Hungarian minorities in Romania, Slovakia and Serbia: Schoolchildren’s attitudes to their languages (minority vs. majority languages vs. EFL) and the teaching of these languages in schools (original) (raw)
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Hungarian Studies Yearbook, 2022
The latest research conducted in the Hungarian community of the City of Zagreb has shown that the Hungarian language is slowly losing its communication functions in informal domains (family, friends, the sphere of intimacy) and is withdrawing before Croatian, i.e., that language shift is in progress. As one of the key factors affecting language shift, school is mentioned as support in families in intergenerational language transmission and language preservation in the community. Croatia has ensured an institutional framework for education in minority languages to its minorities through a series of regulatory acts. However, exercising this right is often followed by numerous difficulties. In case of the Hungarian minority, this is due to geographical dispersity. Nevertheless, during the 1990s, a Hungarian group in kindergarten, a bilingual class and nurturing language for primary-and secondary-school pupils were launched in Zagreb. In order to obtain a clearer image of how various class models in a minority language actually function and which problems their participants are faced with, we conducted a preliminary research among younger members of the community who attended classes in Hungarian at least at one point during their education. We completed the results with information obtained through informal conversations with preschool and school teachers as well as through immediate observations of the community.
Multilingua, 2022
The case study of the article is translanguaging as an educational strategy in preparation for the graduation exam in Romanian language and literature in a Hungarian school in Miercurea Ciuc/Csíkszereda, Romania. Romanian language competence scores are at the bottom of national rankings in this Hungarian-majority town in Szeklerland. Students who speak a minority language have their knowledge of the majority language evaluated in the graduation exam in Romanian language and literature based on the same criteria as first-language speakers', which has strong implications for their participation in Romanian society. The main research question of this ethnographically informed article is how translanguaging happens in a classroom where students' first language is being used with the aim of facilitating performance in their second language. The article argues that in the classrooms where the research was conducted, translanguaging is a strategy that negotiates between students' educational needs in the local environment and the expectation espoused by the state to perform as if they were monolingual Romanian speakers. Similarly, students use translanguaging to strategize between the curricular expectations and their language performance. Yet, I argue that in this case study the emancipatory potential of translanguaging is limited due to ethnolinguistic hierarchies that remain unchallenged.
Hungarian Studies Yearbook
The latest research conducted in the Hungarian community of the City of Zagreb has shown that the Hungarian language is slowly losing its communication functions in informal domains (family, friends, the sphere of intimacy) and is withdrawing before Croatian, i.e., that language shift is in progress. As one of the key factors affecting language shift, school is mentioned as support in families in intergenerational language transmission and language preservation in the community. Croatia has ensured an institutional framework for education in minority languages to its minorities through a series of regulatory acts. However, exercising this right is often followed by numerous difficulties. In case of the Hungarian minority, this is due to geographical dispersity. Nevertheless, during the 1990s, a Hungarian group in kindergarten, a bilingual class and nurturing language for primary- and secondary-school pupils were launched in Zagreb. In order to obtain a clearer image of how various...
Poznan Studies in Contemporary Linguistics, 2018
A large body of academic literature (e.g. Fishman 1977, 1999; Giles and Johnson 1981; Romaine 2000, among others) claims that language is one of the most significant markers of ethnic identification and that it plays a crucial role not only in the external perception of an ethnic group by outsiders but also in the selfidentification of an ethnic group. In a minority environment, sense of ethnic identity and language retention are connected very tightly, which is why it is of extreme importance to study attitudes towards the dialects of a language and value judgments about them. The paper presents the results of a research into attitudes toward dialects, conducted with approximately three hundred 5th and 8th grade pupils (age 12 and 15, respectively) attending school in Hungarian in two regions of Vojvodina, Serbia. It explores the subjects' local features of identity, given that the research was conducted in eight different localities. The results of the research serve as a sound basis for developing use-centered, functionalsituational mother tongue education of Hungarian minority pupils living in Serbia, since the current curriculum completely disregards the language varieties of many Hungarian minority pupils brought up and living in rural areas, who acquire and use the dialect spoken in the family.
Attitudes toward English: A Hungarian minority context in Vojvodina, Serbia
Зборник радова Филозофског факултета у Приштини, 2020
Although there is abundant literature on attitudes toward English, much less has so far been said about the attitudes of minority language speakers toward a foreign language, especially in contexts in which the minority language speakers receive formal education in their L1 and are not immersed in an English environment. The paper presents the results of a survey conducted among grammar schools pupils in Vojvodina (Serbia) whose L1 is Hungarian and who have been studying English for over 10 years. There were two groups of research participants, based on the area where they live (compact vs. diffuse language community). The research instrument was a questionnaire, which contained two parts: the first part investigated the participants' profile and the second part explored the participants' value judgements regarding English. The results of the study confirm the initial hypothesis that students living in a diffuse environment will be open to exposure to English and that their attitudes to EFL will be more positive than the attitudes of stu-1
After some preliminary remarks on minority policy and potential impacts of Eastern enlargement of the EU in Central and Eastern Europe, we give a brief overview of the basic characteristics of the sociolinguistic and ideological context, as well as of minority policy and legislation concerning autochthonous minorities in Hungary. In the next section of the paper we introduce the results of a national sociolinguistic language shift survey conducted by the authors, focusing here on the comparative data on language and identity of the six communities studied. This is followed by a detailed analysis of the attitudes of the Romanian and Serbian communities to mother tongue and national identity. Research results presented in our article demonstrate that the language-identity link is not self-evident: these concepts need to be separated if real linguistic (and ethnic) arrangements are to be understood. Analysis of the 'architecture' of the respective ethnic identities and the role of minority languages in the construction and negotiation of identities revealed that the native language plays different roles within the studied communities.
World Lumen Congress 2021, 2022
Research on language acquisition is a central theme in sociolinguistic research. Contemporary social, economic and political processes affect the life of communities and the languages what they speak. Globalization, migration and the enlargement of the European Union can significantly change the role and the future of majority and minority languages. In this research, we aim to reveal the family level language choice strategies of the Hungarian community in the small town of Margitha (Bihor County, Romania), discussing the role of family related social framework that positively or negatively influences the motivation of minority students to acquire knowledge of the Romanian language. For this purpose, we used both quantitative and qualitative methodological approaches. The results of research confirm that in multi-ethnic communities perhaps the most important, however at the same time the most vulnerable component of ethnic identity is the linguistic identity, which plays a key role...