1 00:00:14,649 --> 00:00:16,241 ZITA TÜNDIK teacher 2 00:00:16,266 --> 00:00:21,148 The children were asked to predict the plot of a fairy tale they did not know before, 3 00:00:21,173 --> 00:00:27,538 based on the title and the two illustrations found in their books, 4 00:00:27,563 --> 00:00:30,516 relying only on their imagination. 5 00:00:30,541 --> 00:00:34,225 The title of the tale is "The Prince Who Turned into a Tulip" 6 00:00:34,250 --> 00:00:39,613 and these are the illustrations found in the textbook. 7 00:00:39,638 --> 00:00:41,203 The aim of the task was to improve students’ ability 8 00:00:41,230 --> 00:00:44,447 to creatively compose stories, based on fairy tales we studied before, 9 00:00:44,472 --> 00:00:47,512 and to actively engage the children’s imagination. 10 00:00:47,569 --> 00:00:52,352 I also wanted to raise their interest in the real plot of the story. 11 00:00:52,377 --> 00:00:54,759 What changes in this picture? 12 00:00:54,785 --> 00:00:57,503 What’s new? It’s your turn. 13 00:00:57,528 --> 00:00:59,410 It’s the same prince. 14 00:00:59,435 --> 00:01:02,767 The same but wearing different clothes. 15 00:01:02,792 --> 00:01:05,245 You should put your hand up before you speak! 16 00:01:05,270 --> 00:01:06,716 You, what do you think? 17 00:01:06,741 --> 00:01:10,694 WHAT CHANGED IN THE PICTURE 18 00:01:10,721 --> 00:01:13,157 IS THAT THE OLD MAN IS NOT THERE, 19 00:01:13,182 --> 00:01:15,837 THE RAVEN IS NOT THERE, 20 00:01:15,862 --> 00:01:20,818 THE PRINCESS GIVES HIM A FLOWER. 21 00:01:20,843 --> 00:01:23,152 She has made up a new story. 22 00:01:23,177 --> 00:01:27,992 Can anyone tell us what she said in Hungarian? 23 00:01:28,481 --> 00:01:31,965 Well, she said that… 24 00:01:31,990 --> 00:01:34,528 that the queen… 25 00:01:34,553 --> 00:01:37,864 that she gives the flower to the boy. 26 00:01:37,889 --> 00:01:39,609 Is this what she said? 27 00:01:39,634 --> 00:01:40,567 No, no! 28 00:01:40,592 --> 00:01:45,200 …that on the other one the old man is not there, 29 00:01:45,240 --> 00:01:47,146 there is a princess instead, 30 00:01:47,177 --> 00:01:49,269 and she gives a rose to the boy. 31 00:01:49,305 --> 00:01:52,082 No, no, please, don’t shout out. 32 00:01:52,113 --> 00:01:54,956 What do you think, what did she say, or what’s in the picture? 33 00:01:54,981 --> 00:01:58,392 She said that the bird, and the… 34 00:01:58,418 --> 00:01:59,417 the hmm… 35 00:01:59,442 --> 00:02:01,620 the old man is not in the picture, 36 00:02:01,645 --> 00:02:02,952 they disappeared, 37 00:02:02,977 --> 00:02:05,892 and the fish is not there either. 38 00:02:05,917 --> 00:02:07,335 39 00:02:07,360 --> 00:02:11,133 It is possible that the old man was the queen and he turned into a queen. 40 00:02:11,158 --> 00:02:11,851 How interesting! 41 00:02:11,876 --> 00:02:16,630 So, you think this old man may have turned into a queen. 42 00:02:16,655 --> 00:02:19,395 This is possible in a fairy tale. 43 00:02:19,420 --> 00:02:24,594 The raven is there because that old man is evil. 44 00:02:24,619 --> 00:02:28,545 So, you think the raven means that the old man is evil, do you? 45 00:02:28,570 --> 00:02:30,893 It’s also possible that... 46 00:02:30,918 --> 00:02:34,499 THE OLD MAN WENT UP TO THE PRINCE, 47 00:02:34,525 --> 00:02:37,541 ASKED HIM, 48 00:02:37,566 --> 00:02:44,772 AND HE TOLD HIM HE WILL BE LUCKY. 49 00:02:44,797 --> 00:02:47,070 Did you understand this? 50 00:02:47,095 --> 00:02:49,968 He has said so much that I am starting to lose track. 51 00:02:49,993 --> 00:02:52,250 You talked about luck, didn’t you? 52 00:02:52,282 --> 00:02:54,344 Who’s lucky? 53 00:02:54,376 --> 00:02:56,155 The prince is lucky. 