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We were getting to know Ancient Rome,

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and the subject of that lesson
was the conquests of the Romans

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in the Mediterranean,
 life in the provinces,

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and the way of life
and wearing of legionaries.

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In the particular

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I was showing pictures to the kids
on the whiteboard;

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one picture depicted
 a Roman legionary soldier

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dotted in full ornament and full costume,

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and the other photographed

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a part of the Amber Road crossing

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and passing through the
province of Pannonia.

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So how does he look like,
 what does he wear, legionary

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If you decided to write it down in Romani,

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then tell it that way.

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If I don’t understand,

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 I will look for an interpreter

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among the many clever children, right?

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I would like everyone to say

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at least one thing he or she wrote.

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Use the language that is easier for you.

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So let’s start with you!

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 THE LEGIONARY IS PROUD.

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 The legionary is proud
Why do we see him so proud?

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The way he stands

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How does a proud man stand?

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Standing upright.

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Yes, really nice. The soldier is proud.
Well done! You are next!

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The legionaries wear armored clothing.

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Very good, well done! Is there anyone else
 who wrote a sentence in Romani?

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Yes, he did!

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Would he like to say it aloud?

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THE SOLDIERS HAD SWORDS.

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[mixed voices ] They had a sword.
The soldiers had swords.

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Thank you so much, good job!

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 The task is the same,
 but this time you don’t need to write.

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I will show another picture…

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I wonder if you recognize
what this represents.

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Students: Paving/pavement.

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Teacher: Paved road, right?

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You remember I said the road was not
as smooth as here, right?

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 checkered, stone checkered, bumpy

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Yes, it was uneven
and consisted of stone cobbles.

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So let’s say something about it…

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If you can,
 in Hungarian, if you can, in Romani…

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You say it because you were the first one!

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 In Rome, paved roads were built.

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Teacher: Very nice!

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 In Rome the roads were made of stones.

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Very nice, well done.

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THE KING ORDERED COBBLED ROADS TO BE BUILT.

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 I will try to translate it.

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The king ordered
 cobbled roads to  be built?

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Children: Yeeess!

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Teacher: That’s super! VERY GOOD!

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There are a lot of words
 that aren’t in their vocabulary

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In history lessons, we work with
technical terms, history-related words

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that do not exist in their
 spoken Romani language.

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But this is not a problem for them.

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They add  Romani suffixes
to Hungarian words

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and put them in a sentence immediately.

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However, it can also be seen
 in the recordings

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that the girls are the ones who
are more likely to
formulate sentences in Hungarian,

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write them down and say them.

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They don’t risk that the particular word

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they want to express
 isn’t in their vocabulary.

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The children use the
 Romani language boldly,

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and they are not bothered by the fact
that they may repeat the same sentence,

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 exchanging at most one word in it,

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but they see that they have success
and I gladly listen to them,

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and they are happy that they can
 use their own mother tongue in class

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as boldly as the Hungarian language.

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TAMÁS PÉTER SZABÓ
researcher

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Organizing classroom communication
 creates many opportunities

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to develop school language policy.

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In this case,

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language policy does not appear
 as some abstract, regulated document,

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but is shaped during practice.

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There is no single standard version
 of the Romani language,

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introduced or to be introduced
as the language of education.

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This apparent lack provides
 many opportunities for language planning

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that takes the needs of the local community
into account as much as possible.

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In fact,

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there is no norm
other than the local community's.

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so there is no conflict between
 the norm expected at school

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and the language version
 of the learner brought from home.

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Its use for educational purposes
 during school activities

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significantly changes the status
of the Romani language.

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The Teacher's utterances asking
for and encouraging the use of Romani,

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Romani-language posters
and teaching aids in classrooms

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make Romani an educational language

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even if official documents do not
 recognize this status.

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In the context of translanguaging,

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students therefore have
 a significant role to play

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play in shaping the policy of using
the Romani language in school,

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together with teachers.

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They also have the decisive word
in what counts as Romani.

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External observers could easily say

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that in the Romani parts of the lessons,
 we do not actually hear the Romani language,

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but Hungarian words
 are mixed with Romani words,

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and Hungarian words are
given Romani suffixes by the speakers.

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However, what belongs 
to a particular language is decided
 by the speaking community.

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It is also up to the speakers to decide

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which language resources to use 
in which combinations 
when they speak "Romani.”

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JÁNOS IMRE HELTAI
researcher

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Teachers, if they think
of discovering Hungarian words

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Hungarian stems in the children's speech,

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but then the children think
that they speak Romani.

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If we think about this further,

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we can think that the
boundaries of languages

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are where the speakers put them.

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And it is not certain

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that every speaker, every community,

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will find the boundaries separating
the two languages

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in the same place.

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This may seem strange
 or unusual in a school

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where standardized languages
usually appear,

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but if we accept children
and their ways of speaking,

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it is worth refraining from
 classifying these modes of speech

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as incomplete or unclear.

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MÁRK ATTILA SZÉKELY
teacher trainee

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In the class, students had to work
 based on pictures.

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They had to tell
what they see in the pictures

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and what kind of previously 
learned knowledge

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they can connect them with.

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It is important to emphasize

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that the tasks are organized
around the pictures

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because the pictures
do not determine the students ’speech.

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The illustrations themselves

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cannot be linked to Romani or Hungarian,

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so students can use the language they want.

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This free use of language

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is even reinforced
 by the teacher’s instructions.

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GERGELY OLEXA
teacher trainee

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In this classroom environment,

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as a result of the non-verbalized source,

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speech expressions are born that,

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likely, could not be uttered anywhere else,

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in any other situation.

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 Such sentences beginning as

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„O légióso büszke hi” or
 „a királyi parancsolinde”

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contain some subject-specific terms,

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which don’t have Romani equivalents

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and do not appear in everyday speech.

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These terms percieved as foreign

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with a Romani suffix,

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become the children’s own words,

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so the use of these foreign terms
 appear in their speech

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without any difficulty.

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Meanwhile, at the moment
of the appropriation of words,

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new, unique, never-yet-uttered meaningful
expressions are born,

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which science considers to be
a manifestation of linguistic creativity.

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This phenomenon

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is about individual word formations
 created in speech processes,

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and it is able to create new expressions

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in the cross-section of different
 linguistic resources.