Eötvös Loránd University Faculty of Humanities
Thesis of the DOCTORAL DISSERTATION
Anita Nánási-Molnár
Educational language choice in the preschools in Transcarpathia
Linguistic Doctoral School Dr. Vilmos Bárdosi Csc professor, head of doctoral school Hungarian Linguistic Doctoral Program Dr. Gábor Tolcsvai-Nagy CMHAS professor, program leader Chairman of the commitee: Mrs Dr. Adamik Dr. Anna Jászó, professor emeritus Official judges: Mrs Antal Dr. Ágnes Szabó PhD, associate professor Dr. Anikó Beregszászi PhD, associate professor Secretary of the commitee:
Dr. János Bárth PhD, assistant lecturer
Further members of the commitee:
Dr. Erzsébet Zelliger CSc, r. associate professor Dr. Péter Tóth PhD, assistant lecturer Dr. Katalin Fodor PhD, r. associate professor
Supervisor: Dr. Jenő Kiss MHAS professor emeritus
Budapest, 2015
Introduction The questions of the choice of the educational language and the language policy are more frequently appearing in the linguistic literature of Transcarpathia. Nowadays common events, like the political state in Ukraine and its versatility, are having an observable affect onto the field of social studies and sociolinguistics itself. Among these affects we can name the questions of choosing the future school of the children depending on the educational language, or the impact of the educational and language policy decisions taken by the Ukrainian government and their effect on the existence of the Hungarian minoriry in Transcarpathia. The investigation of this question in terms of the choice of the preschool’s language is quite acute. The most important parts of the future of the Hungarian minority in Transcarpathia are the mother tongue, and the conservation and delivery of the national identity. When we would like to define what elements does the national identity consist of, we need to mention the education for sure. This paper’s aim can be supported by the fact of the importance of the Hungarian educational system’s persistence in Transcarpathia and also being aware of the Ukrainian regulation of spending a mandatory one year period at the preschool. The topic of this Phd thesis and the research methods In the forthcoming paper my aim was to provide an overview regarding the preschool education in Transcarpathia from a linguistic point of view in frames of sociolinguistics, linguistics and education. My statements are based on the relevant regulations of the Ukrainian government, experiences of kindergarten teachers as well the motivations of the parents when choosing the proper preschool establishtment for their children. The number of papers dealing with this area is very limited among the professional literature concerning Transcapathian linguistic researches. This very paper informs its reader regarding the process of choosing the proper preschool’s educational language in Transcarpathia by the representatives of a native national minority, namely the Hungarian. Some chapters of this thesis were written between 2010−2015. 330 parents, 15 teachers and 56 children took part in this research using different methods: the parents had filled in a questionnaire containing open and closed questions too, the teachers participated in a semistructured interview and I had also tested the childrens’ skills observing how they can describe a picture and its actors. The data of the questionnaires were logged and recorded by
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SPSS software. I was analyzing the results by the help of cross-tabs and frequency analysis also in SPSS.
