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BLANKA LÓTHI
head teacher
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I try to introduce it to them
in various ways
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bringing that abstract concept
closer to them,
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because these are mostly abstract things.
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I consider experience-based and nature-centered
education to be very important,
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and we should base teaching on the
environment in which the students live.
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If they don’t even know
their own surroundings,
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getting to know the broader world
will be more difficult.
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There are the animals living in the
wilderness, based on their habitat
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It is in Slovakian,
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because they have learned about it
in Slovakian classes
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Yes.
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In Hungarian in nature studies classes
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and we said that we can name the animals
in Romani as well.
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In Romani.
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You can come one by one
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and let’s choose two of these.
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But only the ones that live here
in that area.
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OK, two more that we haven’t covered.
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Rabbit.
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Rabbit, that’s it.
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Say it, it has a beautiful name in Romani.
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SOSOJ.
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SOSOJ. Igen.
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And in Slovakian: Zajac.
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Zajac. Good.
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Potato!
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Potato, familiar, right.
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we can see it mentioned.
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This is also my own crop,
I have just pulled it out of the soil.
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I will ask you to tell me
what things can be made out of it
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you in Hungarian and he in Romani.
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So what can we make from potato?
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We can make french fries.
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Soup.
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Soup.
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If anyone else has something in mind?
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Parsley potatoes.
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Very nice.
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Potato soup.
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Very good.
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Mashed potatoes.
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Yes, mashed potatoes.
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The others can name some too.
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POTATO PASTA,
PARSLEY POTATOES.
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Good.
You know more and more.
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OK.
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Teacher!
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Maybe there.
Be careful with the two-digit consonants.
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Which one don’t you know?
What’s that?
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What are your parents selling?
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Strawberries.
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Well, strawberries.
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So that’s it.
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ÁRPÁD BÁRDI
researcher
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We expect fifth and sixth-grade students
to use scientific terms
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either in Slovakian or
in Hungarian schools.
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What are these children sure about?
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The things they see daily.
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And it is the case for language too
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How do they know the word ’rabbit’?
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because it can be found in their garden.
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Direct experience is very important
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in both science content and language use.
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GERGELY OLEXA
teacher trainee
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There are three modes of speaking
in the classroom:
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Hungarian, Slovak and Romani
at the same time.
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The teacher builds on
all three ways of speaking,
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and the children have to – and are allowed to –
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answer their questions
in one language or another.
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The teacher also tries
to motivate the students
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by involving various sensory stimuli
in the conversation,
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such as a palpable potato,
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or an illustration
depicting forest animals.
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ESZTER TARSOLY
researcher
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This recording is an extremely
good example of how,
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even within a frontal way of working,
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there is a way to make the many
layers of the teacher-student relationship
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and the many elements and points
of connection of the relationship
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apparent to children.
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This multifaceted relationship
also has a linguistic dimension.
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The first layer is perhaps the way
the teacher gives the instructions,
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the way she explains the task,
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and the way she talks to the children.
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In these cases, she chooses
a rather varied,
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detailed version of the Hungarian language.
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But the teacher also shows
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that she knows the world of children well,
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and is open to them,
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because when one of the students gets
stuck in recognizing or describing a word,
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she reminds him with a very direct sentence
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that this is the same fruit
his parents are selling.
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Here, both wording and
linguistic formality are direct.
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Similarly, she makes
an aesthetic value judgment
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about the children’s home language, Romani,
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when she asks a student
to name one of the animals in Romani:
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she says it is a very nice word.
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Such aesthetic evaluations and judgments
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can play an important role
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in showing the teacher's openness
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to children's language use
brought from home.
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The teacher herself reveals her world
to the children,
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which actually shows
the equality of their relationship.
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In connection with
the learned vegetable, potatoes,
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she mentions that she produced it
in his own garden,
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she dug it herself out,
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and we know that
she often invites the children
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to her garden to show how she works
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and grows various plants there.