1 00:00:23,335 --> 00:00:25,067 TÜNDE DEMETER-BERENCSI teacher 2 00:00:25,092 --> 00:00:28,300 The subject we are studying at the moment is Ancient Rome. 3 00:00:28,325 --> 00:00:32,282 The way the rich and the poor lived, their everyday life. 4 00:00:32,307 --> 00:00:41,353 Children were asked to separate sentences which referred to the rich from those referring to the poor. 5 00:00:41,378 --> 00:00:45,282 Let me tell you how we will work. 6 00:00:45,307 --> 00:00:59,604 Please turn around to face your peers sitting behind you. 7 00:00:59,629 --> 00:01:05,412 Let me tell you the task. 8 00:01:05,437 --> 00:01:06,844 QUIET please. 9 00:01:06,883 --> 00:01:15,131 Please create two separate groups from the sentences in front of you. 10 00:01:15,156 --> 00:01:23,877 One group will contain sentences referring to the poor, 11 00:01:23,902 --> 00:01:27,854 the other group sentences which refer to the rich. 12 00:01:27,879 --> 00:01:30,931 Write them below one another but in two groups. 13 00:01:39,517 --> 00:01:43,043 We had to create two groups, didn’t we? 14 00:01:43,068 --> 00:01:48,145 Sentences about the poor in one group, 15 00:01:48,170 --> 00:01:49,714 and about the RICH, 16 00:01:49,739 --> 00:01:51,945 that’s how you said it, right? RICH. 17 00:01:51,970 --> 00:01:56,330 One group was typical of the RICH and the other one of the POOR. 18 00:01:56,355 --> 00:01:57,814 Now, listen, 19 00:01:57,839 --> 00:02:03,770 I will call your names and whoever speaks 20 00:02:03,795 --> 00:02:10,106 will have to say whether the sentence is of the RICH or the POOR. 21 00:02:10,131 --> 00:02:14,739 “They lived in their own large houses or villas.” 22 00:02:14,764 --> 00:02:15,964 The rich. 23 00:02:15,989 --> 00:02:17,442 That is to say? RICH. 24 00:02:17,467 --> 00:02:19,846 RICH. Good. 25 00:02:19,871 --> 00:02:25,422 “They rented a room in a hostel-like shared house.” 26 00:02:25,446 --> 00:02:27,180 POOR. 27 00:02:27,205 --> 00:02:30,420 Good. “Their homes lacked water pipes.” 28 00:02:30,445 --> 00:02:32,615 POOR. 29 00:02:32,640 --> 00:02:34,200 Good. 30 00:02:34,225 --> 00:02:40,481 “They held lavish dinners with lots of meat, fruit, fish.” 31 00:02:40,513 --> 00:02:43,924 RICH. 32 00:02:43,949 --> 00:02:49,735 “They did not cook because there was no chimney in their rooms.” 33 00:02:49,760 --> 00:02:53,507 POOR. 34 00:02:53,532 --> 00:02:56,482 “They were going to public baths.” 35 00:02:56,507 --> 00:02:58,654 POOR. 36 00:02:58,679 --> 00:03:03,364 The next exercise is, you have read my mind, 37 00:03:03,389 --> 00:03:07,814 all four groups who are ready, and you are all ready, 38 00:03:07,839 --> 00:03:12,510 so, you will think about how the rich and the poor lived. 39 00:03:12,541 --> 00:03:27,558 That groups will select one of its members to tell us in Hungarian how the poor lived. 40 00:03:27,583 --> 00:03:33,182 You, over here, will select a group member who tells us in Romani how the poor lived. 41 00:03:33,207 --> 00:03:34,089 You will try. 42 00:03:34,143 --> 00:03:36,149 JÁNOS IMRE HELTAI researcher 43 00:03:36,174 --> 00:03:40,108 In a bilingual classroom both languages are permanently present 44 00:03:40,133 --> 00:03:43,726 even if we cannot hear one of them. 45 00:03:43,751 --> 00:03:50,146 The way García put it, the current or stream (corriente) of translanguaging is ever present, 46 00:03:50,171 --> 00:03:54,370 at times it bubbles to the surface, at other times it remains hidden, 47 00:03:54,395 --> 00:04:00,753 in the pupils’ minds or in the collective space but invisibly. 48 00:04:00,778 --> 00:04:07,718 We can see this here on the example of Romani. It only comes up to the extent of a few words. 49 00:04:07,743 --> 00:04:14,600 As part of the task we only hear BARVALO ‘rich’ and CSORO ‘poor’. 50 00:04:14,625 --> 00:04:22,957 Yet it has the potential to contribute to restructuring the pupils’ attitude towards language 51 00:04:22,989 --> 00:04:27,290 and the process of learning. 52 00:04:27,460 --> 00:04:29,272 BERNADETT JANI-DEMETRIOU doctoral researcher 53 00:04:29,297 --> 00:04:35,251 We could hear one of the boys shout something across the room in Romani 54 00:04:35,276 --> 00:04:37,024 before they started doing the exercise. 55 00:04:37,054 --> 00:04:42,238 We also heard the children use the odd Romani word between themselves 56 00:04:42,263 --> 00:04:45,802 while they are working on the task. 57 00:04:45,827 --> 00:04:49,342 When using translanguaging as a deliberate pedagogical choice, 58 00:04:49,371 --> 00:04:54,377 the teacher builds on the fact that the pupils’ translanguaging ways of speaking 59 00:04:54,402 --> 00:04:56,517 are always present in the classroom. 60 00:04:56,542 --> 00:04:58,946 When checking the solutions, 61 00:04:58,978 --> 00:05:08,824 the teacher brings in a pair of words, BARVALO and CHORO. 62 00:05:08,849 --> 00:05:17,729 Initially, we sense that the teacher imposes the use of these words on the classroom, 63 00:05:17,754 --> 00:05:26,171 thus motivating the pupils to keep their translanguaging practices on the surface. 64 00:05:26,196 --> 00:05:36,095 The pupils are using this pair of words with increasing enthusiasm and frequency, 65 00:05:36,120 --> 00:05:39,891 as part of their active language use. 66 00:05:39,916 --> 00:05:44,861 For example, when they talk about the poor ones, in the plural, 67 00:05:44,886 --> 00:05:50,422 they use the form BARVALE ‘the rich ones’ instead of BARVALO ‘a rich person’, 68 00:05:50,462 --> 00:05:54,601 which they initially used in the singular. 69 00:05:54,632 --> 00:06:03,369 This shows that the two words taken from Romani are in active use in the classroom, 70 00:06:03,394 --> 00:06:09,675 children are using their Romani-language resources with increasing confidence. 71 00:06:09,700 --> 00:06:12,549 I can see in my own classes, 72 00:06:12,580 --> 00:06:16,749 that children take great courage from the use of Romani. 73 00:06:16,774 --> 00:06:19,891 They are more confident when working on tasks, 74 00:06:19,923 --> 00:06:24,887 asking each other for information in pair and group works. 75 00:06:24,968 --> 00:06:27,566 In a latter part of this class, not included in this video, 76 00:06:27,591 --> 00:06:30,371 Romani is used in longer utterances, 77 00:06:30,403 --> 00:06:35,267 the use of the two languages, Hungarian and Romani, is on a par with each other. 78 00:06:35,292 --> 00:06:41,446 So, whether the stream of translanguaging is hidden or not can change within the same class as well.