<\/p>\r\n
In Hungary and in Slovakia, several hundreds of thousands of people consider themselves to be Roma. A significant part of this population uses language resources and practices linked to Romani. In both countries, Romani appears at schools merely as a school subject (Romani as a second language, home language, or foreign language) and even in this way it is seldom included in the curriculum at all. Translanguaging (Garc\u00eda 2009) is not only a notion of contemporary sociolinguistics which describes bi- and multilingual ways of speaking, but also a pedagogical approach. By offering a holistic approach to communication (Gorter-Cenoz 2017), translanguaging pedagogy emphasizes the development of the entire and unique linguistic repertoire instead of the development of competences in several languages or varieties. Our project Translanguaging for Equal Opportunities: Speaking Romani at School is to build on approaches laid down in translanguaging research in order to study Romani-speaking children\u2019s linguistic practices in primary school settings and to introduce new pedagogical stance and principles in their education (cf. Wei 2014, 2017; Garc\u00eda-Kleyn 2016, Garc\u00eda et al 2017, Garc\u00eda-Wei 2014, Paulsrud et al 2017, Heltai 2019).<\/p>\r\n
The project is carried out in cooperation with University College London, University of Jyv\u00e4skyl\u00e4 as word-leading centres in translanguaging and research on multilingual education, with the K\u00e1roli G\u00e1sp\u00e1r University in Budapest, Hungary and the Constantine the Philosopher University in Nitra, Slovakia as regional and local centres of research in the fields of translanguaging and issues of multilingual education, and from two elementary school institutions from highly disadvantaged schooling areas in Hungary and Slovakia. The aim of our project is to explore the possibilities of integrating the children\u2019s Romani language resources in monolingual primary school settings and curricula. Our approach challenges the tradition which associates school with monolingual and standardized ways of speaking, which dominates discourses of education in Hungary and Slovakia to this day. Instead of developing Hungarian or Romani language skills, our approach supports social equality and competitiveness through the development of the whole repertoire. This is achieved by building on home-language practices of the speakers: everyday ways of translanguaging in out-of-school domains become parts of learning activities. This enhances the feelings of intimacy and continuity in the pupils, as a result of which they feel more secure and confident in class.<\/p>\r\n
The project\u2019s multi-layered intellectual outputs consist of a video repository and an accompanying evolume for the teacher training. Deliverables are developed in the cooperation of students in teacher training, researchers with more theoretical approaches and teachers innovating education in highly deprived and disadvantaged schools. The outputs are developed through a close cooperation of these participants in joint staff and learning activities. The video recordings exemplify translanguaging classroom moments. Each recording includes introductory reflections and commentaries by educators, researchers and\/or other participants (presentation of context, purpose and practices). The accompanying e-volume analyses the emergence of the video repository and expands the scope of the project by providing an opportunity for the use of the repository and the handbook in varied educational contexts, including non-Roma settings, such as migrant communityschools across Europe.<\/p>\r\n
References<\/p>\r\n
Garc\u00eda, Ofelia \u2013 Johnson, Susana Ibarra \u2013 Seltzer, Kate 2017. The translanguaging Classroom. Leveraging Students Bilingualism for Learning. Caslon. Philadelphia.<\/p>\r\n
Garc\u00eda, Ofelia \u2013 Kleyn, Tatyana 2016. Translanguaging with Multilingual Students: Learning from Classroom Moments. Routledge. New York.<\/p>\r\n
Garc\u00eda, Ofelia \u2013 Li Wei 2014. Translanguaging. Language, Bilingualism, and Education. Palgrave Macmillan. London.<\/p>\r\n
Garc\u00eda, Ofelia 2009. Education, Multilingualism and Translanguaging in the 21. Century. In: Skutnabb-Kangas, Tove et al. (ed.): Social Justice through Multilingual Education. Multilingual Matters, Cromwell. 140-158.<\/p>\r\n
Gorter, Durk \u2013 Cenoz, Jasone 2017. Language education policy and multilingual assessment. Language and Education 31: 231\u2013248.<\/p>\r\n
Heltai, J\u00e1nos Imre 2019. Translanguaging instead of standardisation: Writing Romani at school. Applied Linguistics Review.<\/p>\r\n
Li, Wei 2014. Translanguaging Knowledge and Identity in Complementary Classrooms for Multilingual Minority Ethnic Children. Classroom Discourse 5 (2), pp. 158-175.<\/p>\r\n
Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39. 9\u201330. Paulsrud,<\/p>\r\n
BethAnne \u2013 Ros\u00e9n, Jenny \u2013 Straszer, Bogl\u00e1rka \u2013 Wedin, sa 2017. New Perspectives on Translanguaging and Education. Bilingual Education and Bilingualism 108. Multilingual Matters, Bristol.<\/p>\r\n
\u00a0<\/strong><\/p>\r\n Project partners<\/strong><\/p>\r\n K\u00e1roli G\u00e1sp\u00e1r Reform\u00e1tus Egyetem, Hungary<\/p>\r\n University of Jyv\u00e4skyl\u00e4, Finland<\/p>\r\n Magiszter Alap\u00edtv\u00e1nyi \u00d3voda, \u00c1ltal\u00e1nos Iskola, Gimn\u00e1zium, Szakgimn\u00e1zium, Szakk\u00f6z\u00e9piskola \u00e9s Alapfok\u00fa M\u00fcv\u00e9szeti Iskola, Hungary<\/p>\r\n University College London, United Kingdom<\/p>\r\n Univerzita Kon\u0161tant\u00edna Filozofa v\u00a0Nitre, Slovakia<\/p>\r\n Z\u00e1kladn\u00e1 \u0161kola \u00c1nyosa Jedlika s vyu\u010dovac\u00edm jazykom ma\u010farsk\u00fdm \u2013 Jedlik \u00c1nyos Magyar Tan\u00edt\u00e1si Nyelv\u0171 Alapiskola, Zemn\u00e9 \u2013 Sz\u00edm\u0151, Slovakia<\/p>\r\n","protected":false},"excerpt":{"rendered":" Translanguaging for Equal Opportunities: Speaking Romani at School In Hungary and in Slovakia, several hundreds of thousands of people consider themselves to be Roma. A significant part of this population uses language resources and practices linked to Romani. In both countries, Romani appears at schools merely as a school subject (Romani as a second…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-full-width-page.php","meta":[],"_links":{"self":[{"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/pages\/33"}],"collection":[{"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":4,"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/pages\/33\/revisions"}],"predecessor-version":[{"id":234,"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/pages\/33\/revisions\/234"}],"wp:attachment":[{"href":"http:\/\/www.umjl.fss.ukf.sk\/translanguaging\/wp-json\/wp\/v2\/media?parent=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}