1 00:00:20,174 --> 00:00:21,885 ERIKA KEREKES-LÉVAI head teacher 2 00:00:21,910 --> 00:00:23,193 In the Hungarian education system, 3 00:00:23,218 --> 00:00:24,661 which is based on two teaching terms 4 00:00:24,686 --> 00:00:27,247 pupils are assessed and receive marks 5 00:00:27,279 --> 00:00:29,334 in various subjects at the end of both 6 00:00:29,359 --> 00:00:29,967 the first and the second term. 7 00:00:30,053 --> 00:00:32,717 It is a long-established practice 8 00:00:32,742 --> 00:00:36,638 to allow students improve the marks 9 00:00:36,663 --> 00:00:44,043 by inviting them for a group oral exam. 10 00:00:44,068 --> 00:00:46,196 I usually run these oral exam sessions 11 00:00:46,221 --> 00:00:49,722 as a semi-formal conversation, 12 00:00:49,769 --> 00:00:53,305 and here I also allowed students to chose 13 00:00:53,352 --> 00:00:57,971 whether they want to answer in Hungarian or Romani 14 00:00:58,010 --> 00:00:59,811 I not only allowed 15 00:00:59,836 --> 00:01:04,287 but invited them to do so. 16 00:01:04,334 --> 00:01:05,684 You mentioned you would like to 17 00:01:05,709 --> 00:01:09,131 talk about Joseph’s story from the Bible 18 00:01:09,155 --> 00:01:10,688 Let’s hear what you have to say. 19 00:01:10,713 --> 00:01:11,977 We should not interrupt him 20 00:01:12,002 --> 00:01:13,071 only at the end, okay? 21 00:01:13,095 --> 00:01:15,095 So, what happens to Joseph? 22 00:01:15,119 --> 00:01:17,119 You know he was sold by his brothers. 23 00:01:17,568 --> 00:01:25,285 JOSEPH WAS SOLD BY HIS BROTHERS 24 00:01:25,310 --> 00:01:32,277 TO PHARAOH AS A SLAVE… 25 00:01:33,992 --> 00:01:36,723 and his brothers were going 26 00:01:36,748 --> 00:01:39,123 looking for food… 27 00:01:39,192 --> 00:01:41,068 As there was a famine, right? 28 00:01:41,107 --> 00:01:44,234 What was Joseph like? 29 00:01:44,304 --> 00:01:46,125 The pharaoh, dream… 30 00:01:46,149 --> 00:01:48,956 He dreamt… 31 00:01:52,305 --> 00:01:58,246 The pharaoh dreamt seven fat cows, 32 00:01:58,271 --> 00:02:03,083 plenty, and seven gaunt cows, famine 33 00:02:03,607 --> 00:02:06,842 Joseph deciphered the dream. 34 00:02:08,623 --> 00:02:10,505 And what did he say to pharaoh 35 00:02:10,530 --> 00:02:11,950 what does it mean, the seven… 36 00:02:11,975 --> 00:02:13,577 You can explain it in Romani if you prefer. 37 00:02:13,602 --> 00:02:15,727 THAT THEY NEED TO GATHER WHEAT… 38 00:02:16,299 --> 00:02:18,884 They need to gather a lot of wheat 39 00:02:18,934 --> 00:02:19,432 because… 40 00:02:19,457 --> 00:02:22,096 What do the seven fat cows mean? 41 00:02:22,229 --> 00:02:25,302 Seven good years… 42 00:02:25,349 --> 00:02:27,445 And why should they gather so much wheat? 43 00:02:28,497 --> 00:02:30,324 In order to escape the famine. 44 00:02:30,349 --> 00:02:32,138 To avoid the famine. 45 00:02:32,177 --> 00:02:34,558 When is he going to distribute what they 46 00:02:34,583 --> 00:02:37,132 in the stores? 47 00:02:37,157 --> 00:02:38,668 When the lean years come. 48 00:02:38,692 --> 00:02:41,505 When the lean years come, 49 00:02:41,530 --> 00:02:45,271 they will distribute all that wheat… 50 00:02:45,296 --> 00:02:47,968 JOSEPH RECOGNISED… 51 00:02:47,993 --> 00:02:51,468 RECOGNISED HIS BROTHERS 52 00:02:51,493 --> 00:02:58,888 BUT HIS BROTHERS DID NOT RECOGNISE HIM. 53 00:02:59,263 --> 00:03:01,037 Food… 54 00:03:01,062 --> 00:03:02,878 Food, he gave… 55 00:03:02,902 --> 00:03:05,146 …gave them… They went home. 56 00:03:05,935 --> 00:03:07,179 Joseph, too… Joseph also… 57 00:03:07,203 --> 00:03:09,833 You can continue in Romani, 58 00:03:09,858 --> 00:03:10,783 I just interrupted you to check 59 00:03:10,808 --> 00:03:12,308 if I understood you correctly. 60 00:03:12,333 --> 00:03:15,275 JOSEPH WENT HOME TO HIS FATHER. 61 00:03:15,299 --> 00:03:19,132 THE PHARAOH MADE A PHARAOH OF HIM. 62 00:03:19,179 --> 00:03:20,107 And then he became 63 00:03:20,132 --> 00:03:22,287 the pharaoh’s most important servant. 64 00:03:22,312 --> 00:03:23,800 My feeling was during the session 65 00:03:23,824 --> 00:03:25,824 that there were three languages present: 66 00:03:25,848 --> 00:03:27,848 Romani, Hungarian, and the subject-specific 67 00:03:27,872 --> 00:03:29,872 terms of history. 