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ZITA TÜNDIK
teacher

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From various aspects, the next recording
was made in an extraordinary manner.

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I chose its protagonists from
those children

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who in the previous lesson listed
various things that refer to the fact

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that in this school we use
the Romani language as well.

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The recording was extraordinary
also in that sense

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that it was made outside of
the classroom walls,

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and also in that regard that the children
presented our school independently,

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as tourist guides, to an outsider.

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It was a new situation to me as well

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that after they left the classroom,

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I was not able to support or control them.

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Let’s see what’s there, let’s go in.

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Knock first, knock to see
if there’s anybody there.

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It’s clear.

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Great.

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Okay, what are we going to look at first?

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About translanguaging.

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Here’s a picture about
translanguaging in which…

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In which there’s a Hungarian, so
a part about translanguaging in Hungarian,

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and another part in Romani
about translang-.

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Yes, the sentences are written
both in Romani  and in Hungarian.

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Let’s look at these sentences
what they are telling to us.

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Should I read them aloud?

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Read them aloud, please.

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IT IS OK IF SOMEONE SPEAKS
DIFFERENTLY THAN US.

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WE DO NOT TEASE ANYONE FOR HOW S/HE SPEAKS.

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What does it mean?

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That we don’t hurt those
speaking in Romani.

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Those who speak differently than…

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…than our language.
And we don’t beat them for the reason

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we don’t understand what they are saying.

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Regardless that they speak
in another language,

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we respect each other with no distinction.

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Okay, thank you, is there anything else

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that you’d think would be
worth reading aloud?

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I read the other one as well.

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IF WE DO NOT UNDERSTAND SOMETHING, WE CAN
ASK SOMEBODY TO SAY IT IN A DIFFERENT WAY.

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If we don’t understand something, we can
ask somebody to say it in a different way.

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JÁNOS IMRE HELTAI
researcher

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We prepared the Translanguaging
Charta in 2018.

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This was the topic of several workshops

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workshops in which university students
and school teachers

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worked together.

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The idea emerged so that

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at that stage the teacher team
in the school was at the beginning

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of exploring translanguaging.

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There were several instances
when the teachers

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understood very little of what
the pupils were saying

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in or outside of the lessons.

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It was difficult to handle the situation

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so we thought it would be good
if some kind of document existed

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to help teachers and pupils
a bit in managing

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the parallel presence of both languages.

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We had been working together
with the teachers for weeks

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and finally we found out what the items

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in the Translanguaging Charta should be.

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Then we posted the text on the walls
in both Hungarian and Romani.

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It’s still out there in
some of the classrooms.

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So, who is going to tell
what we can see in this picture?

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You’re standing there already.

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IN THIS PICTURE WE SEE A ROMA LADY
WHO IS DANCING A ROMA DANCE,

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THERE IS A TENT AND
SHE IS GOING AROUND THE FIRE

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AND SHE IS WEARING BIG EARRINGS.

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Yes, and then she dances
all around the fire,

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and then she does like this,

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like this

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and then like this.

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TAMÁS PÉTER SZABÓ
researcher

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I find it important and symbolic
that in one of the scenes,

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the pupils go down the staircase,

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and the teacher making
the video recording follows them.

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This shows that in linguistic landscape
related tasks such as this one,

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it is the children that set
the trajectory of the joint walk.

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It is they that set and choose
the subjects of the conversation

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in reflection to
the linguistic landscape items

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that surround them in the school building.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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If we think of linguistic landscapes,

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it always comes to our mind
that there’s some image in the classroom

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that depicts or represents something.

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However, in this video,
it can be seen very well that

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to the young girl, the image comes to life.

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The image of the young Roma woman
might represent some other features to us;

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for example, we’d look at the skirt

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or some other characteristics that

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can be related to the Roma woman.

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To the young girl, in turn,
this picture depicts dancing,

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which is something dynamic and in motion.

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To the young girl,
this picture comes to life,

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and we can’t see that dance

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until then she performs it.

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We’ve arrived to
the classroom of another class.

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It’s 1/B.

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So you say it’s the class of 1/B.
Let’s go in and let’s see if it’s vacant.

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Okay, it’s clear, we can go.

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Look around to see
if you find any sign or picture

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picture that would show that there’s
translanguaging going on in here.

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Have you found something?

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Yes, I got it.

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Fine, let’s see what’s that.

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Show that from closer, go there, please.

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Okay, so I can see there are
numbers there, right?

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Yes, in Romani.

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Would you read them aloud to me?

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ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.

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Yes, these are numbers from one to ten.

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He missed something!

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Did he miss something?

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Can I recite  them?

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ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.

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I can continue.

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ELEVEN, TWELVE, THIRTEEN,
FOURTEEN, FIFTEEN,

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SIXTEEN, SEVENTEEN, EIGHTEEN, NINETEEN

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PATRIK SCHULCZ
doctoral researcher

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What I find very interesting and revealing
in this video is that

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that the pupils can name many places
in the school building

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where signs in Romani can be found
or texts can be read

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about the use of Romani in general.

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I think it’s because in fact
we are more attracted to

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texts in our mother tongue,

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we relate more tightly to them,

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they better catch our eyes

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and we focus more on texts
in our mother tongue

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not only inside the walls of the school
but basically anywhere.

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I think it’s the same for all people

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since signs in our mother tongue

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make us aware that they are our own,

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they belong to a part of our community,

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so they strengthen our belonging
to the mother tongue

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but also enhance a feeling of security.

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In brief, we know that such signs
belong to some sort of community

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or some sort of family
that we recognize as our own.

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The reason I found this very important
within the walls of a school is that

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that it strongly supports
the fact that indeed,

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in this place the Romani language
can be used

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side by side with the Hungarian language,

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and indeed, pupils are able

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and are allowed to use Romani and
Hungarian language resources

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alike in their speech.

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The examples seen in this video
call attention

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to various aspects
of the linguistic landscape.

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The visibility of the Translanguaging
Charta in the classrooms

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shows that one feature
of the linguistic landscape

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is a certain kind of policing of language use,

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or, at least, there are signs
and texts in the linguistic landscape

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that regulate language use,

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and in this case,
the Translanguaging Charta

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addresses pupils and teachers alike.

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The fact that the picture
of the young Romani woman

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was important for the pupils shows

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that in the linguistic landscape,
it is not only the various images

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images and texts that count,

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but also those individuals and groups

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that are represented in a way or another;

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and those actions, movements
and memories can be linked

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to such individuals or groups.

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In one of the classroom scenes,

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we could see numbers written
on the wall from one to ten

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that the pupils read aloud.

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Further, they continued counting onwards

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because although the numbers in Romani
were displayed only from one to ten,

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to their knowledge it is possible to count
in Romani from ten onwards as well.

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They demonstrated exactly that,

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that is, the language items
that are featured on the wall

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are parts of a bigger and complex system.

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LAURA CASTAÑE BASSA
MA student

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As I mentioned already, this recording
was a novelty to me as well,

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so I watched the children’s work
with curiosity.

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I happily realized that they coped well
in this exceptional situation.

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They moved in the school comfortably,

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and they apparently enjoyed their new role

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since this time they had become
the knowers of matters

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and the explorers of the written
and visual traces of their own culture.

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They self-confidently led the person
who recorded the video,

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and they proudly talked about
the meaning of the things they explored.

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Time to time, they even gave
additional information.