1 00:00:23,665 --> 00:00:25,299 JÁNOS IMRE HELTAI researcher 2 00:00:25,303 --> 00:00:31,570 In the summer of 2020, we created a storybook with university students 3 00:00:31,595 --> 00:00:37,854 and local women as part of a participatory linguistics ethnographic project. 4 00:00:38,387 --> 00:00:42,308 This storybook follows the linguistic practices of the local community 5 00:00:42,332 --> 00:00:46,892 describes them in letters of the Hungarian alphabet. 6 00:00:47,812 --> 00:00:54,590 The tales were chosen by the students from Roma folk tales 7 00:00:54,615 --> 00:00:58,021 and translated into Romani by the women, and there are stories in the book 8 00:00:58,046 --> 00:01:03,931 that were written by the women themselves. 9 00:01:04,332 --> 00:01:10,928 Four hundred copies of this storybook were printed and handed over for school use. 10 00:01:11,210 --> 00:01:12,810 ZITA TÜNDIK teacher 11 00:01:12,818 --> 00:01:15,631 Receiving a storybook described in the local Romani dialect, 12 00:01:15,656 --> 00:01:19,501 also spoken by the children, created a new opportunity for me 13 00:01:19,508 --> 00:01:23,308 in both lesson planning and translanguaging activities. 14 00:01:23,605 --> 00:01:26,497 I wondered how my students would react 15 00:01:26,521 --> 00:01:29,054 if I tried to speak in their language. 16 00:01:29,295 --> 00:01:33,107 The first moments of this can be seen in the next recording. 17 00:01:33,726 --> 00:01:36,671 So I brought you a storybook. 18 00:01:37,845 --> 00:01:42,850 I won’t show it yet, but I would like you to listen very quietly 19 00:01:42,875 --> 00:01:48,956 to the first two sentences of the first tale of this storybook. 20 00:01:49,133 --> 00:01:52,627 I’m going to read it to you, listen, but don’t laugh! 21 00:01:52,748 --> 00:01:55,850 KINNI’S HENS. That’s the title. 22 00:01:55,875 --> 00:01:57,274 KINNI’S HENS 23 00:01:57,330 --> 00:01:59,135 DEAR CHILDREN! 24 00:01:59,242 --> 00:02:05,561 LET US BE LUCKY ON THIS HOLY NIGHT! 25 00:02:05,715 --> 00:02:07,672 I asked you for something. 26 00:02:07,688 --> 00:02:09,207 Not to laugh. 27 00:02:09,293 --> 00:02:11,560 Can I tell what it was like? 28 00:02:11,565 --> 00:02:12,570 What was it like? 29 00:02:12,595 --> 00:02:14,497 mixed voices: Romani! No, it's Slovakian Romani. 30 00:02:14,513 --> 00:02:15,772 mixed voices: Romani! 31 00:02:15,796 --> 00:02:16,810 Stop! 32 00:02:16,839 --> 00:02:19,908 ROMANES Was it Romane? And did you understand what I 33 00:02:19,916 --> 00:02:20,916 Yes! 34 00:02:21,408 --> 00:02:24,133 Nice! So, listen. 35 00:02:26,397 --> 00:02:31,561 I'M GOING TO TELL YOU A STORY ABOUT AN OLD GYPSY 36 00:02:31,617 --> 00:02:38,049 WHO LIVED IN VASVÁRI WITH HIS SON KINNI. 37 00:02:38,206 --> 00:02:39,606 No. Now someone else. 38 00:02:39,631 --> 00:02:43,585 An old man was living with his son in Hungary. 39 00:02:43,967 --> 00:02:45,491 Really? In Hungary? 40 00:02:45,506 --> 00:02:46,641 In Tiszavasvári. 41 00:02:47,308 --> 00:02:51,308 You will tell a tale about on old man 42 00:02:51,333 --> 00:02:55,267 in Tiszavasvári, who was living with some Nini. 43 00:02:55,948 --> 00:03:00,044 Kinni, with Kinni. That was his name. 44 00:03:00,069 --> 00:03:06,117 As it can be seen in the video, my reading in Romani first caused shock 45 00:03:06,149 --> 00:03:09,018 and then laughter from my students. 46 00:03:09,087 --> 00:03:12,840 I was prepared for it, I was actually expecting it, 47 00:03:12,865 --> 00:03:15,898 as it created a special situation for us. 48 00:03:16,981 --> 00:03:21,197 We got into something they were more familiar with, 49 00:03:21,229 --> 00:03:24,440 and that put me in an exam situation. 