1 00:00:19,003 --> 00:00:20,613 ERIKA LÉVAI head teacher 2 00:00:20,638 --> 00:00:24,831 In general, our experience is that writing in Hungarian 3 00:00:24,856 --> 00:00:27,359 is difficult and problematic for several children. 4 00:00:27,384 --> 00:00:31,527 If we look at the board in the short film, 5 00:00:31,552 --> 00:00:34,321 one can see that their writing is, well, 6 00:00:34,346 --> 00:00:39,161 not beautiful, unorganized and often difficult to read. 7 00:00:39,186 --> 00:00:46,561 The mid-term and end-of-year spelling tests, which are in Hungarian, 8 00:00:46,591 --> 00:00:52,897 also show that it is quite difficult for children to write in Hungarian, 9 00:00:52,922 --> 00:00:55,976 applying the rules of Hungarian spelling. 10 00:00:58,965 --> 00:01:01,453 OK – I know it is 'KHELEN' meaning 'they dance'. 11 00:01:01,482 --> 00:01:04,181 They always drink on Saturday. 12 00:01:04,206 --> 00:01:05,657 THEY DRINK. 13 00:01:07,681 --> 00:01:11,009 Write only what she did not write. 14 00:01:11,034 --> 00:01:13,344 She can help him. Give it to me! 15 00:01:16,164 --> 00:01:24,767 16 00:01:24,792 --> 00:01:29,208 Let’s say it aloud, what did he write? He is writing, but I don’t know what. 17 00:01:29,233 --> 00:01:31,165 THEY DANCE AND SING WELL. 18 00:01:31,190 --> 00:01:34,001 Yes, they dance and sing well… go on! 19 00:01:34,026 --> 00:01:36,413 The women wear lovely (SUKÁR) skirts. 20 00:01:36,438 --> 00:01:38,455 SOKÁ? What does it mean? 21 00:01:38,480 --> 00:01:41,665 SUKÁR, SUKÁR, beautiful. SUKÁR! Beautiful skirts, I understand now. 22 00:01:41,690 --> 00:01:43,569 Tudnak táncolni. 23 00:01:43,594 --> 00:01:44,523 Next one? 24 00:01:44,562 --> 00:01:47,352 THEY PUT THEIR FAVOURITE OBJECTS IN THE GRAVE. 25 00:01:47,377 --> 00:01:50,046 They put their favourite objects in the grave. 26 00:01:50,071 --> 00:01:52,299 THE MEN ARE OUTSIDE AND BUILDING A BIG FIRE. 27 00:01:52,324 --> 00:01:55,234 The men are outside and building a big fire. 28 00:01:55,259 --> 00:02:02,870 THE WOMEN SIT INSIDE TALKING ABOUT THE DECEASED BRINGING UP OLD MEMORIES. 29 00:02:02,895 --> 00:02:07,712 Listen… So they make a great fire… is it done in order to shed light on the deceased? 30 00:02:07,737 --> 00:02:09,736 Yes. I see. 31 00:02:09,775 --> 00:02:16,128 The women sit inside talking about the deceased, bringing up old memories. 32 00:02:16,153 --> 00:02:19,457 THEY WEAR BLACK CLOTHES AT THE FUNERAL 33 00:02:19,482 --> 00:02:22,275 They wear black clothes at the funeral, 34 00:02:22,300 --> 00:02:23,804 TÁJ GYERTYA ÉGETINEN 35 00:02:23,829 --> 00:02:25,894 és gyertyát égetnek. 36 00:02:25,919 --> 00:02:28,223 JÁNOS IMRE HELTAI researcher 37 00:02:28,248 --> 00:02:35,934 What we see in this video is that children, besides orality, also use both languages in writing; 38 00:02:35,959 --> 00:02:39,160 we could say that they write in a translingual way. 39 00:02:39,211 --> 00:02:55,209 There are cases when one sentence is written in Romani while the next sentence is in Hungarian. 40 00:02:55,234 --> 00:02:58,807 The teacher tries to keep up with the children: 41 00:02:58,838 --> 00:03:02,842 sometimes she asks for translation, sometimes she is already familiar with the thing, 42 00:03:02,889 --> 00:03:08,397 but the lesson remains smooth, even though another language also appears here in writing. 43 00:03:08,422 --> 00:03:11,932 And the kids are visibly happy to do this, 44 00:03:11,979 --> 00:03:20,405 they join to take part in it, and make plentiful notes in Romani language. 45 00:03:20,437 --> 00:03:24,994 It is worth noting that the little girl, in the second half of the video, 46 00:03:25,019 --> 00:03:32,922 described her sentences in Romani and also gives the teacher a Hungarian translation. 47 00:03:32,985 --> 00:03:36,047 When dictating in Hungarian, 48 00:03:36,072 --> 00:03:41,492 it often happens that the better ones, who already think that they can write very well, 49 00:03:41,524 --> 00:03:48,598 are almost outraged if their partner writes down a word 'incorrectly.' 