1 00:00:17,574 --> 00:00:18,907 ZITA TÜNDIK teacher 2 00:00:18,930 --> 00:00:20,722 From the story processed in the short film, 3 00:00:20,746 --> 00:00:24,378 the part about the horse fair aroused the most interest from my students. 4 00:00:24,417 --> 00:00:25,574 This is understandable, 5 00:00:25,598 --> 00:00:30,095 as they all had or have had some experience of markets or fairs 6 00:00:30,166 --> 00:00:32,966 which they experienced in a real situation 7 00:00:32,984 --> 00:00:35,232 with their family members and adults. 8 00:00:35,279 --> 00:00:37,213 According to my observations, 9 00:00:37,231 --> 00:00:40,014 the everydays of their school life are also interwoven 10 00:00:40,046 --> 00:00:43,913 with the excitement and atmosphere of exchange and bargaining. 11 00:00:43,968 --> 00:00:50,190 They give, buy, and exchange small objects with special techniques. 12 00:00:50,206 --> 00:00:51,873 After a short discussion, 13 00:00:51,911 --> 00:00:56,494 the class decided to choose and play the horse fair scene. 14 00:00:56,534 --> 00:00:58,067 In the next short film, 15 00:00:58,115 --> 00:01:01,330 a pair of characters can be seen involved in this task. 16 00:01:01,417 --> 00:01:05,793 So in the previous lesson, we read a tale about a fair. 17 00:01:05,825 --> 00:01:09,439 You read the first part of the tale in Romani, 18 00:01:09,470 --> 00:01:13,337 and I asked to take a look at this fairground bargaining. 19 00:01:13,358 --> 00:01:14,891 Have you ever seen one? 20 00:01:14,922 --> 00:01:16,327 How does it go? 21 00:01:16,356 --> 00:01:19,044 So, I would ask the two boys to show it, 22 00:01:19,069 --> 00:01:23,038 because they really wanted to do so. 23 00:01:23,194 --> 00:01:24,713 WHY DID YOU COME, BROTHER? 24 00:01:24,747 --> 00:01:28,085 I HAVE SEEN YOUR HORSE. I LIKE IT. 25 00:01:28,164 --> 00:01:30,230 AND, AND WHAT DO YOU WANT TO DO WITH IT? 26 00:01:30,255 --> 00:01:31,988 WELL, I WANT TO BUY THE HORSE. 27 00:01:32,119 --> 00:01:35,433 WELL, LISTEN MY FRIEND, I'LL BRING IT HERE SO YOU CAN HAVE A LOOK AT IT! 28 00:01:35,449 --> 00:01:37,435 THIS ONE'S NOT GOOD, IT'S TOO LEAN. 29 00:01:37,466 --> 00:01:40,541 ONE OF ITS EYES LOOKS THIS WAY AND THE OTHER LOOKS THAT WAY. 30 00:01:40,572 --> 00:01:43,639 LISTEN FRIEND, DO NOT LOOK DOWN ON MY HORSE! 31 00:01:43,659 --> 00:01:45,866 WILL YOU GIVE 60.000 FOR IT OR NOT? 32 00:01:45,891 --> 00:01:47,467 For this much I won't take it! 33 00:01:47,505 --> 00:01:48,991 HAVE IT FOR 40 000! 34 00:01:49,031 --> 00:01:50,356 I WON'T TAKE IT! 35 00:01:50,388 --> 00:01:52,542 Oh, come on now! 36 00:01:52,597 --> 00:01:54,906 LISTEN TO ME THEN BROTHER! 37 00:01:54,954 --> 00:02:01,607 I’LL GIVE YOU, YOU GIVE ME 2500 AND YOU’LL GIVE THE REST NEXT MONTH. 38 00:02:01,670 --> 00:02:04,736 OH NO, Out of question, have you gone mad? No! 39 00:02:04,774 --> 00:02:06,264 AHH, WHAT SHOULD I DO WITH YOU?! 40 00:02:06,289 --> 00:02:08,233 HOW MUCH DO YOU INTED TO GIVE ME THEN? 41 00:02:08,272 --> 00:02:09,559 TWOHUNDRED! 42 00:02:09,599 --> 00:02:11,526 AHH, I WON’T BARGAIN WITH YOU! 43 00:02:11,558 --> 00:02:14,047 I’LL ASK YOU ONE MORE TIME, THE VERY LAST TIME THOUGH; 44 00:02:14,087 --> 00:02:16,410 FOR HOW MUCH WILL YOU BUY THE HORSE? 45 00:02:16,441 --> 00:02:17,508 for 200 forints! 46 00:02:17,528 --> 00:02:20,797 THEN I STOP BARGAINING WITH YOU! 47 00:02:20,822 --> 00:02:22,555 Good! It was really great! 48 00:02:25,803 --> 00:02:27,803 Really great! Congratulations! 49 00:02:29,818 --> 00:02:34,493 Almost every student wanted to present the scene from the film, 50 00:02:34,533 --> 00:02:38,286 which of course I gave them the opportunity to. 51 00:02:39,131 --> 00:02:43,463 There were some who spoke Hungarian during the performances, 52 00:02:43,510 --> 00:02:46,541 but most of them did it in Romani. 53 00:02:46,995 --> 00:02:54,406 You can clearly see how authentically they display the gestures, figures of speech, 54 00:02:54,430 --> 00:02:56,610 and even the intonation learned from adults. 55 00:02:56,641 --> 00:02:58,324 I also observed that 56 00:02:58,356 --> 00:03:02,610 the scenes performed in Hungarian lagged behind 57 00:03:02,635 --> 00:03:08,367 those played in Romanian in terms of fluency, scope, 58 00:03:08,400 --> 00:03:11,507 and even metacommunication. 