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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3.2. Research findings with primary school teachers
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3.2.4. Supporting multilingual children

3.2.4. Supporting multilingual children

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the second part of the questionnaire, I collected information on the experiences of primary school teachers themselves. I was looking for answers to the question of how teachers help children, for example what good practices they have developed over the years to support integration and language development.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Along the open questions, the following responses from primary school teachers emerged as good, best practice in the field of communication:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • “Non-verbal communication.”
  • “Vocabulary cards based on children’s everyday life and their existing vocabulary. We selected these together to create our own dictionary in a booklet. The cards of the day were photographed and sent to the mother. We made a dictionary in the notebook. I wrote the words in Hungarian, the child wrote them in Italian, and the mother checked them at home based on the photo. The selected pages were put in a basket.”
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Involving culture and parents

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • “Country: for the environmental lesson, I asked the parents to make us an introductory ppt about the country where he comes from. Luckily, the parents were partners in this. He gave this presentation in his mother tongue to the class and we understood the stories illustrated with pictures from the Hungarian subtitles.”
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Categorising the responses, most of them cited providing individual support to children and using visual aids to support their language development. A great number of primary school teachers mentioned asking the parent or child for information about the child’s country of origin in the form of a presentation, to cultivate traditions and make the child feel that his/her nationality is important. In the questionnaire, teachers also shared where they could turn for help if they had questions about supporting multilingual children: an English-speaking teacher, a speech and language therapist, a developmental teacher or parents.
 
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