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ZITA TÜNDIK
teacher

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The recording shows a part of a maths class
whose aim was to allow the students

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the four basic operations practice

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in a playfull manner, embedded in
a fairy tale.

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We worked in groups.

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The part in the recording shows
a complex task

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which requires detailed understanding.

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Today is the little mouse’s
birthday.

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His friends have prepared some
parcels to surprise him.

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How many parcels do you see in the picture?

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Mixed voices: Four.

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Four. There is a number written
on every parcel. Mixed voices: a number

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How can you find out what

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the little mouse’s friends prepared for
her birthday?

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I will give gift cards to every team…

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If you don’t pay attention now, you won’t
understand the task.

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Do you all understand?
Yes.

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Could you explain, in Romani as well,
what the task is? Listen now!

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THERE ARE NINE PIECES OF PAPER

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AND THERE ARE EITHER ADDITION,

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SUBSTRACTION, MULTIPLICATION OR DIVISION…

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AND WHEN IT COMES TOGETHER,

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ON ONE OF THE PAPERS,

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THE NUMBER IS THE SAME, THEN YOU HAVE TO
STICK TO THE PAPER.

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Very well done.
Have you all understood?

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You also managed to follow it now,

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although you were not listening before,
right?

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How many of these cards will you
stick on the paper?
 Four.

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Only four, although there

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are twelve, but you need to find four
because there are four gifts.

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Enjoy the counting!

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I found it important that we repeat
 the task

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in Romani for two reasons.

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I sensed that

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not everyone was listening

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while I explained the task,

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perhaps because they did not understand

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my Hungarian or they just
simply lost track.

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My experience is that students listen more

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carefully to information communicated
in Romani

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and it also facilitates their
understanding.

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I also wanted to find out

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how much those who did pay attention

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were able to retain of what

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I explained about the task.

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GERGELY OLEXA
teacher trainee

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In this exercise, translanguaging
functions as a strategy

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to explain and interpret the task.

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GABRIELLA KÖVES
researcher

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In the teaching of mathematics, it is
a wide-spread practice

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to ask the pupils to paraphrase
and explain the task in their own words.

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First the teacher explained the

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task in Hungarian,

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then she asked the pupil to
summarise it in Romani.

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It is interesting to note the
pupils’ reactions.

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When the pupil started explaining it

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in Romani,

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they turned towards him and,

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quite clearly, they understood the task.

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In this situation the pupil explaining

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the task becomes the teacher’s assistant.

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The teacher deliberately turns to him

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and applies, also deliberately,

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a translanguaging strategy,

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so that pupils can develop

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a better understanding of the task.

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KRISZTINA MAJZIK-LICHTENBERGER
researcher

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This classroom situation shows the trust
which is a precondition as well as

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a consequence of translanguaging.

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The teacher may not understand

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every word that the pupil says in Romani,

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but she trusts that his translation

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will serve the interests of other pupils.

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The pupils, in turn, trust the teacher,

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that she knows why she allows

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one of their peers take the lead in class,

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even just for a few minutes.

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The teacher trusts the pupil

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who paraphrases in Romani,

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and, as a result of this trust,

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the pupil feels distinguished.