Parents, teachers and children participating in the research according to their preschool’s location
„Fenyőfácska” Kindergarten (Beregújfalu) Preschool of Tiszaújlak Preschool N1 (Beregszász) Preschool N4 (Beregszász) Preschool N6 (Beregszász) Preschool N10 (Beregszász) Preschool N12 (Beregszász) Preschool N18 (Beregszász) Preschool N19 (Beregszász) Preschool of Királyháza named after St. Francis Preschool of Bustyaháza named after St. Elizabeth Preschool of Aknaszlatina named after St. Anna Preschool of Nagyszőlős named after St. Joseph Preschool N1 (Nagyszőlős) Preschool N5 (Nagyszőlős) Preschool N18 (Nagyszőlős) Kindergarten teachers from Vojvodina Total
teacher 0 0 0 2 2 0 0 2 2
2012 child 14 0 5 6 16 0 0 0 15
parent 20 0 0 15 16 0 0 7 20
2015 parent 31 20 0 12 12 12 15 0 0
0
0
0
8
0
0
0
11
0
0
0
12
0
0
0
16
0 0 0 7
0 0 0 -
0 0 0 78
14 26 63 252
15
56 330 401
The structure of the dissertation: The paper begins with an introduction informing the reader regarding the aim of the paper and some relevant general principles. The second chapter is dealing with the educational system of the independent Ukraine and is followed by the third chapter of the thesis, which analyzes the preschool education and language policy of the country focusing on Transcarpathia. In this chapter the reader can be informed about the currently valid law of language of Ukraine, as well as the problematic points of the preschool education from a
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minority point of view, and the place of the preschool education in the latest education structure of Ukraine. The topic of the fourth chapter is focusing on the education of the mother tongue itself, emphasizing the importance of choosing the right language in the preschool, as the tool of education. The fifth chapter of the thesis summarizes the results of a questionnaire research held between 2012−2015. While reading this part of the paper, we can see what motivatory aspects have been taken into consideration by the parents while choosing the proper preschool for their children. I also tried to reveal the difficulties I had met during my reasearch due to the lack of statistical data concerning preschool education. The sixth chapter of this thesis is focusing on a different questionnaire research, which took place in Beregújfalu, and contained similar questions than the ones analyzed in the previous section of this paper. However, two years after the filling in of the questionnaire I managed to continue the research by interviewing the very same participants. As far as at the time of questionnaire’s second time filling in, the children of the participating parents were already close to finishing the preschool and entering the primary school, my aim was to gather some information regarding those aspects, which were motivating the people when choosing the educational language of the school their children are attending. Obviously, at the time of the interviews those children were already pupils of different schools. The seventh chapter of the dissertation is based on some interviews taken with schooland kindergarten teachers. I had interviewed some kindergarten teachers from Transcarpathia and Vojvodina too, in order to compare the similarities and differences between the two locations where there is a native national Hungarian minority. All these information are followed by a summarizing chapter, which tries to sum up the previously analyzed information and also conclude some trends and/or tendencies observable in the given regions. This chapter is also trying to recommend some future researches investigating the same field or a similar area. The last chapter wants to add some „therapeutic” suggestions concerning the previously set up „diagnose” in order to take part in keeping the system of the Hungarian national education persistent in Transcarpathia.
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Results and conclusions The aim of this research was to draw the attention to the field of the preschool education as this field receives a lower level of interest from a linguistic viewpoint. I wanted to reveal the importance of the native language education in frames of the public education structure; to show the motivatory aspects of the Transcarpathian parents while choosing the educational language of the establishment for their children. In order to properly investigate these questions, it was necessary to provide a detailed description of the Ukrainian educational system and the place of the preschool education within this system, as well as mentioning the main tendencies in the Ukrainian educational and language policy. The concepts of the state language policy during the history of the independent Ukraine are showing a diverse picture, however we cannot say the same regarding educational regulations of the country. We can notice Ukraine’s intentions to build a nations state by checking its concepts regarding education. According to these concepts, the country would like to close up to the educational area of the continent by declarating the market competitiveness, expanding the offerings of the educational establishments, the equality of the citizens, however, on the other hand, would also like to empower the Ukrainian national identity and culture, beginning from the first level of group education. This level is the main topic of this paper, as the corresponding educational area is the preschool. The Ministry of Education of Ukraine does not differentiate the children regardless of their nationality and/or mother tongue. This principle causes some kind of difficulty at the output of this level. It is also necessary to point out that preschools find it hard to follow the changes of the Ukrainian language policy and educational policy and remain up to date with them. Based on the researches, made in frames of this thesis, we can state, that the parents of the Transcarpathian preschoolers are aware of their mother tongue’s symbolic meaning and its role in keeping the national culture alive in minority state. The representatives of the Hungarian nationality, taken part in this reasearch, would like to participate in keeping their minority persistent at their homeland, paralell to the representatives of the Ukrainian majority, who are not denying the Hungarians rights to use their native language. All of the participants of this research are in agreement, that all their decisions regarding the educational language of their children are in accordance with the assurance of the children’s future. According to the answers of the parents concerning their primary aspect while choosing the right preschool for their child, the majority of the answers were showing, that this aspect is the quality of the
