Translanguaging is an increasingly popular concept used in the description of multilingual practices and in language policy and language pedagogy research. In this paper, I argue that the main reason ...for the rapid increase in the use of this concept is that it has rhizomatic characteristics. My argument is supported by evidence supplied by a project conducted among members of a Romani-Hungarian bilingual Roma community in a small town in Hungary. After introducing Deleuze and Guattaris' rhizome-metaphor (1987) and its reception in sociolinguistics, I survey dimensions of translanguaging and point out that its interpretation as a rhizomatic multiplicity opens up new possibilities for the description of multilingual practices and helps to understand the versatility of the concept. Based on evidence supplied by the project referred to above, I claim that the concept of translanguaging, in virtue of its rhizomatic features offers new emphases in the interpretation of multilingual linguistic practices, and that the concept itself has the characteristics of a rhizomatic multiplicity, enabling it to connect to other multiplicities. Such an understanding of translanguaging may help determine pedagogical stance or influence and shape efforts made to maintain minority languages.
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).
Tanulmányomban a fővárosi roma szegény családok jövedelemszerzési és gazdálkodási viszonyait kívántam feltérképezni a Magdolna-negyedben megfigyelhető háztartási stratégiák dokumentálásával. Arra ...voltam kíváncsi, hogy a főváros szegregátumszerű bérház és utcacsoportjaiban élők miként reagáltak a gazdasági szerkezetváltozás során beszűkülő lehetőségekre, az itt élő családok és háztartások milyen stratégiák mentén próbálnak bevételre szert tenni. Kutatásom arra is megpróbált választ adni, hogy a kirekesztettség érzésén túl létezik-e közöttük bármilyen gazdálkodási vagy életszervezési közösség. A megélhetési formák áttekintése után a fogyasztási szerkezet sajátosságaira koncentráltam. Interjúalanyaimat hétköznapi és ünnepi kiadásaik mellett a kiadáscsökkentés lehetséges eszközeiről is kérdeztem. Igyekeztem megvizsgálni, hogy a kiterjedt nagycsaládok együttműködése milyen hatást gyakorol az egyes részcsaládok hétköznapi életvitelére.
Vincenzo A. Piccione, az olaszországi Roma III Egyetem (Universita degli Studi Roma Tre) Neveléstudományi Intézetének egyetemi docense. Számos művet jegyez a pedagógiai módszertan, valamint a ...formális és informális oktatás területén. Könyvei elsősorban általános pedagógia témákban íródtak, valamint a pedagógia neurológiai szempontú megközelítéseit, illetve az oktatás és a pedagógia módszereit taglalják.
Jekatyerina Dunajeva explores how two dominant stereotypes—“bad Gypsies” and “good Roma”—took hold in formal and informal educational institutions in Russia and Hungary. She shows that over centuries ...“Gypsies” came to be associated with criminality, lack of education, and backwardness. The second notion, of proud, empowered, and educated “Roma,” is a more recent development. By identifying five historical phases—pre-modern, early-modern, early and “ripe” communism, and neomodern nation-building—the book captures crucial legacies that deepen social divisions and normalize the constructed group images. The analysis of the state-managed Roma identity project in the brief korenizatsija program for the integration of non-Russian nationalities into the Soviet civil service in the 1920s is particularly revealing, while the critique of contemporary endeavors is a valuable resource for policy makers and civic activists alike. The top-down view is complemented with the bottom-up attention to everyday Roma voices. Personal stories reveal how identities operate in daily life, as Dunajeva brings out hidden narratives and subaltern discourse. Her handling of fieldwork and self-reflexivity is a model of sensitive research with vulnerable groups.
Analysis of how papers and databases are handled and interpreted shows that geneticists in Europe must stamp out unethical research practices at home, not just abroad.
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.
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