1 00:00:18,084 --> 00:00:19,344 ZITA TÜNDIK class teacher 2 00:00:19,369 --> 00:00:21,138 We recite a children’s rhyme, beginning with the line 3 00:00:21,163 --> 00:00:22,388 "Here’re my eyes and here’s my mouth", 4 00:00:22,413 --> 00:00:29,174 which was translated into the local version of Romani by my colleague Dóra Nagy and the children. 5 00:00:29,199 --> 00:00:33,431 We can see that the students expect, and even ask for, 6 00:00:33,456 --> 00:00:35,847 the recital of the Romani version as well. 7 00:00:35,872 --> 00:00:39,566 I am glad you are all here. We will have a grammar class, 8 00:00:39,591 --> 00:00:44,911 we have prepared our textbooks on our benches, put your pencils down. 9 00:00:44,936 --> 00:00:48,293 Please stand straight. 10 00:00:48,318 --> 00:00:51,763 Could you tell me what day it is today? Monday. 11 00:00:51,788 --> 00:00:57,285 Well done. And what month is it? November. 12 00:00:57,310 --> 00:01:00,474 November. Do you know what date it is today? 13 00:01:00,498 --> 00:01:02,269 The 9th. 14 00:01:02,294 --> 00:01:07,579 It is the 9th of November. This is a … what kind of season? 15 00:01:07,604 --> 00:01:08,936 Autumn. 16 00:01:08,961 --> 00:01:17,734 Yes, it is the autumn. But next month, in December, the winter draws in. 17 00:01:17,759 --> 00:01:20,230 You can see that the weather is foggy. 18 00:01:20,255 --> 00:01:22,766 Let’s move our limbs a little on this Monday morning, 19 00:01:22,791 --> 00:01:28,038 to the text of the "Here’re my eyes and here’s my mouth" rhyme, 20 00:01:28,063 --> 00:01:33,020 which we will recite first in Hungarian, and everyone is going to show the body parts. 21 00:01:33,045 --> 00:01:39,207 Open your legs slightly, breath out… and breath in. 22 00:01:39,232 --> 00:01:43,718 "Here’re my eyes and here’s my mouth, 23 00:01:43,743 --> 00:01:47,718 and this here is my little nose. 24 00:01:47,743 --> 00:01:52,612 My two arms to the left and right, 25 00:01:52,637 --> 00:01:56,945 if I want, I turn them ‘round. 26 00:01:56,970 --> 00:02:00,374 I stand on my legs and feet, 27 00:02:00,399 --> 00:02:03,398 I can jump up if I need." 28 00:02:03,423 --> 00:02:06,796 Very well done. Do you know... Mixed voices: In Romani, too, Romani… 29 00:02:06,821 --> 00:02:09,413 You’d like it in Romani, too… Mixed voices: Yes! 30 00:02:09,438 --> 00:02:12,329 Okay. I got the pointing wrong slightly, 31 00:02:12,354 --> 00:02:16,322 so, make sure you point at the right place. Breath out again… 32 00:02:16,347 --> 00:02:20,816 "HERE’RE MY EYES AND HERE’S MY MOUTH 33 00:02:20,841 --> 00:02:22,723 AND THIS HERE IS MY LITTLE NOSE. 34 00:02:22,748 --> 00:02:26,633 MY TWO ARMS TO THE LEFT AND RIGHT, 35 00:02:26,658 --> 00:02:29,844 IF I WANT, I TURN THEM ‘ROUND. 36 00:02:29,869 --> 00:02:32,711 I STAND ON MY LEGS AND FEET, 37 00:02:32,736 --> 00:02:34,956 I CAN JUMP UP IF I NEED. 38 00:02:34,981 --> 00:02:39,670 Teacher: This was even better, louder, the pointing worked well, too. 39 00:02:39,695 --> 00:02:45,470 I started the ritual we see on the recording when the children were in first grade. 40 00:02:45,495 --> 00:02:52,294 Before classes, we recall the day, the month, the date, and the season. 41 00:02:52,319 --> 00:02:57,718 This enhances the pupils’ ability to orientate themselves in time. 42 00:02:57,743 --> 00:02:59,720 We round it off by playing something together or 43 00:02:59,745 --> 00:03:03,840 by reciting a rhyming text accompanied by physical motion. 44 00:03:03,865 --> 00:03:05,070 KRISZTINA CZUMPFT graduate student 45 00:03:05,095 --> 00:03:09,386 Exercises such as this pave the way for spontaneous 46 00:03:09,411 --> 00:03:13,974 translanguaging interactions later in the lesson. 47 00:03:13,999 --> 00:03:14,948 GERGELY OLEXA teacher trainee 48 00:03:15,370 --> 00:03:19,154 First the group recites the text in Hungarian, led by the teacher. 49 00:03:19,179 --> 00:03:22,446 We can see here that the performance is not exactly flawless, 50 00:03:22,471 --> 00:03:26,304 both the motion and recital are uncertain. 51 00:03:26,329 --> 00:03:33,620 This trend, however, is reversed when the Romani version of the text is recited. 52 00:03:33,645 --> 00:03:39,969 The children’s recital is more coherent, more confident. 53 00:03:39,994 --> 00:03:48,351 They set the rhythm of the pointing as well. 54 00:03:48,376 --> 00:03:54,141 Thus, the teacher reinforces the pupils’ attachment to their own culture. 55 00:03:54,166 --> 00:03:57,642 She sets the scene in which the pupils will be able to 56 00:03:57,667 --> 00:04:02,415 feel that they knew something better than the teacher. 57 00:04:02,440 --> 00:04:03,467 ESZTER TARSOLY researcher 58 00:04:03,492 --> 00:04:08,542 The visual and physical-motion illustration of the text 59 00:04:08,567 --> 00:04:14,547 in this recording allows us, observers, to witness an exciting 60 00:04:14,572 --> 00:04:19,587 transformation, a reversal of roles, which occurs in this short, 61 00:04:19,612 --> 00:04:26,635 warm-up session as well, as a result of the translanguaging approach. 62 00:04:26,660 --> 00:04:29,940 During the first Hungarian recital, 63 00:04:29,965 --> 00:04:33,487 the children clearly follow the teacher’s lead. 64 00:04:33,512 --> 00:04:42,449 Then the teacher offers the opportunity to recite the Romani version, 65 00:04:42,474 --> 00:04:45,933 which the pupils received with an enthusiastic yes. 66 00:04:45,958 --> 00:04:49,231 During the Romani recital, it is the teacher who follows the pupils’ lead. 67 00:04:49,256 --> 00:04:54,067 A translanguaging pedagogical approach provides 68 00:04:54,092 --> 00:04:57,060 a unique opportunity for this reversal of roles, 69 00:04:57,085 --> 00:05:04,949 thereby enabling the pupils to achieve better results at school than expected.