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establishment. Based on the provided explanations, the quality in this case is measured by the number of the events held at the preschool: the more events are organized at the preschool, the more satisfactory the parents are. They would also like to take part in these events by preparing a costume for their children or painting/decorating the room of the children’s group. The preschool’s quality is also affected by the question, whether the establishment could provide an English language course to the children. The parents are mostly preferring those establishments, where there is an English teacher, even if this extra service is payable. Based on the analisys of the received answers, we can see that in accordance with the previously set up hypothesis, decisions of the Transcarpathian parents concerning the choice of their children’s future educational language are conscious at the preschool level. This decision is impacted by the educational language of the parent as well as the all-time Ukrainian political state. By the comparison of the parents’ mother tongue and the educational language of their schools, and the children’s preschool language, we can see, that in most of the cases, preschools with Ukrainian or Russian educational language are chosen by those parents, whose own preschool/school educational language was not the same. These parents attended establishments with different educational language: one of them a minor one (Hungarian) and the other with a major one (Ukrainian or Russian). The educational language of the primary school of the parents shows a stronger relationship towards the child’s educational language than the mother tongue of the parents. In those occasions, when both of the parents attended a primary school with Hungarian language, we can notice a more frequent choice of the Hungarian language for their child (88,9%) as compared to those parents, who had also named themselves as the members of the Hungarian minority, but not necessarily attended a primary school with Hungarian educational langugage (75,5%). In accordance with the results, we can declare that the choice of the preschool’s educational language, among many other criteria, is highly influenced by the relationship of the given society towards the educational system. We can notice a more frequent appearance of the Hungarian preschool among those parents, who find it important to save and establish the Hungarian educational system in Transcarpathia, as 2/3 of them had chosen a Hungarian educational establishment for ther children. The last definition is statistically significant and is supported by the received data. However, this tendency is notably decreasing at the time of choosing a school for the child based on the educational language, as in this case the scale of choosing the Hungarian establishment is less than 50%. It is also necessary to mention taking this aspect as a baseline, that the highest scale of choosing the minority school is noticable in
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this group. The number of those instances, when the parents did not find it important to save the minority’s educational system, and opposed to this, had chosen a Hungarian school for their children is equally zero. On the example of the separate research held in Beregújfalu (with the participation of ten families) it can be described how conscious is the choice of the educational language in the parental and school atmosphere. Furthermore, the results received in Beregújfalu in the separate research in 2014 are not different from the ones received in 2012 and 2015. The last two dates covered some broader researches provided not exclusively in Beregújfalu. Arguments supporting the choice of the Hungarian language are the following: Hungarian identity, the efficiency of learning in Hungarian language and the ability of the parents to help their children with their homework using their mother tongue. On the other hand, according to the questionnaire answers, the Ukrainian educational language and the choice of using it is influenced by language acquisition, expectations of the surrounding society and/or the easier life in future (usually as a parental compensation, who did not have this opportunity). In general the parents in their answers were considering preschool as a useful environment in order to be prepared for the school, which is an important aspect during the educational period, and could be an active part in the cooperation of the parents and the preschool, and also educational experts during language planning processes. Beregújfalu could be a good example of taking educational decisions specifically to the location, where the establishment, considered as the approppriate by the parents, would be chosen for the child. In this case the establishment’s influencing aspects are the quality and national consistence, namely the presence of qualified teachers and the presence/absence of gipsy children could be attractive or repulsive for the potential new joiners of the establishment and their parents. The decision of choosing the proper educational language for the child consists of the parents’ personal motivations, the level of the establishment and the future imagined for the child. On the side of the motivating aspects aiming to choose a Ukrainian preschool, we can gather the Ukrainian society’s adoption, which is a factor of integration. It is interesting to notice, that due to the parents’ answers, the social adoption is more important than the professional knowledge, or knowledge of the English language, which are also achievable. Summarizing the above mentioned results, we can define that the choice of the educational language is a difficult and complex decision, which is highly influenced not just by linguistic aspects, but, as the example of Beregújfalu is also proving this statement, some local specifications as well.