50 00:03:48,623 --> 00:03:54,019 Here, however, no one is fussing about what form someone writes, 51 00:03:54,044 --> 00:03:56,700 as the pronunciation is more important. 52 00:03:56,725 --> 00:03:58,285 GERGELY OLEXA teacher trainee 53 00:03:58,310 --> 00:04:02,499 The video shows an interesting practice related to the written appearance of linguistic creativity. 54 00:04:02,524 --> 00:04:04,494 This phenomenon is mimicry, 55 00:04:04,519 --> 00:04:12,231 when the written form of a word or phrase appears in several equivalent, relevant versions. 56 00:04:12,256 --> 00:04:17,521 For example, when children write on the board, the word ‘KHELEN’ appears in two ways. 57 00:04:17,561 --> 00:04:19,661 The difference between the two forms is 58 00:04:19,700 --> 00:04:26,578 that the aspirated consonant 'kh' is only marked in one of them. 59 00:04:26,636 --> 00:04:30,109 As the local speech its modes of writing are not standardised, 60 00:04:30,188 --> 00:04:32,855 both versions can be considered correct. 61 00:04:32,973 --> 00:04:35,535 BERNADETT JANI-DEMETRIOU doctoral researcher 62 00:04:35,575 --> 00:04:40,562 Relying on the entire linguistic repertoire, school assignments, which include translanguaging, 63 00:04:40,587 --> 00:04:43,876 develop general language competencies not linked to individual languages. 64 00:04:43,900 --> 00:04:46,831 An example of such competence is taking notes. 65 00:04:46,863 --> 00:04:50,478 Translanguaging noting, in any language, 66 00:04:50,503 --> 00:04:56,072 means highlighting and organizing the essence of information. 67 00:04:56,097 --> 00:04:59,541 Taking notes effectively makes learning much easier. 68 00:04:59,566 --> 00:05:03,558 However, this requires that children be able to practice and incorporate this activity 69 00:05:03,583 --> 00:05:07,771 into their lessons on a regular basis. 70 00:05:07,796 --> 00:05:09,374 ESZTER TARSOLY researcher 71 00:05:09,399 --> 00:05:14,477 An interesting practice, which we see in the video, is that the children take notes in a translingual way, 72 00:05:14,502 --> 00:05:19,213 using resources that can be linked to Romani and Hungarian. 73 00:05:19,257 --> 00:05:24,837 Errors, if we want to consider them as errors based on standard language usage, 74 00:05:24,877 --> 00:05:30,580 occur in Hungarian and Romani too, but this is not necessarily to be understood as a mistake, 75 00:05:30,605 --> 00:05:36,286 but rather the linguistic creativity of the children manifests itself in this. 76 00:05:36,326 --> 00:05:47,489 And it is not at all likely that by allowing and approving such deviations from the norm, 77 00:05:47,514 --> 00:05:54,496 the school would go against the process of children learning spelling rules. 78 00:05:54,545 --> 00:06:04,851 So the kind of in-class writing practice that allows for deviations from the norm 79 00:06:04,876 --> 00:06:09,569 leaves the creativity of the children unfolding, 80 00:06:09,594 --> 00:06:15,826 so it helps to acquire the norm rather than counteract it. 81 00:06:15,851 --> 00:06:21,224 The appearance of translanguaging in writing is interesting to me 82 00:06:21,249 --> 00:06:26,330 because there is usually no time to write in classes that are held only once or twice a week. 83 00:06:26,361 --> 00:06:33,026 Even if the teacher allows the use of Romani language in the context of translanguaging, 84 00:06:33,051 --> 00:06:41,764 it is usually used orally by the children, very often among themselves, explaining things to each other. 85 00:06:41,789 --> 00:06:48,847 Written tasks, I think, also help increase the attention of children. 86 00:06:48,872 --> 00:06:53,936 One could see in their eyes and on their faces, that they are writing almost together, 87 00:06:53,961 --> 00:06:57,304 feeling with those writing on the board. 88 00:06:57,329 --> 00:07:04,026 What is even more important to me is that there are some children taking on writing on the board, 89 00:07:04,069 --> 00:07:09,368 who would be reluctant to do so if they were supposed to write only in Hungarian. 90 00:07:09,393 --> 00:07:11,941 It definitely has a motivating effect.