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JÁNOS IMRE HELTAI
researcher

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Because of restrictions
related to Covid-19,

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we managed to visit our partner school
in Szímő/Zemné,

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only towards the end of our project.

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Up to that point, teachers from Szímő
participated in our activities only online,

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but not all teachers took part
in the project.

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The teacher of the first-grade shown
in this recording was not a project member

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but because she has a class which consists
of both Roma and non-Roma pupils,

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we asked her to allow us
to observe one of her classes.

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SILVIA KOVÁCS
teacher

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There are fourteen pupils
in the first grade,

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only four of whom went to nursery,
the remaining ten did not.

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At the beginning of the class,
we sang a song together.

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This was followed by a playful conversation
about the learners’ favourite pets

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and what they want to be when they grow up.

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Well done! You sang beautifully!

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Now we will have a chat,
as we do every morning.

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We have been talking about animals.

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Could you please tell me
what your favourite animal is?

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We will go around.

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Let’s start here, with you.

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I have a little doggy.

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A little doggy. What’s its name?

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I have forgotten.

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You have forgotten.
When you remember it, you will tell me, OK?

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Do you like playing with it?

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Yes.

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What colour is it?

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Mmmm…

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Like…
Like this.

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Like this? White?

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Yes, white.

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And you, what do you have?

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…have a doggy…

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You have a doggy, too, do you?

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And what’s its name?

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That’s Morzsa.

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Morzsa? Morzsa the doggy?

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It can be Morzsa, right?

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It can, yes.

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Do you love it?

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Yes.

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And you?

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A little horse.

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Do you have a little horse or
would you like a little horse?

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I would like a little horse.

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And you?

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Dog.

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And how many dogs do you have?

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Five.

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And you?

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I have a pet, it is called guinea pig,

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and I would like another one
for my birthday, a hamster.

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And you?

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I have a small bunny, its name
is [inaudible]

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and I would like a small dog
whose name is [inaudible].

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You? Listen! Is that the name of your dog?

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You have a dog called that way?
Or you would like a dog?

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Ask him please if he has a dog. Listen.

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He said Rex.

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Rex, as in the film on TV?
That’s what he would like?

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And you? Do you have a pet at home?

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Yes.

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A doggy? What’s its name?

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Rexy.

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Rexy! How nice!

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Kitten. For me kitten.

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Kitten, you have a kitten?

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What’s its name? What’s it called?

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Ask him, please?

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WHAT’S ITS NAME?

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He does not know.

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He does not know.
Probably it does not have a name.

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And your dog? Do you have?

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No. They don’t.

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And you?

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I have a cat, and also a dog.

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A dog, too?

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Big one.

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A big one? Do you know its name?

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Rexy.

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Rexy!

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The learners don’t always understand what
I am asking

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but I have excellent translators.

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When we are having a chat,
they are often timid, shy,

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and if I encourage them to talk in Romani
they don’t have the confidence.

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But when they are unwell for some reason,
they cry or they are sad,

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 they can communicate
fully between themselves.

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In the morning, too,
one of the little boys cried.

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I asked him in Hungarian what
was wrong but in vain.

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He did not tell me, in fact,
he started crying even more.

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And then the other pupil asked
him and he said he was missing his mum.

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In a mixed class of Roma and
non-Roma it’s hard.

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These children, to use
my own son’s example,

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go home and speak with a
Gypsy intonation at home.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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This video illustrates the tension
teachers may experience in class

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 as a result of their position as teachers.

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For children who do not speak Hungarian,

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translanguaging provides an opportunity
to take part in learning.

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But parents of non-Roma learners may

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find the use of Romani
in the classroom undesirable.

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This is how social stereotypes and
judgements are brought into the classroom,

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and teachers are left alone
to balance between the two sides.

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ÁBEL FLUMBORT
teacher trainee

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There are two perspectives
present in the teacher’s views:

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an internal perspective, from within the
community, and the educator’s perspective.

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We do not know how her son speaks;
this is beside the point.

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What’s interesting is how language
ideologies support the changes

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in the respective status of
the minority and majority.

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JÁNOS IMRE HELTAI
researcher

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This is a mixed class,

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in which the Roma minority children
are in a majority position.

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The teacher’s own son goes to this class.

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All these factors contribute to
the teacher’s dilemma.

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We witness the difficulties of those Roma
learners who do not speak Hungarian.

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She wants to help them, too,
and she is able to do

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so by involving Romani
in classroom communication.

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As the children grow older
and the teacher explores

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a variety of translanguaging approaches,

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she will be able to identify strategies
which help the learners,

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and which are not seen as hindering
those

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with a non-Romani speaking background.