1 00:00:17,465 --> 00:00:18,932 MAGDOLNA OLÁH teacher 2 00:00:18,955 --> 00:00:21,427 Since Slovak and Hungarian are foreign languages for them, 3 00:00:21,452 --> 00:00:23,567 their mother tongue is Romani, 4 00:00:23,592 --> 00:00:25,263 so I have to take it as a starting point. 5 00:00:25,312 --> 00:00:28,898 Which months are the autumn months? 6 00:00:28,922 --> 00:00:32,158 The autumn months are 7 00:00:32,183 --> 00:00:36,733 September, October, November 8 00:00:36,765 --> 00:00:37,401 Yes. 9 00:00:37,433 --> 00:00:40,466 What is the weather like then? 10 00:00:40,492 --> 00:00:41,966 The wind blows. 11 00:00:41,981 --> 00:00:44,202 What kind of wind blows? 12 00:00:44,227 --> 00:00:45,494 Warm or cold? 13 00:00:45,503 --> 00:00:48,572 Cold wind. 14 00:00:48,581 --> 00:00:49,596 Let's say it! 15 00:00:49,613 --> 00:00:53,490 Cold wind blows. 16 00:00:53,520 --> 00:00:56,414 Yes. Cold wind blows. 17 00:00:56,437 --> 00:01:01,615 It rains. 18 00:01:01,655 --> 00:01:02,722 Let's repeat it! 19 00:01:02,747 --> 00:01:04,941 It rains. 20 00:01:04,966 --> 00:01:09,853 The leaves fall to the ground. 21 00:01:09,943 --> 00:01:18,656 Now let's repeat it in Romani! OK? 22 00:01:18,719 --> 00:01:20,501 How do we say ’autumn’ in Romani? 23 00:01:20,541 --> 00:01:21,894 AUTUMN. 24 00:01:21,942 --> 00:01:24,313 Right, so it’s autumn. 25 00:01:24,446 --> 00:01:26,246 What are the autumn months? 26 00:01:26,258 --> 00:01:28,058 Please list them in Romani. 27 00:01:28,074 --> 00:01:37,057 AUTUMN MONTHS ARE SEPTEMBER, OCTOBER AND NOVEMBER. 28 00:01:37,080 --> 00:01:39,420 Good. What is the weather like in autumn? 29 00:01:39,445 --> 00:01:41,304 IT’S RAIN- … Not! 30 00:01:42,742 --> 00:01:45,156 OK, Cold wind blows... 31 00:01:45,190 --> 00:01:47,984 THE COLD WIND IS BLOWING 32 00:01:48,009 --> 00:01:49,710 THE WIND IS BLOWING. 33 00:01:49,735 --> 00:01:50,457 COLDLY 34 00:01:50,481 --> 00:01:53,276 IT'S RAINING. 35 00:01:53,306 --> 00:01:55,947 AND THE LEAVES FALL 36 00:01:55,972 --> 00:01:57,564 ZSUZSANNA MOLNÁR teacher 37 00:01:57,595 --> 00:02:03,281 I planned today’s classes to be about pets 38 00:02:03,306 --> 00:02:10,196 because it is the closest thing to families and children. 39 00:02:10,236 --> 00:02:13,726 I read the Romani names of animals 40 00:02:13,750 --> 00:02:18,368 and then they had to name them the way they say it in Szimő. 41 00:02:18,408 --> 00:02:23,997 We imitated the sounds of different animals too, 42 00:02:23,997 --> 00:02:28,849 and then we told where they live and how they live with us, 43 00:02:29,029 --> 00:02:30,956 And how do you say ’pig’? 44 00:02:30,995 --> 00:02:32,150 PIG. 45 00:02:32,182 --> 00:02:33,182 PIG? 46 00:02:33,192 --> 00:02:33,787 Yes! 47 00:02:33,803 --> 00:02:34,803 PIG? 48 00:02:34,821 --> 00:02:35,492 Yes. 49 00:02:35,517 --> 00:02:36,788 And the little piglet? 50 00:02:36,812 --> 00:02:38,422 PIGLET. 51 00:02:38,454 --> 00:02:39,074 Once again! 52 00:02:39,098 --> 00:02:40,279 PIGLET. 53 00:02:40,318 --> 00:02:41,751 PIGLET. 54 00:02:41,783 --> 00:02:43,419 Super, very good. 55 00:02:43,513 --> 00:02:46,042 The cat.. 56 00:02:46,067 --> 00:02:49,004 Don't read it, just think of a sentence! 57 00:02:49,028 --> 00:02:52,183 The cat is meowing, 58 00:02:52,230 --> 00:02:56,235 the dog is barking. 59 00:02:56,259 --> 00:02:59,917 Well done! Say something we had before! 