59 00:03:12,027 --> 00:03:13,308 IZABELLA LŐRINCZ graduate student 60 00:03:13,347 --> 00:03:15,707 With regard to translingual pedagogy and the project, 61 00:03:15,747 --> 00:03:20,303 the first question is always whether the teachers speak Romani. 62 00:03:20,382 --> 00:03:21,648 Usually, they don't 63 00:03:21,669 --> 00:03:25,069 but they’ve been working with the kids for so long 64 00:03:25,092 --> 00:03:28,435 that they’ve learned a lot of terms from them. 65 00:03:29,872 --> 00:03:31,746 We can see in the video that the teacher laughs at the dialogue 66 00:03:31,771 --> 00:03:33,957 together with the children. 67 00:03:33,981 --> 00:03:35,048 On the one hand, 68 00:03:35,075 --> 00:03:38,690 she can recognise the terms she has already learned from the children 69 00:03:38,715 --> 00:03:41,382 without a certain linguistic background, 70 00:03:41,417 --> 00:03:42,513 and, on the other hand, 71 00:03:42,545 --> 00:03:45,600 they have worked together on a Romani tale with the translation of the children, 72 00:03:45,625 --> 00:03:49,579 and then she gave them a task related to this. 73 00:03:49,689 --> 00:03:50,998 PETRA BOROS graduate student 74 00:03:51,029 --> 00:03:55,344 The scene played shows the real intensity of the situation presented. 75 00:03:55,383 --> 00:04:00,625 This is also observable in the increasing talk time and volume, 76 00:04:00,636 --> 00:04:05,702 as well as in the gesticulation and metacommunication of children. 77 00:04:06,069 --> 00:04:08,469 This is presumably due to the fact 78 00:04:08,491 --> 00:04:14,332 that they were able to stage a cultural practice close to them, 79 00:04:14,356 --> 00:04:18,156 and also to the fact that they were able to do all this 80 00:04:18,173 --> 00:04:21,317 in the language that was most convenient for them. 81 00:04:21,544 --> 00:04:22,669 JÁNOS IMRE HELTAI researcher 82 00:04:22,716 --> 00:04:25,892 This scene is actually the end of an entire classroom session 83 00:04:25,916 --> 00:04:28,601 in which a tale was read about a horse fair 84 00:04:28,695 --> 00:04:34,541 and several couples acted out such a fair scene afterwards. 85 00:04:34,541 --> 00:04:40,967 This is the culmination and the end result of this learning process. 86 00:04:41,108 --> 00:04:46,033 Children here do not have to pay attention to how they form their sentences, 87 00:04:46,065 --> 00:04:47,732 they do not have to worry 88 00:04:47,750 --> 00:04:49,284 that one of their sentences may be 89 00:04:49,316 --> 00:04:52,783 considered grammatically or substantively incorrect. 90 00:04:52,971 --> 00:04:54,745 So they can also pay attention 91 00:04:54,770 --> 00:05:00,394 to evoke reality with their gestures and facial expressions; 92 00:05:00,426 --> 00:05:04,737 to create sentences, rhetorical figures that they have heard to be uttered 93 00:05:04,769 --> 00:05:09,473 in such a situation in reality. 94 00:05:09,490 --> 00:05:12,124 Thus, it is precisely this skill that develops: 95 00:05:12,140 --> 00:05:19,198 to create a dialogue, to summon others, to stylize a conversation. 96 00:05:19,214 --> 00:05:23,934 These language skills can be acquired in this Romani language practice, 97 00:05:23,974 --> 00:05:25,667 and later they can even use the acquired knowledge 98 00:05:25,692 --> 00:05:30,477 in Hungarian language practices. 99 00:05:30,509 --> 00:05:34,744 It may not even need to be highlighted, but it is certainly striking 100 00:05:34,784 --> 00:05:36,908 how happy each participant is. 101 00:05:36,932 --> 00:05:39,564 The two children, the others, the teacher: 102 00:05:39,596 --> 00:05:43,939 we are witnessing a common sense of success for everyone. 103 00:05:44,229 --> 00:05:46,424 Thus, in this scene, 104 00:05:46,479 --> 00:05:55,860 two possible benefits or goals of translanguiging emerge at the same time: 105 00:05:55,947 --> 00:06:01,705 one is to improve school well-being and a sense of success, 106 00:06:01,737 --> 00:06:06,753 and the other is to help children acquire language skills, 107 00:06:06,800 --> 00:06:11,890 competencies that are not specific to each individual languages, 108 00:06:11,922 --> 00:06:16,935 but to the repertoire as a whole, thus helping them to develop. 109 00:06:17,021 --> 00:06:23,146 All the children could attend this lesson without language restrictions 110 00:06:23,186 --> 00:06:26,334 and I think we all had a great time.