1 00:00:22,674 --> 00:00:24,095 JÁNOS IMRE HELTAI researcher 2 00:00:24,120 --> 00:00:29,019 Until 2010, the kindergarten’s mission statement and programme conformed 3 00:00:29,058 --> 00:00:31,503 to the Hungarian National Monolingual Curriculum for Kindergartens, 4 00:00:31,528 --> 00:00:38,056 which expected children in the nursery not to use Romani. 5 00:00:38,081 --> 00:00:41,458 It was in this period that that nursery schoolteachers noticed 6 00:00:41,483 --> 00:00:46,459 that the children’s Hungarian-language competence is not quite satisfactory for 7 00:00:46,484 --> 00:00:49,192 the level expected when they start school. 8 00:00:49,217 --> 00:00:54,003 So, they designed a programme targeting communication. 9 00:00:54,028 --> 00:00:57,918 This was a transition programme, 10 00:00:57,943 --> 00:01:02,398 which guided bilingual pupils in the direction of monolingualism 11 00:01:02,423 --> 00:01:07,338 in a way which relied on pupils’ bilingualism 12 00:01:07,363 --> 00:01:12,857 as well by including tales and children’s rhymes into the curriculum. 13 00:01:12,882 --> 00:01:16,843 The new programme of the kindergarten in 2019 14 00:01:16,868 --> 00:01:22,042 placed translanguaging front and centre 15 00:01:22,074 --> 00:01:25,033 in its mission of mother-tongue education, 16 00:01:25,058 --> 00:01:28,061 with the commitment that if pupil’s repertoire 17 00:01:28,086 --> 00:01:32,046 is improved in its entirety, this enhances their language competence 18 00:01:32,071 --> 00:01:34,402 in the two languages separately as well. 19 00:01:34,427 --> 00:01:38,383 The principle is that if nursery-school communication relies on both languages, 20 00:01:38,412 --> 00:01:40,118 this will produce more beneficial outcomes 21 00:01:40,143 --> 00:01:42,525 for pupils’ Hungarian-language attainment as well. 22 00:01:42,550 --> 00:01:46,536 There are, however, teachers who have only just started familiarising themselves 23 00:01:46,561 --> 00:01:48,699 with the principles of translanguaging, 24 00:01:48,724 --> 00:01:51,045 so, their attitudes and beliefs about 25 00:01:51,070 --> 00:01:55,728 mother-tongue education are influenced by previous trends. 26 00:01:55,777 --> 00:01:59,007 So, now there are a variety of approaches 27 00:01:59,032 --> 00:02:04,419 at the nursery to preparing pupils for school. 28 00:02:04,464 --> 00:02:06,065 ERIKA PUSKÁS teacher 29 00:02:06,096 --> 00:02:09,008 I was invited to the kindergarten with some of my primary-school pupils 30 00:02:09,033 --> 00:02:11,849 to hold an arts-and-crafts session there for the children. 31 00:02:11,874 --> 00:02:15,929 As a warm-up we recited children’s rhymes together, danced, 32 00:02:15,954 --> 00:02:19,438 and sang songs on the subject of kittens. 33 00:02:19,647 --> 00:02:21,829 Hello, good morning! 34 00:02:22,249 --> 00:02:24,358 We have come to see you from the school 35 00:02:24,382 --> 00:02:26,686 to play a little together. 36 00:02:26,711 --> 00:02:30,068 There will be a surprise, too. 37 00:02:30,107 --> 00:02:33,933 I am sure we are going to enjoy ourselves together. 38 00:02:34,110 --> 00:02:40,235 First, I would like to start with a riddle. 39 00:02:40,260 --> 00:02:41,260 Listen. 40 00:02:41,307 --> 00:02:43,810 This is our warm-up. 41 00:02:43,971 --> 00:02:46,955 I have thought of an animal. 42 00:02:46,980 --> 00:02:54,330 It has four legs, it loves milk, and catches mice. 43 00:02:54,510 --> 00:02:55,953 What is this? 44 00:02:55,993 --> 00:02:57,047 The cat! 45 00:02:57,172 --> 00:03:00,072 Yes, well done, it’s the cat. 46 00:03:00,097 --> 00:03:02,159 Who loves kittens here, hands up if you do. 47 00:03:02,183 --> 00:03:05,286 I do, I have a kitten. Her name is Picúr. 48 00:03:05,311 --> 00:03:07,756 Really? Oh, she must be really sweet! 49 00:03:07,792 --> 00:03:09,645 I also have a bunny and a dog. 50 00:03:09,670 --> 00:03:12,134 Wow, it seems you have a lot of pets. 51 00:03:12,215 --> 00:03:15,836 Well, imagine, one of the boys from the school prepared 52 00:03:15,861 --> 00:03:19,832 a little something for you, a poem, which he is now going to present. 