Language Use during Romanian Classes in Bilingual Settings. A Qualitative Approach

Author:

Tódor Erika-Mária1

Affiliation:

1. Sapientia Hungarian University of Transylvania ( Cluj-Napoca , Romania ) Department of Human Sciences, Miercurea Ciuc

Abstract

Abstract Education is one of the defining areas of language policy, as on this level we can track the features of the practical implementation of language ideologies. In my study, I deal with the question of teaching the official language, i.e. Romanian, in schools where the working language is Hungarian. I outline a summing-up situation based on the macro indicators (following demographic, environmental aspects), then focus on the micro level related to the question under discussion, namely to what is happening in the classroom, paying special attention to the organization of the linguistic resources in classroom interaction. In order to have a deeper understanding of the phenomenon, I analyse 25 structured reflective diaries and try to identify what kind of local interpretations are there for code-switching in the classroom and what individual solutions are used by different teachers for organizing the learning process.

Publisher

Walter de Gruyter GmbH

Reference35 articles.

1. Auer, Peter. 1984. Bilingual Conversation. Amsterdam–Philadelphia: John Benjamins.10.1075/pb.v.8

2. Auer, Peter. (ed.). 1998. Code-Switching in Conversation: Language, Interaction and Identity. London: Routledge.

3. Bannink, Anne–Dam van Jet. 2006. A dynamic discourse approach to classroom research. Linguistics and Education 17(3): 283–301.10.1016/j.linged.2007.01.001

4. Barna, Gergő–Kapitány, Balázs–Kiss, Tamás–Márton, János–Toró, Tibor. 2016. Iskolák veszélyben. Tanulmányok a Székelyföldön kívüli magyar oktatás helyzetéről [Schools in Danger. Studies on the Situation of the Hungarian Education outside Szeklerland]. Cluj-Napoca: Nemzeti Kisebbségkutató Intézet.

5. Bartha, Csilla. 1999. A kétnyelvűség alapkérdései [Basic Issues of Bilingualism]. Budapest: Nemzeti Tankönyvkiadó.

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