50 00:03:24,760 --> 00:03:27,865 I think it had a liberating effect on the kids 51 00:03:27,890 --> 00:03:30,520 and laid the foundation for the atmosphere of the class: 52 00:03:30,545 --> 00:03:32,350 it aroused their interest 53 00:03:32,375 --> 00:03:35,637 and had a positive effect on their learning motivation. 54 00:03:36,312 --> 00:03:37,912 TAMÁS WESSELÉNYI teacher trainee 55 00:03:37,930 --> 00:03:40,340 A very important and very powerful gesture is that the teacher 56 00:03:40,365 --> 00:03:43,390 not only allows the children to speak Romani, 57 00:03:43,415 --> 00:03:47,960 but she also speaks and reads in this language in class 58 00:03:48,058 --> 00:03:53,329 assuming the vulnerability and possible mistakes that come with it. 59 00:03:53,816 --> 00:03:59,276 Overall, it creates a very liberating and encouraging atmosphere, 60 00:03:59,587 --> 00:04:02,966 indicating that Romani speech is not just a tolerated 61 00:04:02,971 --> 00:04:07,270 but a supported thing in this school, in this classroom. 62 00:04:07,366 --> 00:04:11,009 By speaking Romani as a teacher, it greatly enhances 63 00:04:11,034 --> 00:04:15,608 the prestige of that language at school, encouraging students to 64 00:04:15,633 --> 00:04:18,768 confidently use their forms of speech used at home, 65 00:04:18,771 --> 00:04:21,277 as the teacher can also speak in such a language. 66 00:04:21,341 --> 00:04:23,100 BERNADETT JANI-DEMETRIOU doctoral researcher 67 00:04:23,125 --> 00:04:24,482 The teacher reads the sentences in Romani, 68 00:04:24,507 --> 00:04:31,073 and the children's task is to try to translate the text, into Hungarian, 69 00:04:31,098 --> 00:04:35,277 with the help of each other and their own resources, 70 00:04:35,302 --> 00:04:38,141 without the help of the teacher. 71 00:04:38,227 --> 00:04:42,248 This is an independent text-making activity in Hungarian, 72 00:04:42,295 --> 00:04:47,458 which can be a very good practice for children to try to formulate texts 73 00:04:47,483 --> 00:04:51,001 that have only been spoken in Romani on their own. 74 00:04:51,050 --> 00:04:52,783 ESZTER TARSOLY researcher 75 00:04:52,817 --> 00:04:57,037 The storybook written locally, which was made in collaboration with parents, 76 00:04:57,062 --> 00:05:01,351 and the participants of the translanguaging research 77 00:05:01,376 --> 00:05:05,041 has an important role in the class seen here. 78 00:05:05,526 --> 00:05:13,533 On the one hand, it allows the teacher to speak a longer, larger volume in Romani. 79 00:05:14,330 --> 00:05:19,044 On the other hand, at least one full lesson plan is organized around 80 00:05:19,069 --> 00:05:24,405 the tale that was read and then acted out later during the lesson. 81 00:05:24,697 --> 00:05:30,336 The aim of the lesson is in line with what is expected in the central curriculum: 82 00:05:30,401 --> 00:05:34,237 repeating and summarizing the genre of the fairy tale. 83 00:05:34,305 --> 00:05:39,230 Thus, the curriculum expectation from the outside is satisfied 84 00:05:39,359 --> 00:05:44,112 by the use of the storybook with content produced within the community. 85 00:05:44,161 --> 00:05:47,703 Classroom content from within the community satisfies 86 00:05:47,728 --> 00:05:52,610 the requirement of cultural relevance, 87 00:05:52,635 --> 00:05:56,022 but goes beyond it anyway: 88 00:05:56,047 --> 00:05:59,394 it transfers the content part of the central curriculum 89 00:05:59,419 --> 00:06:02,662 to the world of the local community. 90 00:06:02,687 --> 00:06:07,209 Thus, in fact, the storybook and its lesson processing 91 00:06:07,234 --> 00:06:11,124 becomes a tool for community-based learning or 92 00:06:11,191 --> 00:06:15,104 learning that also utilizes local knowledge.