Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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2. Nyelvhasználat és interkulturalitás
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Multilingual children in Hungary: teachers’ experiences • Melinda Fürész-Mayernik
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3. Results
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3.1. Research findings with pre-school teachers
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3.1.2. Sources of knowledge of pre-school teachers

3.1.2. Sources of knowledge of pre-school teachers

 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 3. Sources of knowledge of pre-school teachers
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 3 shows the sources of knowledge for pre-school teachers. The majority, 62%, works from their own experience accumulated over the years, 22% from experience abroad and only 16% from university studies.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Some of the answers to the open-ended questions in the questionnaires give a flavour of the pace of language development of multilingual children:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • “Their linguistic development slows down for a while and then intensifies.”
  • “They learn both languages quickly and speak both languages at native level.”
  • “They often switch and mix languages.”
  • “They also need to improve their mother tongue if they are not attending a pre-school that reinforces their mother tongue. Parents should always speak to the child in their mother tongue if the child speaks another language.”
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The responses related to the benefits of multilingual development were similar to the following statements:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • “It doesn’t matter which one is the mother tongue. Multilingualism is an advantage when it is used daily in a living environment.”
  • “Learning two or more languages at the same time develops a child’s expressive and problem-solving skills, as well as his or her openness and acceptance of the world.”
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Pre-school teachers tended to emphasise that (i) they expect almost the same level of proficiency in the two languages, (ii) children often mix languages, and (iii) the benefits of multilingualism appeared in around 20% of their responses.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

3.1.3. Pre-school teachers’ reading habits on multilingualism
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 4. Pre-school teachers’ reading habits in relation to multilingualism
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 4 illustrates the reading habits of pre-school teachers in the topic of multilingualism in childhood, showing that 33.3% do not read about this topic. Of those who do read in order to increase their knowledge, 16.7% reads literature in Hungarian, 25% reads articles or studies in Hungarian, 16.7% reads blogs in Hungarian and 8.3% reads only foreign articles or studies. (This result somewhat contradicts the findings of the interviews that there is little help in Hungarian for multilingual children.)
 
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