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ZITA TÜNDIK
teacher

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With the recorded conversation, my aim was

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to map to what extent the pupils had become
aware of the pedagogical process,

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which had been lasted for three years,

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with translanguaging in its center.

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Related to the bilingual communication
that had become natural to them,

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I was curious whether
they were able to highlight

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such materialized and visual elements
in their environment

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that can be associated with Roma culture.

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In this short video, we can see
some excerpts from this attempt.

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I’m sure you remember that in the
last lesson we talked about language,

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both Romani and Hungarian language,

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and about the fact that we usually
do translanguaging

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here in the classroom.

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However, there are many more places
in the whole school building

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that show that here, in this institution,

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children can talk and learn in Hungarian
and Romani languages alike.

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In this classroom, if you look around

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please all children who find anything
that refers to translanguaging,

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raise your hand.

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For example, you, please.

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The Hungarian alphabet.

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The Hungarian alphabet is there.

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The Hungarian alphabet, 
but with what words?

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In Romani.

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…words, with Romani words, that’s correct.

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That’s the Romani alphabet.

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We, we can say it like that as well. 
Yes, please?

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WHERE THE BOX IS, THERE IS A SIGN
SAYING SPEAK - SPEAK IN ROMANI.

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’Speak in Romani!’ is written.
SPEAK IN ROMANI.

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Do you mean this, this box?

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Yes.

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Okay, so let’s then just say
what is written there, on this little box.

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SPEAK IN ROMANI.

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What does this mean?

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Well it means ‘Speak in Romani!’

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'Speak in Romani!'

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What kind of sentence is this? An im-

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Imperative.

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Imperative.

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…because it calls you to speak in Romani.

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That’s right. It calls you to speak
courageously in Romani.

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Do you know any other place in the school
where we can encounter signs in Romani?

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Yes. AS WE GO DOWN THE STAIRS, 
THERE, NEXT TO

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So if we go down…

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AS WE ARE GOING DOWN THE STAIRS,

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 THERE IS A ROMA GIRL AT THE DOOR
OPPOSITE CLASS 2/B.

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…opposite to…

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opposite to that, there is a Gypsy girl.

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It's your turn.

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The dancers from Budapest… 
THE DANCERS FROM BUDAPEST ARE ALSO THERE

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And what did they play, 
these people from Budapest?

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Actually they weren’t dancers
but actors, child actors.

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IN THE BUILDING OPPOSITE US, 
THERE IS A CORRIDOR,

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THERE'S A SIGN: TRANSLANGUAGING.

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…at the end of the corridor, TRANSZLINGVÁLÁSI.

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The tra-, hey did you hear
what word he knows?

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There’s a picture on translanguaging,

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and what else is there on that corridor?

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DRAWINGS.

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There are drawings,
and then in the classrooms…

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There’s a classroom in which…

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THERE IT IS, IN THE CLASS 
OF THE FIRST GRADERS.

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THERE IS TRANSLANGUAGING

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AND OUR FLAG AND THE HUNGARIAN FLAG.

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Super!

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SZABÓ TAMÁS PÉTER
researcher

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From the point of view of
school language policy,

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it is important in this scene
that the teacher

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designates the school
as translanguaging space.

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When she introduces the task,

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she says “here we usually
do translanguaging”.

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In this ”here we usually
do translanguaging”, in fact,

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she refers to the place,
the building of the school as well,

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as a space in which the practice of
translanguaging can be considered

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common, accepted and normal.

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Also, the fact that the teacher uses

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the term ’translanguaging’ and
the children understand it indicates

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that for them this concept is not alien;

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it is already known for them,

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and they got used to talk about
these practices,

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and exactly with this very term.

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PATRIK SCHULCZ
doctoral researcher

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To me, this video reflects
that these children

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really do translanguaging in the school

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so this is not a new thing for them

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and they don’t begin that upon instruction

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but they themselves know that
in their speech they can use

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elements from Romani and
Hungarian languages alike.

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ILDIKÓ VANČO
researcher

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I think that in these recordings
it can be seen very well

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how important the linguistic landscape is.

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So, when we are in
a monolingual environment,

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it doesn’t seem so important,

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because it’s natural that
the same language we use verbally

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surrounds us in a written modality as well.

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In a bilingual environment,
this becomes very important,

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and the vivid conversation in the classroom

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indeed demonstrates
the weight of this issue.

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Initially, linguistic landscape studies
as a field of inquiry

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had emerged so that
researchers wanted to know

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which languages were more prominent,

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which were more in the foreground,

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which were less visible
or even totally invisible

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in environments in which
local communities used several languages.

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Indeed, it can even happen
that minority languages

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are erased from the linguistic landscape.

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On the contrary,
in this school for example,

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Romani language is visible
in the linguistic landscape:

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it is not at all erased nor pushed
to the background,

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and the classroom activity
and related tasks especially

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point to the fact that
the teacher wants to call attention

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to the presence and role of Romani
in the linguistic landscape.

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In the first video excerpt,

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the pupils list Romani words and sentences

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that can be seen in the classroom.

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Later, going beyond linguistic signs
and the classroom walls,

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they extended their inventory

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to images and symbols displaying
their own culture.

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What surprised me is that a pupil used

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the term translanguaging in a self-evident
and appropriate manner,

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despite that he could very seldom
hear it from me.

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In fact, we have never explained
the term in depth.

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We have mainly linked the practical
implementation of bilingualism to that,

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that is how the understanding
of the concept might have emerged.

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I was very proud of this.

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What I would like to highlight

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is the meaning-making
process of a theoretical technical term,

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that is, translanguaging, as well as
the strengthening of such a process

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in other words, how meanings
get created even in two language

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It is apparent that
this is an everyday practice:

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the meaning of an abstract technical term

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can be fully developed
through using the word

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and linking it to
consecutive verbal acts.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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Supporting the previous arguments,

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we can see how naturally the boy

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uses the word ‘translanguaging’,

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and he even integrates it into
his speech in a translingual manner,

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that is, 'TRANSZLINGVÁLÁSI'

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When this concept is mentioned
in the classroom

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on behalf of the teacher or the pupils,

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its meaning seems to be taken for granted

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since nobody asks about it
and nobody explains it.

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This indeed shows that the children do not
encounter this concept for the first time.

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In the other video, when the children
stand in front of the poster,

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the term can be seen on the poster, too,

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as a means of popularizing
the Erasmus program

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and the children highlight
this word there as well

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well and they use it as if they would know
what exactly it means.

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Additionally, it can be noted
that the linguistic landscape

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does not only help
in visualizing languages,

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so it is not only languages
that can be seen

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on the walls of a school
but also concepts.

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The fact that concepts such as
translanguaging appear on a poster

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poster makes it possible to turn
the concept into life

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and make it an everyday practice for all.

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LAURA CASTAÑE BASSA
MA student