60 00:02:59,941 --> 00:03:04,528 Yesterday, tomorrow and today as well. 61 00:03:04,574 --> 00:03:05,974 Well done! 62 00:03:06,010 --> 00:03:08,699 Could you repeat it in Romani as well? 63 00:03:09,812 --> 00:03:14,844 THE CAT IS MEOWING, THE DOG IS BARKING 64 00:03:14,989 --> 00:03:19,792 YESTERDAY, TOMORROW AND TODAY AS WELL 65 00:03:19,852 --> 00:03:23,873 Could you repeat it as well? 66 00:03:24,772 --> 00:03:28,400 THE CAT AND THE DOG 67 00:03:28,425 --> 00:03:32,979 YESTERDAY- THEY ARE BARKING- 68 00:03:33,064 --> 00:03:36,550 THE DOG- THE CAT IS ALSO MEOWING 69 00:03:36,575 --> 00:03:43,751 AND THE DOG BARKING YESTERDAY, TOMORROW AND THE WHOLE TIME 70 00:03:44,289 --> 00:03:45,704 ISTVÁN KOZMÁCS researcher 71 00:03:45,729 --> 00:03:49,560 We visited a Slovakian lesson for second-grade students 72 00:03:49,576 --> 00:03:51,955 and they covered the same topic 73 00:03:52,018 --> 00:03:58,693 using Slovak language they dealt with in the previous, Hungarian reading class 74 00:03:58,733 --> 00:04:01,977 autumn, autumn months and weather. 75 00:04:02,049 --> 00:04:04,414 They did this despite the fact 76 00:04:04,439 --> 00:04:12,289 that this topic is not in the curriculum at this time of the year. 77 00:04:12,314 --> 00:04:14,638 And in this way, presumably, 78 00:04:14,695 --> 00:04:17,628 by attributing meaning to the two languages, 79 00:04:17,665 --> 00:04:27,019 it was possible to bring both languages closer to Roma mother-tongue children. 80 00:04:27,044 --> 00:04:28,773 BERNADETT JANI-DEMETRIOU doctoral researcher 81 00:04:28,798 --> 00:04:31,101 In both Slovak lessons, we see that 82 00:04:31,126 --> 00:04:35,564 teachers are incorporating tasks that provide sensory stimuli 83 00:04:35,588 --> 00:04:39,572 for children into their word learning activities. 84 00:04:39,651 --> 00:04:43,535 For example, in the lesson about animals, 85 00:04:43,577 --> 00:04:50,883 the teacher made a colorful chalk drawing on the blackboard depicting a farm, 86 00:04:50,899 --> 00:04:56,250 in which the children had to place the animal cards. 87 00:04:56,274 --> 00:04:59,972 After that, they listened to a children’s song 88 00:05:00,011 --> 00:05:02,149 about the voices of animals, 89 00:05:02,189 --> 00:05:07,708 which provided an auditory experience for them. 90 00:05:07,727 --> 00:05:09,526 In the other Slovak lesson, 91 00:05:09,558 --> 00:05:12,958 the children talked about autumn with the teacher 92 00:05:12,986 --> 00:05:19,713 and this activity was made more colorful by movement elements, 93 00:05:19,738 --> 00:05:23,288 which meant a kinesthetic stimulus. 94 00:05:23,320 --> 00:05:28,914 Li Wei (2011) in the theory of Translanguaging characterizes language 95 00:05:28,939 --> 00:05:36,222 as a multisensory and multimodal semiotic system. 96 00:05:36,235 --> 00:05:40,538 It implies that different cognitive systems 97 00:05:40,578 --> 00:05:44,911 such as learning, memory, linguistic repertoire, and experience 98 00:05:44,935 --> 00:05:52,185 are closely related, interacting systems of human cognition and thinking. 99 00:05:52,349 --> 00:05:53,949 ILDIKÓ VANČO researcher 100 00:05:53,976 --> 00:05:59,883 It was recognisable that some students might hear Slovak language at home too. 101 00:05:59,915 --> 00:06:05,329 In these cases, Slovak is present at home 102 00:06:05,354 --> 00:06:09,289 and they knew some words in Slovak, 103 00:06:09,336 --> 00:06:18,910 more than those for whom these appeared as completely new learning material. 104 00:06:19,031 --> 00:06:24,441 It was said in Romani, it was said in Hungarian and in Slovak too, 105 00:06:24,472 --> 00:06:31,715 so these meanings are likely to be remembered in one of these languages, 106 00:06:31,786 --> 00:06:34,786 which helps acquiring and 107 00:06:34,824 --> 00:06:42,275 making the meanings clear in the languages that are more difficult for them.