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JÁNOS IMRE HELTAI
researcher

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It’s an old tradition in school

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that there are ’hetes’ in each class,

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who assist the teachers, the class
and ensure basic operation.

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It is also their duty to do

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the so-called report (’jelentés’)
at the beginning of the classes,

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where they tell who is absent

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so the teacher can book them.

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It is a rigid utterance scheme:

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since my early memories, the exact same
thing is said in each school,

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at the beginning of each class.

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ATTENTION PLEASE! ...

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I RESPECTFULLY REPORT THAT

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SEVEN STUDENTS ARE MISSING

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OUT OF TWENTY-TWO;

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THE CLASS IS READY FOR A DRAWING CLASS.

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Sit down please!

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So, children…
last class we …

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PATRIK SCHULCZ
doctoral researcher

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A report at the beginning of the class
is a relatively well-known,

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widespread phenomenon in Central Europe.

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The report provides information
for both teacher and student.

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The teacher gets to know
how many students are absent,

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but it has a much greater
significance for the students.

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The report separates lessons and breaks.

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The report gives a signal

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to finish having fun

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and to pay maximum attention
to the teacher.

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This allows students to easily distinguish
when and what kind of behavior

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they need to behave
from pre-school age onwards.

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RICHÁRD VÁGNER
teacher trainee

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This soldierly custom,
while structuring the lesson framework,

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can put serious stress on those who report

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and this can affect their classwork.

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Translanguaging can play
a major role here as well,

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as Romani translation,

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or the speaking form that
students perceive as Romani,

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can bring this school genre closer to them,

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as they do not have to tell
 the text word by word.

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PETRA RÉKA BOROS
teacher trainee

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As the teacher encourages the involvement

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of translanguiging in
the act of the report,

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the children acquire
this conventionally Hungarian practice

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and also somewhat alleviate
the disciplinary nature of this tradition.

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This is also evident
in the loose interactions

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witnessed throughout the report,

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both by the students who make the report

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and those who listen to it.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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Translanguaging can take
many forms in the classroom:

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it can appear during individual tasks,

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group work,

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teacher's instructions,

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and translating each other’s utterances.

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It can also play a role in
organizing learning;

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in this case,
the teacher organizes the class

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so that he/she links translanguaging
to certain activities and tasks.

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It can be incorporated into
the lesson structure as habit a too.

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In this case,
it becomes clear to the students

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during which activities and which tasks

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they can rely on
their full linguistic repertoire.

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For example, the report we just saw,

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which was a translanguaging report,

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providing a framework for the lesson

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to indicate to students

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that this lesson will be
a translanguaging lesson

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in which they can boldly use

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both Hungarian and Romani resources.