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ZSUZSA MOLNÁR
teacher

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When we started learning about
King Mathias,

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the tale Mathias Rex and the cobbler was
really popular amongst them,

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and that made me realise that I should
take advantage of their enthusiasm.

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The main point for them was
the righteousness of Mathias:

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that he could fray out the
better for everyone.

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So then I had the idea
that we could act it out.

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I made a script

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with shorter utterances and
fewer words,

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and then when we started learning

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and acting it out,

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I gave them the
lead to translate

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it step by step.

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So they translated a part

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they said in Hungarian,

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explained it with my help with some
tricksome words they tend to use.

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And then we learned it in parts.

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We haven’t written it down but we will, in order
to make it lasting for the other children.

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And what I experienced, and
I’m sure you and everyone

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could notice, is that they
were happy doing this.

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The cobbler sits in his work-room,
working on a pair of boots.

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I don’t want to brag,
but I have just

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finished the most
perfect job of my life.

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My dear king will
surely be happy if I bring it to him.

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He takes the boots and leaves
for the castle;

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 then sits down at the gate of the castle where
a guard obstructs his path.

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I have brought a present to King Mathias.

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 Look,
I have a deal for you.

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I will let you in
if you give me half of the gratuity.

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I not only
promise, but swear that

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I will give you half of it, Sir.

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My humble respect for
the just king of Hungary.

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MY HUMBLE RESPECT
FOR THE JUST KING OF HUNGARY.

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DO NOT BOW DOWN TO ME, COME CLOSER,
GOOD OLD MAN, AND TELL ME WHY YOU HAVE COME?

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O MY GRACIOUS GREAT KING, ACCEPT MY GIFT!

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SINCE YOU ONCE SERVED JUSTICE,
I HAVE MADE THIS PAIR OF BOOTS FOR YOU!

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DON'T BE MODEST, COBBLER,
LOOKING AT THIS, IT'S A MASTERPIECE

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I'LL TRY IT ON RIGHT NOW!

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JUST RIGHT FOR ME. LET ME ASK YOU,
WHAT DO YOU WANT AS A REWARD?

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YOUR MAJESTY, I ASK 50 STRONG STICKBLOWS
FROM YOUR STRONGEST SOLDIERS.

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IS HE FOOLISH? BLOWS FOR REWARD?

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IT'S A VERY STRANGE
AND UNUSUAL REQUEST,

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I USUALLY GET ASKED
FOR MONEY AS A GIFT.

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I APOLOGISE, BUT I STILL
INSIST ON THE BLOWS

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VERY WELL, THEN.
BODYGUARDS, CALL THE SOLDIERS!

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SOLDIERS, BRING YOUR THICKEST STICKS!
THIS IS WHAT OUR GRACIOUS LORD COMMANDS!

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TAKE THIS MAN AND
HIT HIM HARD FIFTY TIMES!

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ONE MOMENT, I APOLOGIZE,
BUT THESE FIFTY STICKS ARE NOT FOR ME!

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NOT FOR YOU?

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NO. WHEN I CAME, TO LET ME IN,
THE GUARD ASKED FOR MY REWARD.

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HE DESERVES IT BECAUSE
I GAVE HIM MY WORD OF HONOR.

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YOU HEARD THAT, BODYGUARDS! BRING THE TWO GUARDS!

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AND NOW I'M REALLY REWARDING YOU
FOR YOUR CUNNING. YOU'VE GIVEN ME A GOOD TIME.

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KRISZTINA CZUMPFT
graduate student

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The concept of Traslanguaging
was introduced

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in Williams’
dissertation in 1994,

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by which meant the
balanced use of two

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different languages
at the same time.

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Similarly, as we saw,
in the classroom activity

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the children used both
of their Hungarian

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and Romani language repertoires

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while acting out the tale
about King Mathias.

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ÁBEL FLUMBORT
teacher trainee

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In this class, we
could see an activity

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based on drama-pedagogical
methods:

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the children translated a play

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into Romani,

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then they learned it and acted it out.

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Such tasks are of
pedagogical importance,

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as they have an extraordinary

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community-building function.

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The members of the
class translated

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the story of King
Mathias together,

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which is a creative task, so it

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requires creativity
from them as well,

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developing both
of their language

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skills and
social-cooperation skills.

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PETRA RÉKA BOROS
graduate student

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The difference between
the fluency of the two

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performances is probably
due to the fact

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that the students interpreted the
text originally written

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and learned in Hungarian
during the translation

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of the piece into Romani.

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As a result of
the translation process, a deeper

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mastering of the text may
be the reason why the

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Romani lecture was noticeably
faster and more fluent.

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JÁNOS IMRE HELTAI
researcher

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The cobbler goes before the king
and greets the just king of the Hungarians.

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Questions of
perspective arise in this case:

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When I was telling such tales as a kid,

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I believed that this king is
my king too.

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Though, I am not sure about what
this little kid playing

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the cobbler thinks when he greets
the just king of Hungarians.

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I do not want to guess,
it is just a question to think about.

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But it made me think about
the different ways in

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 which we can
approach such a tale,

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and it is an aspect to consider
for every teacher.

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ZSUZSA MOLNÁR
teacher

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They feel great whenever
they can discuss things together,

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and translanguaging leads to

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greater harmony and
understanding between us,

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and it causes a friendlier atmosphere,
as I see.