This research aims to determine the significance of the progress in the first and second language acquisition by Roma-Slovak bilingual children in their first year of schooling, differentiated by ...three types of Roma communities (type 1, type 2 and type 3) at the beginning of the school year (test) and the end of the school year (post-test). The partial aim is to analyze the context and relationships of the progress in the first and second language acquisition by Roma children, determined by the type of Roma community in which individual children live. The research set as a whole (n = 68) consists of Roma-Slovak bilingual children with Romani as their native language and Slovak as their second language in their first year of schooling. Subsequently, the research set is differentiated into three groups by the type of Roma community in which the children live, namely: type 1 - municipal and urban concentrations (n = 22); type 2 - settlements located on the outskirts of a city or municipality (n = 23); and type 3 - settlements spatially remote or separated by a natural or artificial barrier (n = 23). We used a standardized research tool, OOS Test - image-vocabulary test (Kondáš, 2010). We conducted the research in two phases, at the beginning of the school year (test) and the end of the school year (post-test). To analyze the data statistically, we used the SPSS 20.0 statistical program. As one of the important findings, this study has shown statistically significant differences between Roma-Slovak bilingual children from type 1, type 2 and type 3 Roma communities in L1 and L2 at the beginning and the end of the school year.Moreover, the research has shown statistically significant differences in the acquisition progress in L1 and L2 between children from the type 1, type 2 and type 3 communities at the given time. The main research problem arising from the findings is that the progress in the first and second language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the Roma children live. Furthermore, the findings show a relationship and connection between the first and second language acquisition development and the type of Roma community in which the children live.
Acknowledgments
This paper is an output of the research project "Language and Communication Problems in Slovakia and their Management" funded by the Slovak Research and Development Agency under the contract No. APVV-17-0254 (2018 – ).
It is the continuation of the research project "Language competence of the Romani pupils in the first grade of primary schol" funded by the same agency under the contract No. VEGA 1/0845/15 (2015–2017).
The study analyzes the context and relationships of the progress in first language acquisition by monolingual children (First language: Slovak) and Roma-Slovak bilingual children (First language: ...Romani), as determined by the type of Roma community in which individual children live. We conducted the research in two phases, the first at the beginning of the school year (test) and the second at the end of the school year (post-test). The OOS image-vocabulary test as a psychological toolwas used for examining children’s vocabulary and a certain dimension of their readiness for school. The standardized O-S-S tool is structured to include 30 colorful images illustrating objects, animals, and activities, which are presented to children on an individual basis (Kondáš, 2010). For the purposes of the study, the test was modified and culturally adapted for Roma children with a pairing of Romani and Slovak languages. The research set in total consists of (n = 135) children in their first year of schooling and is separated into Roma children with L1: Romani (n = 68) and Slovak children with L1: Slovak (n = 67). Subsequently, the research set of Roma children (n = 68) belong to 3 types of communities. These 3 types of communities are the following: type 1: municipal and urban concentrations (n = 22); type 2: settlements located on the outskirts of a city or municipality (n = 23); and type 3: settlements spatially remote or separated by a natural or artificial barrier (n = 23). To analyze the data statistically, we used the SPSS 20.0 statistical program. The results shown statistically significant differences in L1 comprehension between Roma-Slovak bilingual children from type 1, type 2, and type 3 Roma communities and, additionally, between monolingual children at the beginning and at the end of the school year. According to the first measurement at the beginning of the school year (test) and the second measurement at the end of the school year (post-test) in L1 in the case of verbs and nouns, the highest success rate was achieved by monolingual Slovak children, followed by Romani-Slovak bilingual children from type 1 communities, followed by children from type 2 communities, and the lowest success rate was achieved by children from type 3 communities. The main research problem arising from the findings is that the progress in first language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the child lives.
This paper is part of research focusing on society-wide language problems of the Roma community in the context of language ideologies of the Roma in the Slovak Republic. The purpose of the paper is ...to identify current language problems from the perspective of the Roma community and to open space for discussion in the process of managing their language problems. The research question is as follows: What do the Roma people consider a language problem in terms of the scale and reach of the Romani language network, and what solutions do they propose. To obtain empirical material, we used a qualitative methodology tool, specifically a semi-structured interview conducted in the Romani language. At the same time, the paper further clarifies the language problems of the Roma community and contributes to a wider understanding of the Roma strategies in addressing these problems. The aim is to present and characterize language problems from the Roma perspective, to propose measures addressing the problems, and to contribute to their solution.
