Kategóriák és társas jelentések: roma diákok beszédmódjainak elemzése a heteroglosszia-elmélet alapján

Abstract

This study investigates the speech modes of children who identify themselves as bilingual Roma. The analysis is based on the theory of heteroglossia (Bakhtin 1986) where the speaker’s perspective is emphasized. The focus in the present analysis is identifying the language ideologies of the teachers along which the children’s bilingualism is interpreted, how social environment shapes the (bilingual) utterances, and what social meanings are indicated by the speakers’ linguistic resources. Through the analysis of the voices, it is possible to recognize the individuals’ culturally determined identities that are also displayed in the interactions. The data collection (observation and teacher interviews) has focused on the tensions in teacher-student interactions (Hong et al. 2017). Tensions in the interactions indicate the language ideologies already existing in the community whose evolution also influences the children’s learning; the way their teachers see them has an impact on the selection of pedagogical devices for the support of children’s learning.