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ERIKA PUSKÁS
teacher

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The class was built around

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the comprehension of the tale entitled

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The Gypsy lady and the devil.

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After reading the passages

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the task was to summarise

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the most important points from text.

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 Let’s start here.

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There once was a Gypsy man,

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they were so poor 
that all they could do was to cry.

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There was a beautiful woman

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and her thirteen children.

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All they could do to avoid 
feeling hungry was sleeping.

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There once was a man

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Often ill

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And a woman

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She wanted clothes, with roses

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she wanted.

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You go next.

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I don’t know…

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Students were summarising

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their part of the story in Hungarian

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which was quite slow.

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Now turn your sheets down.

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We will do the same again 
but more fluently.

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If you feel it is easier

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to say it in Romani

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say it in Romani then.

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In Romani?

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Sure, you can say it in Romani.

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I don’t want to.

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Say it either way.

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There was a Gypsy man,

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who had a beautiful wife.

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She had thirteen children.

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She didn’t know what to feed them

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so, they slept day and night.

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He can say it the way
he is more comfortable.

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As it is easier.

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WHAT SHOULD I DO

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SHE DID NOT KNOW WHAT TO COOK,

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I DON’T WANT TO,

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DON’T LET ANYONE THROUGH THE DOOR.

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GOT MARRIED WITH… THEY SHOULD GET MARRIED.

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A student who first reacted 
with embarrassment

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perhaps because of the camera

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suddenly collected himself

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and started recounting with pride 
his part of this story.

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From this moment on,

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other students overcame their shyness

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and intimidations as well, and most of them

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started telling the tale in Romani,

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which was way more fluent.

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ÁBEL FLUMBORT
teacher trainee

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In the first part of the lesson

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learners didn’t really use their resources

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linked to Romani.

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but as the class progressed,

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they increasingly spoke in Romani.

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Clearly, became more relaxed.

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This points to the fact

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that the use of Romani is stigmatised,

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and that translanguaging practices 
in education

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can be useful in overcoming stigmatisation.

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I was surprised to see

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that the student who initially

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presented his part of the story so well 
in Hungarian,

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now wanted to repeat his part

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but this time in Romani!

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All right, you are sitting in pairs

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does everyone have a pair…

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He wants to repeat it in Romani

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Ah, all right, say it then!

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THERE ONCE WAS A ROM

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AT THE TIME WHEN ONLY THE ROMA

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KNEW HOW TO CRY

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THERE ONCE WAS A ROM,

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HE HAD A BEAUTIFUL WIFE

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THEY HAD THIRTEEN CHILDREN

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THEY ATE NOTHING MORNING TO NIGHT.

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BERNADETT JANI-DEMETRIOU
researcher, doctoral student

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It is clear that this student’s preference

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for Romani or Hungarian

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is not based on language competence,

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as he can tell the story in both languages

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equally well.

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When the teacher offered the choice

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between the two languages,

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this student,

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who is an outstanding student of his class,

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might have felt that

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Romani will be chosen by students

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who are not able enough to say it

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in Hungarian.

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Later,

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seeing that most students spoke in Romani,

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he changed his mind

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and wanted to present in Romani.

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This reflects a change in the prestige

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of the language in class:

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the good student saw it important

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to show to his peers and the teacher

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that he can tell the story in Romani, too.

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SÁRA LAKATOS
mother, project participant

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I noticed that when he looked back,

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he became envious of the other children
and changed his mind

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feeling in his heart that he has to
tell it in Romani too

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because he was born a Roma.

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PETRA RÉKA BOROS
graduate student

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We can see that some students

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are equally confident to tell the story

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in Romani and in Hungarian,

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and in the same amount of time,

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while other students 
do not find it necessary

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to be offered the choice of translanguaging

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to make things easier.

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In the case of some students, however,

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there is significant difference

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between the Hungarian and Romani version.

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Translanguaging helped them increase

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both their confidence,

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and the length and fluency 
of their story telling.

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For me, the lesson is that

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it is well worth designing activities

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which build on the carefully planned use

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of Romani in as many classes as possible,

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because it enhances students’ confidence

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to speak and their expression of self.