54 00:02:56,180 --> 00:02:58,796 He had three wishes 55 00:02:58,821 --> 00:03:02,555 and they were all done 56 00:03:02,580 --> 00:03:05,805 and then he found a prince. 57 00:03:05,830 --> 00:03:07,978 Let’s stop here. 58 00:03:08,016 --> 00:03:10,341 As I said this is a fairy tale. 59 00:03:10,367 --> 00:03:13,714 And he has included in his guessing of the story 60 00:03:13,739 --> 00:03:15,810 one of the main features of fairy tales. 61 00:03:15,835 --> 00:03:17,998 How many wishes can you have? 62 00:03:18,023 --> 00:03:19,389 Three, yes. 63 00:03:19,414 --> 00:03:20,985 You have done so well. 64 00:03:21,010 --> 00:03:23,082 You have had such great ideas. 65 00:03:23,107 --> 00:03:29,069 There were students who described only what they saw in the pictures, 66 00:03:29,094 --> 00:03:34,358 but others invented entire stories based on the illustrations. 67 00:03:34,383 --> 00:03:40,722 I was particularly happy to hear students use elements of fairy tales, 68 00:03:40,747 --> 00:03:44,836 including even the numbers characterising tales. 69 00:03:44,861 --> 00:03:48,235 We saw that children used both Hungarian and Romani 70 00:03:48,260 --> 00:03:54,672 and transitioned between the languages without difficulty. 71 00:03:54,697 --> 00:03:55,885 BERNADETT JANI-DEMETRIOU doctoral researcher 72 00:03:55,910 --> 00:04:00,596 There are no teacher’s instructions about the use of one language or the other. 73 00:04:00,621 --> 00:04:02,775 The discussion is about the fairy tale. 74 00:04:02,783 --> 00:04:05,493 The teacher is interested in the students’ opinion, 75 00:04:05,518 --> 00:04:08,584 regardless of the language they use. 76 00:04:08,592 --> 00:04:12,022 So, she places the importance of maintaining a dialogue 77 00:04:12,047 --> 00:04:13,989 above the importance of languages. 78 00:04:14,014 --> 00:04:19,494 What matters is what they say, and not whether they say it in Romani or Hungarian. 79 00:04:19,519 --> 00:04:20,785 TAMÁS WESSELÉNYI teacher trainee 80 00:04:20,810 --> 00:04:23,882 In the translanguaging classroom, it’s very important 81 00:04:23,907 --> 00:04:27,563 to make sure that the children’s experience is not that of failure 82 00:04:27,588 --> 00:04:29,760 or of not being understood. 83 00:04:29,792 --> 00:04:35,018 When one of the boys talks at length in Romani, 84 00:04:35,033 --> 00:04:40,321 the teacher feeds back to him in a way that allows him to feel understood, 85 00:04:40,329 --> 00:04:44,618 that he can be understood despite linguistic differences. 86 00:04:44,634 --> 00:04:47,891 The teacher comments that the student said so much 87 00:04:47,890 --> 00:04:49,853 that she lost track 88 00:04:49,878 --> 00:04:53,046 and seeks confirmation from the student whether he really talked about luck, 89 00:04:53,074 --> 00:04:54,966 who is lucky, and so on. 90 00:04:54,991 --> 00:04:57,859 The teacher takes this as a trigger point 91 00:04:57,884 --> 00:05:00,846 for the flowless running of the class. 92 00:05:00,856 --> 00:05:03,652 Thus, the student who spoke feels understood 93 00:05:03,659 --> 00:05:05,459 and has a sense of success, 94 00:05:05,484 --> 00:05:09,441 while other students feel that the flow of the class was not interrupted 95 00:05:09,466 --> 00:05:12,289 because of the switch between languages. 96 00:05:12,314 --> 00:05:14,325 This encourages them to speak in Romani; 97 00:05:14,350 --> 00:05:16,732 they know that the teacher endeavours to understand it, 98 00:05:16,757 --> 00:05:18,391 and the flow of the class will not be disrupted. 99 00:05:18,416 --> 00:05:21,366 On the contrary, their contribution will make the discussion flow smoother.