Cigány tanulók és tanáraik nyelvi attitűdjei

Abstract

This study deals with linguistic inequality in classroom. This classroom discourse analysis investigates the language use of Gipsy children at a primary school in Budapest—with classroom observation and interviews done with pupils and their teachers. The aim of this study is twofold: on the one hand, to point out the linguistic conflicts between the school and the children and the linguistic aspect of teacher’s evaluation. This research also emphasizes the connections between the observed linguistic differences (non-standard language use, such as “suksük” or a different conjunction paradigm) and the success at school. In addition, it also points out that the type of the teacher’s corrections when teachers evaluate the children’s linguistic behaviour arising from their different socialization pattern to be corrected. On the other hand, another aim is to show both in theory and practice the connection between multicultural pedagogy and linguistic behaviour.