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ZITA TÜNDIK
class teacher

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A poem-recital
competition took place

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a year and a half before the recording.

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The pupils learnt poems by Roma poets,

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performing them both
in Hungarian and Romani.

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In class, we recalled
these moments

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as well as the texts which you will hear.

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The boy featuring at the
beginning of the recording was

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one of the award winners
of the competition.

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He learnt the poem a year and a half before

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and yet he managed
to remember the text in Romani,

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while in Hungarian he could not
even recall the beginning.

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Now I would like to ask [Name],

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he also prepared with a poem
for the competition,

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and you also recited it in Romani and...

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...in Hungarian.

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...in Hungarian. And do you remember…
which one do you remember better?

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The Romani one.

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The Romani one. And do you
remember the Hungarian a little bit?

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Really? You cannot remember
the Hungarian text at all?

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Then we would like to hear it in Romani,
to see what you remember.

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Let’s see what [Name]
remembers from the poem.

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PAPA, BUY ME A LITTLE HORSE,

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PAPA, BUY ME A LITTLE HORSE,

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I WILL GIVE IT A LITTLE OAT

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A LITTLE OAT AND WATER

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I WILL LOVE IT

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I WILL COMB ITS HAIR

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I WILL BRING IT WATER...

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Could somebody help him?

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I WILL LOVE IT SO MUCH

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I WILL LOVE IT SO MUCH

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Is that it? Is this the end?

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Noooo!

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I know!

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[The boy starts reciting the poem]

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[...but gets stuck.]

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Is that all? Well done!

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You have done really well considering
we learnt this a year and a half ago.

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[Name], too, deserves a big clap!

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The Roma poem we hear on the
recording was written by the

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poet Leksa Manush, whose
ancestors include Roma as well.

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It was translated into Hungarian
by András Simor.

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The original Roma text had to
be altered, because

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the local Roma speak
a different variety.

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My collague, Dóra Nagy,
adapted the text to the local

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variety of Romani, spoken by
the pupils in their homes.

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So I started wondering if

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we could piece together
the Hungarian version

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from the Romani text.

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Luckily, other children
joined in to help us.

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They remembered the text,
too, because we often

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practised the poems
together during classes.

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[Name] said he could not
remember the Hungarian.

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Now that we have revised
it in Romani,

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does it start coming back
to you in Hungarian, too?

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Yes!

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TÁTÁ, buy me a  horse,

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TÁTÁ, buy me a  horse!

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Papa, buy me a horse!

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I will give it a little oat...

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I will give it a little oat...

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Water...
Water...

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I will comb its hair...

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I will comb its hair...

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This is what [Name] said.
This is it.

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Do you remember some more? [Name]?

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Papa buy me a horse, buy me a horse,

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I will give it oat and
water, I will comb its hair.

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But this is what Seba said.

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[He starts reciting
the poem in Romani]

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Ah, this is in Romani!

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Yes, it was in Romani, although
you wanted to say it in Hungarian!

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I will comb its hair...

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...and... ...and?....

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And I will braid its hair

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OK!

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AND I WILL TAKE IT TO THE STY, I WILL TIE IT TO THE STY

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What are you doing?
I did not understand it!

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He takes it
to the sty!

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He takes it to the sty?

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He takes it... tether it. There was
also, I will tether it!

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Wait! Tether it?
How  is it in Romani?

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THETER IT! TETHER IT!

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Thether it!
TETHER IT!

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I tether it, Miss, I thether it!

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I TETHER IT TO THE STY.

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Well then, [Name], have you managed
to recall how the poem continues?

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We have tried to piece it together
 in Hungarian and in Romani.

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Do you want to try or would you
rather say this was it for now?

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Will you try?

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Together with [Name], will you try?

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Yes!
Com’on out [Name], then.

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Who else knows it?
Do you also know it?

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Listen, we have never
done anything like this.

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Your recital will be successful only

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if you try to speak together, slowly,

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because if you rush,

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try not to rush ahead of yourself,
[Name] you tend to do this.

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Try it all in the same rhythm.

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Listen to each other,
if you don’t know something,

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you might be able to
help each other out.

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Others listen in complete silence;
they do not interfere.

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Ok? Let’s start.

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[Group of boys recite the poem in Romani.]

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[They hesitate and stop at the end.]

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All right! Let’s give them a clap!

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As we have seen, the children can recall
the poem much better in Romani,

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but as they translate the
Romani into Hungarian,

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they assist each other

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in piecing together the
content in Hungarian, too.

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ÁBEL FLUMBORT
teacher trainee

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Students are
encouraged not only to use

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their Romani-based linguistic resources,

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but also to help each other,

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thus enhancing their ability
to collaborate.

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ESZTER TARSOLY
researcher

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We witness an instance
of cultural mediation

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in which the pupils
engage in their

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language, a local
variety of Romani,

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in a cultural practice which
typically occurs in Hungarian.

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Reciting poems in public is
a performance and practice

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which characterises Hungarian
society in general,

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so, it gets integrated into
primary- and secondary-school curricula.

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Children learn poems for various
occasions, national or other

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celebrations, and they recite
them in front of an audience.

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If there is a similar custom
in the children’s home,

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such as singing together,
telling tales together, and so on,

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that will be a cultural practice
which is performed very differently

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 from what we can see here.

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Thus, the children in this recording
are cultural mediators:

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they participate in a performance,
in a cultural practice associated

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with the majority’s language and society

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in the language
of their home.

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This recording is
also a great example

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of what usually
is referred to

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in translanguaging literature

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as ’empowerment’.

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This is a kind of enabling
which allows the pupils

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to not merely be subjected to, or
participate in, the learning process

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but they start to take ownership of it.

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It is on the students'
initiation that the poem recital

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becomes a group performance
instead of a solitary act.

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It was their involvement
and enthusiasm which made

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it possible for the teacher
to set up this task:

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the children’s investment
in the activity is quite obvious

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from the moment when
the classroom discourse

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opens up to accommodate
the language of their home.

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TAMÁS WESSELÉNYI
teacher trainee

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The outcome is clear: the
pupils familiarised themselves

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with the text of the poem
through interpretation,

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and the boys experienced a sense of success

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through reciting a piece of verbal art
in their home language.

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The scene shown in this
recording made me think

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about its general
pedagogical implications.

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The children’s memory clearly stores better
information that is transmitted in Romani.

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I came to realise that

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my pupils would be more successful
in reaching their goals in learning

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if they heard in their mother tongue, too,
the information they need to retain.

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I believe that a purposeful and
planned translanguaging approach

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can enhance the pupil’s chances
of success in education.