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TÜNDE DEMETER-BERENCSI
teacher

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Our current topic is Ancient Rome.

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The task was to choose one or two children

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who would tell in their own words
what was included in the sentences,

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either in Hungarian or Romani.

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First, I planned to give
 each group a different task:

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two groups to describe
the characteristics of the poor,

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while the other two groups
should tell the characteristics of the rich.

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One group must speak
Hungarian about the poor,

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while the other must speak Romani.

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The third group must speak Hungarian
about the rich,

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while the fourth group
must speak Romani about them.

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TAMÁS WESSELÉNYI
teacher trainee

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In classroom group work, the teacher
can make the work more liberated

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by taking into account the language habits
of each child in the group assignment and

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allowing students to come together
 in a common group

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who can easily understand each other,

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draw from a similar language repertoire

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and thus they can work together

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or learn from each other easily,
 in a stress-free environment.

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So… the rich…

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The rich had slaves, lived in mansions,

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had a pool in the middle of the house,

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they had their own rooms, they had
tap water, they could cook.

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Ok, so we are listening…
It's your turn.

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Yes.
Ok – so let’s hear it.

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THE POORS, THEY DID NOT HAVE A KITCHEN,

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THEY DID NOT HAVE A BATHTUB,
THEY DID NOT HAVE MONEY

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THEY WERE POOR.

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THEIR HOUSES WERE FILLED WITH SMOKE.

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THEY DID NOT HAVE PIPELINES.

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What does it mean?

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They did not have pipelines.

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Tube? Do you mean pipeline for plumbing?
Yes.

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OK, good job! … Good!

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So… will you tell it?
Yes.

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So let’s hear.

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THEY HAD ONLY ONE ROOM.

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Keep calm… try it calmly.

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[she is at a loss for words]

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Is there anything else?
Yes.

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OK, let’s do it nicely.

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THEY HAD DIFFICULTIES WITH SANITATION.

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THEY DID NOT HAVE TAP WATER.

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When children come across

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ready-made Hungarian sentences

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that they translate into Romani,

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it slows down their work

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and makes it a little harder to think.

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ESZTER TARSOLY
researcher

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When children summarize
a story or text in class

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and do so in Romani,

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this is usually better done by summarizing

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what they have heard
 or read in spontaneous speech,

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moving away from the text they
 have heard or written in Hungarian.

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However, when they have to translate

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 a written Hungarian text
directly into Romani,

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continuity of speech often gets broken

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or sometimes completely stalled,

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and in-class speech becomes
more difficult even in Romani.

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It is not a surprise at all if we consider,

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that translating a text is a completely
different process than speaking spontaneously.

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During translation,
a metalanguage activity takes place

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that is not present in spontaneous speech.

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This metalanguage activity means that

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while children translate
or interpret in Romani,

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the question "how is this Romani?",
"How would we say that at home?"

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is also present in their minds.

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So, during (the process of) translation,

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there is a secondary control that
 is not present in spontaneous speech.

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It is not at all a problem
that classroom communication

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becomes more difficult during translation,

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because translation
also plays an important role

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in children's interpretation
of the class material,

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precisely because of
this metalanguage layer

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that is not present during
monolingual paraphrasing.

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So translation can give teachers cues

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about what children have
conceptual difficulties with.

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If something is difficult to translate,

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it indicates where
the set of concepts available

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in the children’s home language

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does not overlap with the set of concepts
 expected in the curriculum.

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Thus, translation difficulties always
mean some feedback to the teacher

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on where there are challenges for children
in interpreting the things taught.

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ISTVÁN KOZMÁCS
researcher

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In many cases, children
 have to learn and understand

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something unfamiliar to them in Hungarian.

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In such cases,
 if they speak in their mother tongue,

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they can only describe
that particular concept.

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I think this is a very important thing

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because this is what does not happen
in monolingual lessons in most cases.

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This is because teachers

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do not consider
 learning the terminology of a subject

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to be a word learning process.

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However, in the case of students
who speak Romani,

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they always have to learn
the new Hungarian word,

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which can only be explained in a
circumscription in their mother tongue.

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This is a very important step in
understanding the concept.