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ZITA TÜNDIK
teacher

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This short film shows another scene

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from the chat session
recorded in Video 29.

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The conversation centres on
the emotional factors

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involved in various ways of speaking.

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I asked a complex question

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and I expected to hear
not only simple answers

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but also reasons for specific answers.

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We will go around

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and everyone will tell me

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whether it is good for us
to speak in both languages,

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and if it is good, why,

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if it isn’t good, why not.

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This is my question.

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Good or not, why good or why not?

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I don’t really know.

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You don’t have an opinion?
You did before…

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What do I have to say?

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Good or not to speak two languages,

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that here at school you can speak Romani?

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Not sure.

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What do yout think?

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It is very good to speak Romani

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because we do not often use Hungarian.

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You don not often use Hungarian?

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I see. You?

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I like speaking both languages.

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I LIKE TO SPEAK- TO SPEAK ROMANI,
BECAUSE IT'S EASY FOR ME

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Can I say it?

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Say it!

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…that he likes both languages

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but he is more fluent in Romani.

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The Romani language works better for him.

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And you? Which one do you like?

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Both.

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Both. And is it good
to speak here at school Romani?

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It is good then.

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What do you say?

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I LIKE TO SAY SOMETHING IN HUNGARIAN,
BUT I PREFER TO TALK IN ROMANI

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Who can translate what she said?

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She speaks in Hungarian sometimes
but she knows Gypsy better.

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I LIKE TO SPEAK ROMANI,
BECAUSE MY MOTHER TAUGHT IT TO ME

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Tell me, can you say what she said?
Go on, [Name].

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She prefers speaking Gypsy
because her mother taught her.

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I am really touched by what you said.

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GERGELY OLEXA
teacher trainee

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It is interesting to see how
learners’ strategies change

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as they answer the teachers’ question

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whether it is good to speak both languages.

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The first respondents
give rather formal answers,

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what they believe is expected of them:

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yes, it’s good,

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I like both,

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Romani is easier,

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and they all answer in Hungarian.

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Then we hear the first Romani utterance,

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and all answers that follow are in Romani

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and they are emotionally
more charged than earlier answers.

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What is most striking

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is that the children mutually encourage
each other with their answers,

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and we see a scale here
in the children’s views

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about speaking Romani,

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which stretches from basic,
one-word answers

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to the beauty of the language
they learned from their mother.

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JÁNOS IMRE HELTAI
researcher

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In this reflexive discussion

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the teacher asks learners

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whether it is good for them

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to have the possibility to
speak Romani in school.

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The first few pupils have nothing to say,

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understandably,

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as this is quite an abstract topic
for learners in the third grade.

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A pupil who usually becomes very active
when Romani is used in classes

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says that he does not usually
speak Hungarian at home

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and it benefits him that

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Romani is brought to the fore
in the school, too.

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The most decisive moment, however,

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is when one of the little boys,

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leaning back on his chair
to look laid-back,

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starts speaking Romani.

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For me, this is an important moment

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because it shows

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that learners use Romani

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confidently and spontaneously.

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Zita, the teacher,
always asks for translations

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and she confirms the answers to the pupil

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who originally produced it, too.

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From this moment on,

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the learners speak Romani
in the recording.

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We included these answers in the film

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because it was the Romani-speaking pupils

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who gave a more detailed answer
or argument

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or who said anything at all.

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Thus, we gradually reach the point

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when they start talking about

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the emotional background of
using Romani at school.

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This reflexive video is the last one

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we made in the Tiszavasvári school

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as part of the project,

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and as such, it testifies to our results,

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what we achieved in the last few years,

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and that even single teachers

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are able to bring about serious change
in their pupils’ lives

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if they introduce the
learners’ home language

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alongside the language of instruction
at school.

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The recording points out

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that I myself was touched
by the way pupils’ answers moved

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from a "big boyish" cool
and passive attitude

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to more elaborate reasoning

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and finally to their emotional attachment
to the mother tongue.

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When learners translated
the last little girl’s answer to me,

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I was really moved.

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It reassured me that

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the work I started with my pupils
three years ago

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is well worth the effort.

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As a result of
a translanguaging approach,

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everyone has a chance to
say what they think

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in the language they learned
from their mother.

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In my view,

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this should be a basic human right
of all people.