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TÜNDE DEMETER-BERENCSI
teacher

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In this recording, we can see
a lesson in which we learned about

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how Rome became from a tiny settlement
created by small shepherds

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to a big city and then a world city,

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the capital of an empire.

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The children’s task was

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to give a summary of
what they had learned in class,

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in the language of their choice.

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Who can tell me, looking at the map,
what we learned in class today?

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I will help if you need me,
with gestures. ...

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So, will you try?

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Yes... Rome was a small town,

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began to grow larger,

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occupied all territories,

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built ships, built roads,

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How is it called... poli...tion... no...

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[helping the student] ... named
the occupied territories a province

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placed governors there...

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Right, they placed governors there.

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Well done! Really good! ...

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And you, can you tell it as well?
... So let me hear!

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If it’s easier maybe for you in your

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own language, in Romani,
it’s perfect for me too. ...

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He [another boy] always laughs at that...

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So calmly, as you prefer to.

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ROM WAS A SMALL TOWN,

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BEGAN TO GROW LARGER,

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THEY OCCUPIED THE WHOLE COUNTRY

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THEY BUILT ROADS, SHIPS

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they named the occupied territories
a province...

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...Province... very good!

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Sent governors to ... another... an...

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to the territories...

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Who were they, these governors there?
What did I say?

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Chi-
chi... chi...

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They were chiefs.
They were the chiefs there.

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How do you say it in Romani?

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CHIEFS

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CHIEFS. Good. Is there anything else
you would like to tell?

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The girl I picked answered
 in Hungarian automatically

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when I asked her to summarise
what we had learned in that class.

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The second answer to the task
was given in Romani –

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I asked a boy for a summary.

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My choice was partly conscious.

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This boy is always very brave,

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he very often automatically
speaks Romani in class.

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ESZTER TARSOLY
researcher

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Looking at this recording,
the question of motivation arose in us -

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what might have prompted
the little boy speaking in Romani

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to recite the text already
summarized and described in Hungarian

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in Romani after the teacher's question.

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We will see from the comments

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that there can be
many different motivations,

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even in this one case.

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For teachers working with
the translanguaging stance

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it is an important thing
to make themselves aware

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that translanguaging classroom work

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does not simply mean switching languages
and encouraging children to do so,

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but to help create classroom conditions

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in which students find
their own sources of motivation.

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SÁRA LENDVAI
graduate student

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One of the possible explanations for
why the little boy chooses

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to use the Romani language

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when answering the question

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is the freedom that this option gives him.

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As the teacher does not
speak this language,

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he or she has less influence
on the student’s response,

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such as what words he may use.

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Therefore the use of Romani here

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makes room for a more cretaive
text formation compared to Hungarian

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In this way, teacher-student roles
are also interchanged at some level,

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and the dynamics of power also change

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PETRA RÉKA BOROS
graduate student

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Although we cannot be sure of
the motivation behind the student’s choice,

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he might have decided to choose Romani

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because the teacher
emphasized the possibility of

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translanguaging by addressing
him specifically.

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And this is a gesture
realized as a small pressure,

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which could have prompted the little boy

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not to repeat the content in Hungarian.

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RICHÁRD VÁGNER
teacher trainee

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The students' behavior develops
in the interpersonal space,

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in an interpersonal situation,

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so does the translanguaging behavior.

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The speaker's language is
greatly influenced by

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how the teacher reacts.

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It can be a real reaction
or only presumed by the student,

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for example, what to expect praise for,

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or it can be a reaction from peers,

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because if they laugh, for example,

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the prestige of his language can decrease.

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TAMÁS WESSELÉNYI
teacher trainee

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It seems that using Romani
means more to him, a greater challenge,

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a greater experience,
or some surplus report, so he chooses it.

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As a result of their own,
i.e. non-external, motivation,

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children become in full control
of their own decisions

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about learning and speaking.

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With this in mind, Ofelia Garcia
cites Antonio Machado's lines saying

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"no hay camino, se hace camino al andar"

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– meaning that there is no
pre-determined path,

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no central norm

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according to which translanguaging
takes place in a classroom micro-community.

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Just as students
have different personalities,

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their motivations vary as well,

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depending on the situation
and communication strategies

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that occur in the classroom.

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How translanguaging practices

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are shaped by a classroom community

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is a matter of individual path
and individual motivation.

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There is no beaten path.

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It is up to the teacher-student
communities to get started,

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and as they move forward,

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their steps will determine
the most appropriate path for them.