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Speaking is a cardinal tool for a child to express his/her thoughts, needs and him/herself at all during interactions with other people in frames of the process of socialization. In case this process is proceeded using only one language (in case of the Transcarpathian Hungarian minority - Hungarian), it is necessary to integrate the child into the educational system choosing the mother tongue as the educational language. Otherwise the child can suffer from some menthal and emotinal injuries during the preschool years, and the acquisition of the surrounding language (namely the Ukrainian) could be performed using other methods. I investigated the verbal skills of 56 preschooler children in 2013 by using the method of storytelling based on pictures. As a result we can see that the level of verbal maturity of the children attending a Hungarian preschool is higher than those, who are preschoolers of a Ukrainian establishment. In cases, when a child from a major language preschool was describing a picture, it was rather an enumeration of objects, visible on the picture – nouns, verbs, etc., than a storytelling. The fluency of the speech in terms of these children was also less experienced. In the process of the preschool education besides the children (and their parents) an essential role is also acted by the kindergarten teachers, nursuries. According to the interviews with kindergarten teachers in Beregszász and Subotica, in terms of the question of the educational language, they find it as a crucial point and tool while fighting against the assimililation into the major society. In the Hungarian groups of the local preschools they pay extra attention to the improvement of the children’s mother tongue acquisition, introducing them into the variety of the Hungarian national traditions, national holidays and their meaning. This part of their work has a major impact on the formation of the children’s identity. We can easily compare the two regions where these establishments are located, as the major languaged society is deferring from the Hungarian one not just by the spoken language, but by the major religion too. Hungarian groups are focusing on the Hungarian traditions and events, on the other hand the Ukrainian and Serbian groups’ attention falls into their own traditions and holidays. However, as a local peculiarity, in frames of a closed lesson in one of Beregszász’s preschools, the children could be acquainted into the background of the Hungarian national holiday celebrated on 15th March. According to the answers of the parents, besides the kindergarten teachers, the children’s intellectual and linguistic improvement is also marked with high importance. On the other hand, all of the parents, living in Beregújfalu and overall Transcarpathia, visualize the future of the existence of the Hungarian educational system across their country through a pessimistic view, regardless of
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the fact what kind of establishment had they chosen for their children based on the educational language of it. Due to the latest demographic and economic data and the currently ongoing wartime period, we can all worry about the uncertainty of the Hungarian educational system’s existence and future in terms of both of the mentioned regions. Experts researching language changes and language saving are demonstrating their researches by measuring the scale of the languages’s usage in the certain location and want to define the sections of the change. The scale of bilinguality is usually measured with different tests by psychologists and psycholinguists. Socioligists and sociolinguists measure the scale of a certain language’s decrease by the relative frequency of those stages, where the given language can be used (compare with: FISHMAN 1966: 426, quoting BORBÉLY 2001: 208). Taking these methods into consideration, in terms of a similar future research, it is recommended to set up a certain test or questionnaire, analyzing the language usage in the preschool and later on in the primary school of those children, who live in a bilingual environment but are not necessarily bilingual. It will be necessary to inform the Transcarpathian Hungarian people with the results of these future researches, as they would be the stakeholders of this process. Besides the all-time goal of the Transcarpathian Hungarian minority, namely saving their mother tongue, it is also necessary to acquire to the state language. The parents’ decision to choose a Hungarian preschool or primary school can highly be influenced by the quality of the given establishment’s education. Based on the description of the preschool education provided by this dissertation, we can define that the Hungarian minoriry in Transcarpathia is aware of the importance of the high level acquisition of the Ukrainian language, and realizes its importance. As it was already recommended by Anikó Beregszászi (in 2012), this acquisition should result in the bilingualism of the Transcarpathian Hungarian minority. The recommended method of acquiring to the state language is the additive, meaning the new knowledge should be added to the mother tongue, and not replace that. In order to push this method into the reality, it is necessary to perform a reform into the native and Ukrainian language education, which reform is already urged by local linguists and experts for years. The representatives of the Transcarpathian Hungarian minority can establish their children’s good level acquisition of the Ukrainian language exactly by choosing a Hungarian preschool for their children, especially if the establishment has a facility to deliver the educational service in Ukrainian too. Due to the fact that the preschool education is compulsory in Ukraine since 2010, it is a good opportunity for the parents.
