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TÜNDE DEMETER-BERENCSI
teacher

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Some of my colleagues and I
use Romani in our classes

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 proactively and happily.

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So, I start my classes in two
languages, Romani and Hungarian,

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and if it is an English
language class, in three.

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I wish you a good morning!

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I wish you a GOOD MORNING!
How are you?

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Well.

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By greeting each other in both
languages, I would like to

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encourage the children to use
Romani without feeling intimidated.

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The pupils look forward
to our sessions feeling

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more relaxed, more open, more curious.

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They are more willing
to collaborate.

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I try to use simple
expressions such as

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"stand up, sit down, pick up a
red, blue, or green pencil", in Romani,

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and I also evaluate
their work in Romani.

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[Student reads in Romani.]

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WELL DONE!

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OKAY, QUIET NOW.

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 RED pencil in your hand.

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Okay, who got both
sentences right?

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Put your hands up, please.

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Everyone has written two
sentences, you have corrected it,

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TWO BROWNIE points.
TWO BROWNIE points.

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If you are ready,
be QUIET please.

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I am counting to three.

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ONE,

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TWO,

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ONE,

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TWO,

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THREE.

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Are you all ready?

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My experience is that children
understand what I am saying.

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They react and they reply to it,

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they do what I ask them to,
and this makes me feel

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that my translations into Romani
are acceptable for them, too.

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VIKTÓRIA GERGELYOVÁ
doctoral researcher

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The bilingual greeting at
the beginning of the class

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is very motivating and supportive.

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The pupils’ reactions
are very important.

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They smile.

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They see that the teacher
is opening up towards them.

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She gives them the
opportunity to say

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things in whichever way they can,
if they cannot say it in Hungarian,

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and she also sets an example by
using both languages herself.

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Although she only knows
a few words in Romani,

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she uses them confidently, thus encouraging
the pupils to use both languages.

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PETTERI LAIHONEN
researcher

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The short Romani phrases
used by the teacher

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signal to the learners that
Romani does not have to be

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hidden in this class, even
the teacher is using it.

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These are short phrases which
appear in a variety of functions.

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Right at the beginning, the greeting,

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has a great symbolic significance

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as it sets the tone for
the rest of the class.

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Romani also occurs in disciplining

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when the teacher asks children to be quiet.

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The use of Romani in disciplining
gives authority to the language.

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When brownie points are awarded in Romani,

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the language acquires a function
which is not only symbolic

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but quasi-official, administrative.

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JÁNOS IMRE HELTAI
researcher

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Brownie points (or in Hungarian ‘red dots’)
are awarded when the teacher wants to

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affirm what the pupils did, and she wants
to further motivate and encourage them.

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In most Hungarian schools,

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by receiving three or
five brownie points

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pupils have earned a full outstanding
mark, which is added to their grades.

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The recording highlights the importance

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of language awareness on
behalf of the teacher.

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The use of Romani contributes to

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creating a collective
good mood in class,

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as the teacher signals that she knows
and respects local ways of speaking.

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ESZTER TARSOLY
researcher

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It is an oft-repeated claim
that translanguaging

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reorganises pupils’
cognitive structures and

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it also supports the expression
of their sense of self.

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A few words uttered in the
students’ home language

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has the potential of re-organising
communicative and cognitive hierarchies

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only because it presupposes the openness

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of the teacher as a recipient
of the others’ culture.

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The openness of the
teacher-as-recipient contributes to

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reorganising the structures instilled
by the monolingual institutions

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with regards to linguistic practices, and
the teacher’s openness is reciprocated

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by the pupils’ openness
to experience.

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For the pupils, the language of their
home is something they can hang on to,

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while it also gives us the opportunity
to get close to each other.

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They can see that I
make mistakes, too,

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that I have to learn
their language,

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just as they have to learn
to use my language.

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We are learning together
each other’s languages,

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and we come to rely on each
other in this process.