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ZITA TÜNDIK
tanító/class teacher

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The recording you are going to see

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begins with one of the students
commenting, in Romani,

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on what I said before.

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I didn’t understand what
he said, so, I asked

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”what did you say?”

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and he told me, also in Hungarian,

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that the mask will be too big for him,

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so, he is going to tie it.

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He translated this for me into
Hungarian but initially he

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was talking to his classmates
who can understand Romani.

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Then he found it important

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to repeat what I had said before.

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[Boy speaking in Romani, others laugh]

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...IT IS GOING TO FIT LIKE THIS

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What did he say?

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that the mask will be
big in a way.

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That it will be big?

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That it will be big
and it will look like this.

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Did you say what you are going to
do if it turns out to be big?

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I AM GOING TO TIE IT

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AND PUT IT ON.

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Did you just say you would tie it?

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And then
it won’t be big.

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AND THEN, IF WE LEAVE THE ROOM

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DURING THE BREAK OR TO HAVE LUNCH,

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WE PUT IT ON, IF WE ARE IN THE HALLWAY.

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Did you just explain how
we have to use it?

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Super!

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So, when you are not in
the classroom, you will use it.

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When you return to the room,
where do you have to put it?

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Multiple voices: On our
desk shelf, in the folder

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And before you go
home, where do you put it?

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Multiple voices: Into the folder.

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Super. You have understood very well.

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Ah, and do you remember,   [Name], which
side has to face outwards? The blue or...?

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THE BLUE HAS TO FACE OUTWARDS,
THE WHITE INWARDS.

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So. the blue...

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...OUTWARDS, THE WHITE INWARDS, IN THIS WAY.

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Good, well done.

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MÁRK SZÉKELY
teacher trainee

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This recording is an instance of
children translanguaging spontaneously,

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which illustrates that
the language of their

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home is fully accepted
in the school setting.

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GERGELY OLEXA
teacher trainee

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Both the teacher and the
students are fully aware that

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that they are practising translanguaging.

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KRISZTINA CZUMPFT
graduate student

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Everyone builds their way
of speaking as it is

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most convenient and genuine for them.

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BERNADETT JANI-DEMETRIOU
doctoral candidate

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The teacher’s reaction to Romani-language
utterances is noteworthy.

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First she tries to guess what
the children are telling her,

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thus motivating them to
engage in conversation.

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Then she summarises what was said,
so everyone can understand.

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ESZTER TARSOLY
researcher

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First the teacher

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asks questions which allow her to
assume the learners’ position:

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”did you just say...?”, ”do you mean...?”,
”have you just explained...?"

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as if she expected the children to help
her develop a better understanding.

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JÁNOS IMRE HELTAI
researcher

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She formulates questions which include
what she thought to have heard

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Teachers applying translanguaging
must learn such question techniques,

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which allow them to step
into the learners’ role.

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Later, the teacher switches
to a different question type

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and uses concept questions to check
the students’ understanding.

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Thus, she reiterates information,

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which enhances the students’ ability to
retain it, to feel more familiar with it.

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TAMÁS WESSELÉNYI
teacher trainee

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The teacher insinuates that
information communiated

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in Romani has a place
in the classroom,

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it is not made to look
incomprehensible but

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even easier to understand
for some students.

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The boy who speaks feels
comfortable in the situation.

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PATRIK SCHULCZ
doctoral candidate

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He responds enthusiastically and with
pleasure to the teachers’ questions.

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By repeating the rules of mask usage,

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he actually proves it to himself,
too, that he understands.

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He takes the task of summarising
the rules seriously.

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The teacher can understand, obviously, and
he talks to his fellow students as well.

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The students’ unreserved and
genial manner is obvious.

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For [Name], the student who speaks, it was
important to reinforce this information,

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for himself, and also for others, in
Romani, the way the masks must be used.