Abstrakt
Niniejsze studium dotyczy długoterminowego procesu etnograficznych badań językowych. Badania miały miejsce w szkole podstawowej na Węgrzech, gdzie uczniami były dwujęzyczne dzieci romskie mówiące po węgiersku i rumuńsku, a językiem wykładowym był węgierski. W ramach badań, zainicjowanych w 2016 r., opracowano w szkole podejście edukacyjne oparte na transjęzyczności poprzez liczne podprojekty i trzyletni program partnerstwa strategicznego Erasmus+. Zastosowane podejście transjęzyczności obejmowało domowe sposoby mówienia dzieci romskich w nauce dzieci. Transjęzyczność została po raz pierwszy wprowadzona na poziomie makro szkoły we współpracy z dyrekcją szkoły, badaczami, nauczycielami, rodzicami, stażystami i studentami. Program Erasmus zakończył się w 2021 roku. Niniejsze badanie szczegółowo opisuje, w jaki sposób, po zakończeniu tego projektu na poziomie makro, można utrzymać transjęzyczność na poziomie mikro w szkole. Omówiono również trudności i wyzwania, z jakimi borykają się nauczyciele podczas wdrażania transjęzyczności na poziomie mikro, po zakończeniu planowania i strategii na poziomie makro.
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