Best practice in the Hungarian as a Foreign Language classroom: exploring Sándor Márai’s poem „Hol vagyok? (“Where am I?”) through the tools of literature therapy

Abstract

This study explores the conscious integration of literature therapy into the teaching of Hungarian as a Foreign Language. Based on the author’s experience as both a teacher and a literature therapist, the paper shows how literature can be more than just a tool for learning grammar; it can also be a powerful medium for personal growth and emotional processing. The paper briefly reviews the history of literary texts in the language classroom and introduces a modern pedagogical framework based on Nicolas Mazza’s RES model (receptive, expressive, and symbolic) (Mazza, 2025, p.36). A central part of the study presents practical „best practice” using Sándor Márai’s poem Hol vagyok? (Where am I?). This lesson helps B1–B2 level students process their feelings about homesickness and living abroad. The student reflections and creative writing tasks in the study confirm that this approach not only improves
language skills and vocabulary but also strengthens group cohesion and self-awareness. In summary, using literary texts in this systematic way can refresh the teaching routine, making the learning process more personal and motivating. The success of this method relies on the teacher’s creativity and the creation of a safe emotional environment, allowing the language class to become a space for both cultural learning and mental well-being.