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KRISZTINA CZUMPFT
graduate student

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We are going to see 
a translanguaging moment

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which takes place outside of class.

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This is an unusual situation

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for the learners for various reasons.

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First, they are not in their usual
 classroom environment

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but in the director’s office.

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Second, the recording shows 
a moment in education,

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which is not, strictly speaking,

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part of learning but of the assessment.

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NOBLEMEN HAD TITLES,

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THEY WERE GIVEN LAND WITH IT… TAX…

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Are you trying to say

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that they did not have to pay tax?

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You can say that in Hungarian

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if you cannot recall it in Romani.

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They did not have to pay tax because…

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what were they like, 
what did they do for the king?

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They fought.

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THEY FOUGHT.

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They fought by his side.

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THEY DID NOT HAVE TO PAY TAX.

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Excellent, you have 
translated it into Romani.

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Because they fought battles for the king.

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THE KING GAVE THEM LAND.

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Very good, I understand 
what you are saying.

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They were given land because?

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What did they do for the king?

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They fought by the king’s side.

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What else did they do?

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They fought battles and what else?

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Let’s hear you!

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They went to the sport’s hall…

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Knight’s hall…

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Not quite the sport’s hall 
but the night’s hall…

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it is a bit like a sports hall.

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They prepared for the battle.

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But why did they go into battle?

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To protect their land.

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If they do not practice, 
their head will be cut off.

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Well, yes, because swords were big,
 it could happen,

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they had to protect themselves.

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Swords were really heavy, 
we lifted one up to see.

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THEY STUDIED EVERY DAY.

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Say it again, please, I did not understand.

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They practised every day.

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Why did they have to practice so much?

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To protect the country.

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But couldn’t they have
 just sat on their horse

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when they were called to join the king

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and be able to carry their
 sword and shield?

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No, practice was needed.

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Yes, they had to practice to be strong.

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ERIKA KEREKES-LÉVAI
head teacher

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The world of noblemen, knights,
 and serfes is remote

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in time for learners in the fifth grade.

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Serf, noble, these are new words for them,

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and most don’t know knight either.

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Teachers who oppose a 
translanguaging approach

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often argue that the specialised subjects

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 taught in the higher grades

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of primary school
 cannot be taught in this way.

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In this recording we see the pupils use

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Romani throughout and Hungarian
 only for technical terms.

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They are more at ease when they can present

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a lesson they learnt in Romani.

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We could see that one of the boys,

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and to some extent a girl,

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was talking without pause,

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which we rarely see in classes

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where Romani is 
not used for oral assessment.

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In this process language 
is no longer an obstacle.

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It supports children 
in reaching their full potential

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and discovering their talent.

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ILDIKÓ VANČO
researcher

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In situations

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where there are two standard varieties
 available for bilinguals,

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for instance in the education 
of Hungarian speakers

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in Central Europe outside of Hungary,

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it is desirable to learn subject-

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specific technical terms in both languages.

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If a standard variety,

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in which technical terms 
are also available,does not exist,

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the use of the minority language
 is still a progressive step,

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because it places the Romani forms

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of expression into a new context.

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Thus, the expression stored
 in children’s mental lexicon

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acquire multiple interpretations.

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The use of Romani
 also makes children aware that

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their home language is suitable 
to talk about subjects

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which do not occur 
in their lives outside school.

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This is a great advantage even

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if they thread their narratives through

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 the words of another language.

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The technical terms are

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taken from Hungarian
 in their Romani speech;

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thus, they develop a meaning for the pupils

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that is both broader and deeper.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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In the recording,

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the girl first tries to answer
 the teacher’s question

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but gets stuck.

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It is important

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that the teacher explains this with reasons

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 linked to language competence

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and not her lack of subject knowledge.

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It is not easy to convey in Romani terms

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and subject-specific content,

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which features only in Hungarian 
in the textbooks and classes.

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So, the teacher says 
the key words in Hungarian,

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which helps one of the boys 
to finish the sentence

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that was started before in Romani.

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GERGELY OLEXA
teacher trainee

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What is necessary for this to work 
is mutual understanding

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of each other’s intended meanings on behalf

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of the teacher and students, 
and mutual attention.

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It is important

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to note that everyone takes part in this:

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some only by saying a few words,

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others entire sentences,

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in both Romani and Hungarian.