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The activity of the preschools and their teachers can be supported by the Ukrainian government’s and the educational system’s freedom provided them in terms of setting up the quality and the content of the educational programme. The current preschool syllabus requires the improvement of children’s skills, and does not describe the exact content of the work how this aim can be achieved, and also does not mention exact tools for this purpose (poems, tales, stories, etc.). Taking the last statement as a baseline, it is recommended to set up some proper educational programmes for the preschools of Transcarpathia by the cooperation of local (Transcarpathian) kindergarten teachers and linguists. These programmes should cover the native language groups (Hungarian) and Ukrainian groups as well paying special attention to the local specifications. As long as the school-preparatory year for the preschoolers is mandatory in the country, it is subservient to prepare a whole-term programme for the children attending these groups. Such a disposal can be verified by the importance of a proper state language acquisition, which is the main aspect of choosing Ukrainian establishments by the participants of this research. Executing the above recommendations into the reality, we can set up some complex programmes for the preschoolers, which are focusing on the improvement of the children’s knowledge of their mother tongue as well and also paying special attention to the state language too. These programmes can support the children’s future performance in their primary school. According to the above explained research recommendations and methodology, the Hungarian minority in Ukraine, aiming the future presence on its homeland, should not just use its rights, but the upcoming opportunities too. The Hungarian population should also not to forget about the value of the quality education in our globalised world, as it is an essential possession in social and personal aspect too.
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PUBLICATIONS BY THE CANDIDATE ON THE TOPIC OF THE THESIS: MOLNÁR ANITA 2013. Az óvodai nevelési nyelv megválasztásáról Beregszászban. In: KONTRA MIKLÓS, NÉMETH MIKLÓS, SINKOVICS BALÁZS szerk., Elmélet és empíria a szociolingvisztikában: Válogatás a 17. Élőnyelvi Konferencia – Szeged, 2012. augusztus 30. – szeptember 1. – előadásaiból. 286–303. MOLNÁR ANITA 2013. „Óvodában szívesen vagyunk": Elmélet és gyakorlat Beregszász óvodáinak oktatási nyelvében. In: SZOTÁK SZILVIA szerk., Határhelyzetek V.: Sztereotípiák, választások, túlélési stratégiák kisebbségi léthelyzetekben. Balassi Intézet Márton Áron Szakkollégium. Budapest. 231–258. MOLNÁR ANITA 2013. „Kizöldültek a fűk!” Szóbeli szövegalkotás beregszászi óvodások körében. In: FEDINEC CSILLA és SZOTÁK SZILVIA szerk., Határhelyzetek VI.: Változó világ – változó közösségek a Kárpátmedencében. Balassi Intézet Márton Áron Szakkollégium. Budapest. 359–378. MOLNÁR ANITA 2014. Az ukrán oktatás- és nyelvpolitika jellemzői az óvodai nevelésben. A kárpátaljai példa. In: FEDINEC CSILLA és SZOTÁK SZILVIA szerk., Határhelyzetek VII. Közösség és identitás a Kárpát-medencében. Balassi Intézet Márton Áron Szakkollégium. Budapest. 256–267. MOLNÁR ANITA 2014. Az óvodai tannyelvválasztással kapcsolatos szülői motivációk beregszászi óvodákban. In: BÁRÁNY ERZSÉBET, CSERNICSKÓ ISTVÁN szerk., Az ukrán-magyar nyelvi kapcsolatok múltja és jelene: Nemzetközi konferencia előadásai. Konferencia helye, ideje: Beregszász, Ukrajna, 2012.10.18–2012.10.19. Ungvár: Vydavnyctvo V. Padjaka. 212–226. MOLNÁR ANITA megjelenés alatt. Mert magyarok vagyunk! Mert Ukrajnában élünk! Szülői motivációk az óvoda nevelési nyelvének megválasztásakor Beregszászban. Linguistic and cultural heterogenity in East-CentralEurope: Value and Challenges / Nyelvi és kulturális sokszínűség Kelet-Közép-Európában: érték és kihívások. / Мовне і культурне розмаїття у Східній та Центральній Європі: цінності та виклики címmel megrendezett nemzetközi interdiszciplináris konferencián elhangzott előadás írott változata. II. Rákóczi Ferenc Kárpátaljai Magyar Főiskola, Hodinka Antal Intézet, Beregszász. 2015. március 26–27.
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