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Dr. Tódor Erika Mária

Teaching Romanian L anguage in Hungarian L anguage S chools : E xperiences , C onclusions and Q uestions. Dr. Tódor Erika Mária. Contents. Minorites in the Romanian education system Data from Hungarian language schools Types of bilingualism

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Dr. Tódor Erika Mária

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  1. Teaching RomanianLanguageinHungarianLanguageSchools: Experiences, Conclusions and Questions Dr. Tódor Erika Mária

  2. Contents • Minorites in the Romanian education system • Data fromHungarian language schools • Types of bilingualism • Developments in teaching Romanian as a non-native language • Significant principles of non-native teaching philosophy • The profile of the Hungarian-Romanian speaker – features of verbal behaviour

  3. MinoritesintheRomanianeducationsystem(source: Murvai L., 2013)

  4. Hungarian population and school population Hungarian population as a percentage of the total: 6.5 %, according to the 2011 census

  5. Percentage of Hungarian school children in Romania (source: Murvai, L., 2011)

  6. Types of bilingualism (Horváth, I., 2005 )

  7. Educational failure, learning difficulty? • “We were at the seaside, and we had to point to the things we wanted to buy…” (pupil, 5th grade) • “…if I travel by train, and Romanians ask me something, I do not speak, I tell them, I don’t know, I don’t speak Romanian… I would not speak.” (pupil, 5th grade) (focus group discussions with pupils in 2013 March-April)

  8. School achievement 2014. Results ofthe mock test in Romanianlanguage: (source: www.edu.ro) Exampassed: Harghitacounty: 36.7% of the students Covasnacounty: 49.1% of the students

  9. Obstacles to Romanian language learning • Neither the educational policy, nor the content of the curriculum offers the opportunity forfunctional–pragmatic language acquisition. • While designing the educational process, neither the linguistic, nor the cultural characteristics of students are taken into account. • The features of different language groups are not observed: compact/mass, diaspora, minority

  10. Obstacles to Romanian language learning • Lack of interdisciplinary approach • Knowledge competences gained through education in their native language are not used (cultural and meta-cultural competences, language competences) • Lack of contrastive-comparative approach • Curriculum developmentisbasedonmonolingual and monoculturallogic.

  11. Changes - major steps

  12. Illuminating experiences • The outlines of Romanianasnon-nativelanguage (second language, environmental language): tailored methods for language teaching • Introduction and making the concept behind the idea accepted: a specific teaching methodology • Redefining scientific terminology in both languages

  13. Illuminating experiences • Research in the domain • Conferences and publications • Interdisciplinary networking • Drafting curriculum based on the new approach (2006, 2012)

  14. Illuminating experiences • Organizing teacher’s training • Research in bilingual/multilingual behaviour, desciption of their specific situations

  15. Profile of the Hungarian-Romanian speaker– features of verbal behaviour • Textbook

  16. Profile of the Hungarian-Romanianspeaker– features of verbal behaviour

  17. Socio-affective dimension of verbal behaviour

  18. Thank you for your attention! todor.erika@yahoo.com

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