A roma hagyományok és a romani nyelv mint a tanulást támogató erőforrások: az (in)szekuritizáció meghaladása

Erika Kerekesné Lévai; János Imre Heltai

doi:10.31074/gyntf.2024.1.83.101

Authors

Erika Kerekesné Lévai Magiszter Óvoda, Általános Iskola, Gimnázium, Művészeti Szakgimnázium, Technikum, Szakképző Iskola és Alapfokú Művészeti Iskola Tiszavasvári Tagintézménye
János Imre Heltai Károli Gáspár Református Egyetem Bölcsészet- és Társadalomtudományi Kar, Magyar Nyelvtudományi Tanszék https://orcid.org/0000-0001-9674-0115

DOI:

https://doi.org/10.31074/gyntf.2024.1.83.101

Keywords:

(in)securitisation, Romani, translanguaging, unitary linguistic repertoire, autonomy, heritage

Abstract

In this study we discuss about pedagogical approaches to engagement with Romani-Hungarian bilingual Roma pupils and their family members in a way that respects their autonomy. Our work focuses onthe concept of translanguaging (García, 2009; García & Li, 2014) and a pedagogical programme based on this theory that has been implemented in recent years in Tiszavasvári, Hungary. First, from the perspective of the practising teacher, we highlight the importance of the school-family relationship on the one hand, and the autonomy and self-organisation of young people on the other. We show how the teacher can contribute to this and how it is linked to bilingualism and cultural values. The final chapter of the paper presents the language pedagogical ideas behind the project. The central argument is that the pedagogical approach behind the concept of translanguaging also represents a break with abyssal thinking (cf. García et al., 2021).

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