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TÜNDE DEMETERNÉ
teacher

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The children saw four words written
on the board,

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arranged as two pairs: king and servant,
and shepherd and twins.

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These words are connected to the myths
 of Ancient Rome

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And the pupils' task was
 to make sentences with these word-pairs,

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in Romani or in Hungarian.

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Say it as you like.

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If you prefer Hungarian,
say it in Hungarian,

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if Romani, say it in Romani.

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If worse comes to worst,

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I will ask you when I do not understand
what you mean, ok?

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 you would have liked to start,
 because he was the one who finished first.

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THE TWINS WERE SHEPHERDS.

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THE TWINS WERE SHEPHERDS. 
I don’t understand.

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May I ask for your help?

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He said that the twins were shepherds.

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Were the twins really shepherds?

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(mixed voices): No, no, they weren’t.
Can I say it?

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Whoa! Let’s sort out this sentence!

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What does the shepherd
have to do with the twins? say it!

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The shepherd found the twins.

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The shepherd found the twins.
Do you remember now?

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Now then, tell me a Romani
 sentence like this!

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THE SHEPHERD FOUND THE TWINS.

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That’s it. It has worked out
this time around.

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If you correct your sentence here,
you can tick it off, ok?

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THE SHEPHER HEARD THE TWINS CRYING.

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Woops! Are you going to help me?

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(mixed voices)

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( mixed voices)
The shepherd, he said, that the shepherd
 heard the twins cry.

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Well done! Thank you for the translation!
Okay.

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The shepherd took in the twins.

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Good!

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THE SHEPHERD FOUND THE CHILDREN.

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Louder, please.

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THE SHEPHERD FOUND THE CHILDREN.

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And what does this mean?

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The shepherd found the children

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Great, well done! Super! Now you go next!

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THE SHEPHERD FELT SORRY FOR THE TWINS.

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It means that the shepherd felt sorry
for the twins, right?

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I knew it! I figured it out!
Well done me!

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Your sentence is very good, this is
 exactly what happened.

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Next, please.

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THE KING TOLD THE SERVANTS
TO THROW THE TWINS INTO THE WATER.

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Woops! This was too long for me,
 and I do not yet speak as well as you do.

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The king ordered the servant
to throw them, the twins, into the river.

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Well done, all of you!

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TAMÁS PÉTER SZABÓ
researcher

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The teacher constantly takes on
the role of the student,

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for example when she listens
 to the students speaking Romani,

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she picks up words and expressions,
 which she then starts using on her own.

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It is precisely the position of the
teacher-as-learner

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which raises the question whether teachers 
can keep track of, and evaluate appropriately

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the students’ linguistic
and conceptual development

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if they have to make sense of,
and assess, interactions
they do not fully understand.

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No one speaks the technical language
of school subjects

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or the academic registers
 as a mother tongue.

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Everyone acquires these through
formal education.

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The question arises how teachers can
facilitate classroom situations,

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through translation and interpretation,

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in which the teacher can evaluate
the students’ subject-related
and conceptual progress.

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It is really promising that teachers

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devote much time and energy
 to translation.

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They keep experimenting and learning.

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Even more experiments are needed,
 however,

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to create the conditions which enhance
the holistic development

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of both the teachers’ and the students’
overall linguistic abilities.

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Teachers need to become more familiar
with the students’ language,

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and students with the specialised language
of the school subjects,

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so that their conceptual progress
 can be traced.

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This challenge grows when, besides
Romani and Hungarian,

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other languages enter as languages
 of instruction,

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for example Slovak, English, German

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or other languages taught as foreign
or additional languages.

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In multilingual and multicultural
environments,

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where students bring a high number of,
eight or ten, or even more,

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mother tongues into the classroom

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teacher’s task is even more challenging.

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How can so many mother tongues
be taken into consideration,

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how can one familiarise with all these?

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According to the philosophy
 of translanguaging,

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it is worth using the students’
mother tongues

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for educational purposes,

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because it elevates the prestige
of the languages

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and of their speakers in the
 school’s community.

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It is, thus, well worth providing
opportunities

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for using the students’
mother tongues at school,

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even if the teacher does not speak
 these languages.

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JÁNOS IMRE HELTAI
researcher

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When the pupils read out loud

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the Romani and Hungarian sentences
 at the end

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of the written task,

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the teacher reacts equally clearly
to all of them.

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She has two types of comments
on the Romani sentences.

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In case she does not understand them,

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she asks either the child who said it
or someone else to translate the sentence.

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If she does understand the sentence,

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she repeats its actual or assumed meaning

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in Hungarian and asks the
 students’ confirmation

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In my opinion,
 it is very important in this video

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that the children acquire various
new roles:

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The role of the translator
 or the role of a helper

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who supports other pupils and
even the teacher.

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Such situations at school are motivating

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because children can experience their
own self-worth in them.

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This undoubtedly takes time;

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the continuous presence of the two
 languages slows the classes down,

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at least on the surface.

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It is easy to see, however,

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that the students’ feeling
of accomplishment,

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the rewarding experience,

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and their sense of self in positive roles

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are well worth this time.

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BERNADETT JANI-DEMETRIOU
researcher

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In case the teacher is not familiar

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with the children’s ways
of speaking at home,

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translation as a pedagogical practice

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seems an obvious solution
in translanguaging lessons.

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Its aim is to help the teacher

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understand the students’ translingual
utterances.

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Thanks to this practice,

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learners become increasingly aware

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of the two or more separable contexts

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which correspond to the various cultures.

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This helps the children understand
that a similar message

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can be conveyed in different
communicative situations,

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in different ways of speaking.

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This enhances the children’s
general confidence

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in communication.

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The children undertook the task happily,

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and it seemed that, here, they had
the opportunity

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to show their full potential.

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About 80 % of the children
made use of the opportunity

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provided by the possibility
to use both languages.

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They wrote both in Hungarian and in Romani.

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They had more courage to speak,

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their sentences became more complex.

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They created longer sentences

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and became increasingly carefree
 and courageous

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in the course of the task.