68 00:03:29,896 --> 00:03:33,719 which the pupils were happy to use 69 00:03:33,744 --> 00:03:35,793 because when they speak Romani, 70 00:03:35,818 --> 00:03:38,700 they do not have to concentrate on the language 71 00:03:38,732 --> 00:03:39,643 they do not have to pause to think 72 00:03:39,690 --> 00:03:41,191 how to say something to convey 73 00:03:41,216 --> 00:03:42,628 the knowledge they have acquired. 74 00:03:42,652 --> 00:03:44,652 In this way, I felt they were more 75 00:03:44,677 --> 00:03:49,031 to use technical terms. 76 00:03:49,715 --> 00:03:51,423 ESZTER TARSOLY researcher 77 00:03:51,448 --> 00:03:53,243 Felelés, literarily ‘answering’ 78 00:03:53,271 --> 00:03:55,119 is a typical form of oral examination 79 00:03:55,144 --> 00:03:58,512 in primary and secondary education in Hungary. 80 00:03:58,637 --> 00:04:01,750 Usually the students summarise 81 00:04:01,860 --> 00:04:03,939 what they have learnt 82 00:04:03,964 --> 00:04:07,540 in the form of a short presentation, 83 00:04:07,564 --> 00:04:09,664 the teacher asks questions 84 00:04:09,689 --> 00:04:11,689 and evaluates this presentation. 85 00:04:11,713 --> 00:04:14,533 It is particularly challenging to maintain 86 00:04:14,557 --> 00:04:16,557 this dialogue in a translanguaging classroom 87 00:04:16,581 --> 00:04:18,581 setting. 88 00:04:18,893 --> 00:04:22,284 The teacher asks questions in Hungarian, 89 00:04:22,309 --> 00:04:27,772 and the students answer in Hungarian or Romani. 90 00:04:28,150 --> 00:04:31,733 The symbolic significance of this is noteworthy 91 00:04:31,758 --> 00:04:34,721 that the assessment, which leads to an official result, 92 00:04:34,746 --> 00:04:36,481 can also happen in Romani. 93 00:04:36,506 --> 00:04:38,506 This is, however, 94 00:04:38,531 --> 00:04:41,538 a teaching methodological challenge, too. 95 00:04:41,939 --> 00:04:43,631 JÁNOS IMRE HELTAI researcher 96 00:04:43,656 --> 00:04:45,411 The oral exam situation becomes more balanced, 97 00:04:45,436 --> 00:04:47,065 because translanguaging brings 98 00:04:47,093 --> 00:04:49,671 to the fore competences 99 00:04:49,731 --> 00:04:52,325 which reflect the pupils’ strengths 100 00:04:52,380 --> 00:04:54,286 rather than the teacher’s, 101 00:04:54,310 --> 00:04:58,953 namely, the competences linked to Romani. 102 00:04:59,594 --> 00:05:07,489 Thus, translanguaging creates an environment 103 00:05:07,520 --> 00:05:09,138 in which teacher and students 104 00:05:09,163 --> 00:05:11,497 can work together, collaboratively, 105 00:05:11,522 --> 00:05:12,254 even in an assessment situation. 106 00:05:12,279 --> 00:05:13,206 They each contribute their share 107 00:05:13,231 --> 00:05:15,455 to the conversation, 108 00:05:15,479 --> 00:05:18,329 thus engaging in a joint act 109 00:05:18,385 --> 00:05:20,819 of knowledge building. 110 00:05:21,233 --> 00:05:22,929 KRISZTA MAJZIK-LICHTEBERGER researcher 111 00:05:22,954 --> 00:05:24,260 The pupils in the recording 112 00:05:24,285 --> 00:05:25,856 are approximately 11 or 12 years old, 113 00:05:25,881 --> 00:05:27,731 in the upper years of primary school. 114 00:05:27,756 --> 00:05:31,486 It is worth noting that at this age, 115 00:05:31,511 --> 00:05:35,467 their awareness of language is more refined. 116 00:05:36,557 --> 00:05:37,491 The use of Hungarian and Romani 117 00:05:37,515 --> 00:05:39,515 is more clearly separated by domains 118 00:05:39,539 --> 00:05:41,889 of everyday life, 119 00:05:42,265 --> 00:05:45,936 so, the teacher encourages them 120 00:05:45,961 --> 00:05:49,048 to use Romani several times. 121 00:05:49,915 --> 00:05:56,571 The teacher asks questions in Hungarian, 122 00:05:56,602 --> 00:05:57,630 and the pupil then also switches 123 00:05:57,658 --> 00:05:59,658 to Hungarian. 124 00:05:59,682 --> 00:06:01,682 Presumably, he takes it for granted 125 00:06:01,706 --> 00:06:03,484 that in this situation he is expected 126 00:06:03,509 --> 00:06:04,788 to speak in Hungarian. 127 00:06:04,812 --> 00:06:06,812 Then the teacher, 128 00:06:06,883 --> 00:06:09,442 who tries to be helpful and constructive 129 00:06:10,274 --> 00:06:13,051 reminds him that he can use Romani.