53 00:03:19,857 --> 00:03:21,308 All right, let’s begin. 54 00:03:22,684 --> 00:03:28,755 CALICO CAT, WHITE CAT, 55 00:03:28,802 --> 00:03:34,421 BUTTER ON THE FURNACE 56 00:03:34,484 --> 00:03:38,617 UP IT JUMPED AND LICKED THE BUTTER. 57 00:03:38,680 --> 00:03:42,936 THE WEALTHY GYPSY LADY GRABBED 58 00:03:42,961 --> 00:03:48,176 THE SWEEP AND WENT TO SEE HER NEIGHBOUR, 59 00:03:48,201 --> 00:03:53,723 KNOCK-KNOCK, AND SLAPPED THE NAUGHTY CAT. 60 00:03:56,190 --> 00:03:57,760 KRISZTINA CZUMPFT graduate student 61 00:03:57,785 --> 00:03:59,812 The school children bring into the kindergarten 62 00:03:59,837 --> 00:04:01,481 the language of the children’s home. 63 00:04:01,506 --> 00:04:04,972 They take on the role of mentors during this activity. 64 00:04:04,997 --> 00:04:08,033 The little ones can take them for role models. 65 00:04:08,058 --> 00:04:11,784 The school children enjoy this role and take it in their stride. 66 00:04:12,348 --> 00:04:13,988 GERGELY OLEXA teacher trainee 67 00:04:14,013 --> 00:04:15,270 When the school children start speaking Romani, 68 00:04:15,295 --> 00:04:18,659 there are spectacular reactions in the part of the little ones. 69 00:04:18,706 --> 00:04:23,083 Some of them are excited to hear the familiar way of speaking 70 00:04:23,115 --> 00:04:24,279 and are happy about it. 71 00:04:24,313 --> 00:04:28,260 But there are others, who seem rather confused. 72 00:04:28,323 --> 00:04:32,843 Later in the session, the confusion disappears. 73 00:04:32,868 --> 00:04:36,389 During the arts-and-crafts session we can hear lively and real 74 00:04:36,414 --> 00:04:40,017 Romani-language interactions between the children. 75 00:04:40,210 --> 00:04:42,139 Teacher: Oh, you are doing so well! 76 00:04:42,229 --> 00:04:43,498 WHOSE WAS THIS? 77 00:04:44,464 --> 00:04:48,477 Mixed voices: Hers, hers! This is not hers. 78 00:04:48,845 --> 00:04:50,201 IS THIS YOURS? 79 00:04:50,241 --> 00:04:51,771 No, it was not hers. 80 00:04:52,350 --> 00:04:53,896 DON’T LIE. WHOSE IS THIS? 81 00:04:53,912 --> 00:04:55,458 That one is hers. 82 00:04:55,483 --> 00:04:56,816 WHOSE IS THIS? 83 00:04:58,351 --> 00:04:59,698 IT’S HIS. 84 00:04:59,757 --> 00:05:01,031 No, his is red. 85 00:05:01,296 --> 00:05:02,812 WHOSE WAS THIS? 86 00:05:02,969 --> 00:05:03,969 MINE. 87 00:05:04,008 --> 00:05:05,832 This is not yours. It’s mine. 88 00:05:08,512 --> 00:05:09,699 IS IT YOURS? 89 00:05:09,794 --> 00:05:11,832 MINE. Mine. 90 00:05:13,807 --> 00:05:16,088 It’s Hajni’s. 91 00:05:16,597 --> 00:05:18,230 TAMÁS WESSELÉNYI teacher trainee 92 00:05:18,255 --> 00:05:21,821 When children are encouraged to use their entire linguistic repertoire, 93 00:05:21,908 --> 00:05:25,240 this usually happens in situations which were pedagogically carefully planned, 94 00:05:25,265 --> 00:05:29,069 for example when someone is asked to say something to the whole class. 95 00:05:29,108 --> 00:05:31,911 In such situations, children feel often taken aback 96 00:05:31,927 --> 00:05:35,194 and start speaking in Hungarian. 97 00:05:35,288 --> 00:05:38,334 In less controlled situations, 98 00:05:38,362 --> 00:05:43,224 such as working in groups on a task or debating, 99 00:05:43,249 --> 00:05:46,171 they are more relaxed and able to 100 00:05:46,196 --> 00:05:52,190 think, speak, and work together using their home-language repertoire. 101 00:05:52,215 --> 00:05:58,191 This helps them improve their ability to solve problems. 102 00:05:58,323 --> 00:06:00,005 KRISZTINA MAJZIKNÉ LICHTENBERGER researcher 103 00:06:00,030 --> 00:06:02,582 The speech situation in this video is important from 104 00:06:02,607 --> 00:06:04,760 a translanguaging perspective 105 00:06:04,785 --> 00:06:07,376 because children switch between the languages in a way 106 00:06:07,409 --> 00:06:12,144 which is authentic and spontaneous, yet it serves educational goals. 107 00:06:12,169 --> 00:06:15,626 The school children and the little ones 108 00:06:15,681 --> 00:06:20,080 reproduce the reality of their everyday communication: 109 00:06:20,105 --> 00:06:23,692 they start using Romani.