The paper aims to present the acquisition of some grammatical categories in Romani language by children aged 3 and 6 years old. Roma children from Bulgaria and from Slovakia were tested with a test ...in Romani language. Categories such as wh-questions, wh complements, passive verbs and possessiveness are measured with newly developed test.The knowledge of the children is connected with the theory of García Coll and her collaborators (1996), who present the home environment and the SES of the families as an important predictor for language development.
Roma parents as educators of their children Kyuchukov, Hristo; Kaleja, Martin; Samko, Milan
Intercultural education (London, England),
09/2015, Letnik:
26, Številka:
5
Journal Article
Using the critical work of Andreas Kazamias on the history and methods of comparative education as conceptual framework, we investigate the education (over a 200-year period) of the Slovak Roma. We ...position our story as paradigmatic of the dual processes of enlightenment and obscurantism with which we are familiar in thinking about the history of racial violence. The article describes the encounter of a young British doctor, Richard Bright, with Roma and Slovaks in 1814, and explores the Enlightenment thinking about Roma in specific, and race in general, in Bright's travelogue. We juxtapose these historical investigations with qualitative findings from research conducted recently in the same region of Slovakia. Our goal is to show that Kazamias's calls for a return to the historical in educational research, and greater attention to the "paideia of the soul," have relevance in considering the discouraging past and present of Roma in Slovak schools and society.
Knowledge of Romani language grammar Kyuchukov, Hristo; Samko, Milan; Kopcanova, Dagmar
Psychology in Russia : state of the art,
01/2017, Letnik:
10, Številka:
4
Journal Article
Recenzirano
Odprti dostop
Objective. The paper examines knowledge of Romani grammatical categories among Roma children from Bulgaria and Slovakia between the ages of 3 and 6 years. Design. Roma children from Bulgaria and from ...Slovakia completed a psycholinguistic test in the Romani language. The test was developed for the first time in Europe to measure an individual’s knowledge of the Romani language (comprehension and production). The newly developed test measured comprehension of categories such as wh questions, wh complements, passive verbs and possessiveness. Results and discussion. The children’s knowledge is associated with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of children’s home culture in their development. According to the theory of García Coll and her collaborators, the family’s home environment and SES are important predictors of language development.
In Slovak Romani reduplication applies to nouns, adverbs, numerals, particles, interrogative adverbial pronouns, verbs and adjectives. The most prevalent type is total reduplication: either pure ...total reduplication which involves repetition of constituents without additional elements, or superadded total reduplication where the reduplicative construction is extended by additional elements (particles, conjunctions, prepositions, inflections and prefixes). Partial reduplication is rare. Reduplicative constructions have mainly an intensification and distributive function. Verbal reduplicatives express an ongoing, continuous action which requires some effort. Reduplicative constructions can also serve to express multiplication (a large quantity of), attenuation and indefiniteness. In some cases they have a derivative function; sometimes reduplicative constructions are lexicalized. web URL: https://www.sav.sk/journals/uploads/120813133_Racova_Samko.pdf eng
SAMKO,Milan: Dialectological and sociolinguistic Aspects of Contact between two North - central Roma Language Subdialects in the Town of Jelšava Doctoral thesis/Mgr.Milan Samko-Charles University in ...Prague. Faculty of Philosophy & Art; Qualification level: doctor philosopiae (PhD.).- Prague:UK,2011.p.142 .+ appendix p.48. Doctoral thesis deals in with Roma language in the town of Jelšava. Subdialect of native Roma town citizens (hereinafter L1) and the subdialect of Roma citizens who moved in to the town of Jelšava (hereinafter L2). Goal of our paper is to present selected dialectological and sociolinguistic aspects of contact between L1 - L2. In pursuance of selected phenomenons we want to present contrastivity L1 - L2, lexical variation L1 - L2, extent and tenor of L1 ↔ L2 accommodation. We interpret and confront these within three generations of L1 and three generations of L2, aggregate for L1 and aggregate for L2. Our paper likes to observe the rate of change and evolutional tendencies in this area, from oldest L1 and L2 generation to youngest L1 and L2 generation. Young generation represents for us the indicator of evolutional tendencies and predictions for observation of these linguistic processes. The town of Jelšava is for us the only one known habitat in Slovak republic, where these...
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