plauso della critica, sarà il consenso del pubblico vasto ed eterogeneo a esprimere un giudizio di accoglienza o di rifiuto. La dinamica delle operazioni linguistiche e concettuali che hanno generato la versione definitiva delle presenti traduzioni è stata molto complessa e discussa considerando che nell'effettuare le singole scelte traduttologiche è stato necessario tenere conto simultaneamente di molteplici e diversi fattori nella loro interazione: contenuto, ritmo, rime, assonanze, significati, costumi, cultura.

The teachers’ competence profile is in a constant discrepancy due to demands posed by life in the contemporary world of change. The base for the development of teachers’ professional competences is set during initial education, although professional qualifications continue to be developed further through internship, teaching practice and lifelong professional training. Teachers’ competences have to be expanded from traditional to new ones, such as the skill to diagnose pupils’ needs for learning, the ability to methodically designate the environment for active learning and the development of competences, the ability of critical deliberation about achieved work results and individual research with the aim to implement innovations in teaching, develop collaboration and organization skills and other competences necessary to the teacher who searches for his or her way, and is not only the realiser of other people’s ideas.This paper presents the results obtained by comparing teachers’ competences quoted in some teacher study curricula in Croatia (Universities of Pula, Rijeka and Zadar) as to determine if the description of competences implies a teacher who is the leader and animator of the learning process, the one ready for reflection and research, or it indicates a teacher who is the technical realiser of the curriculum.