Education papers

Fábián, Gyöngyi

Pannon University, Veszprém

National Identity through Foreign Language Teaching?

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Abstract (max. 250 words):
The Hungarian educational scene is dominated by the efforts to improve the foreign language competencies of the people in the country. Adults of all ages, students at all levels of formal education and even families with young children are attempting to acquire foreign language skills, the foreign language mainly being English.
The presenter, a TEFL teacher trainer and a teacher herself, attempts to approach foreign language teacher role and language teaching practices in Hungary from the perspective of the threats to and potentials of developing and strengthening national identity among Hungarian learners. Through a critical approach questions concerning the profession will be raised in order to highlight the major challenges of the current situation, as well as to raise interest in further research into the area of foreign language teaching.



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Libor, Zsuzsa

College of Szolnok

Teaching Foreign Students in English in Hungary

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Abstract (max. 250 words):
In order to survive the restructuring of the Hungarian higher education system, the College of Szolnok decided to admit to degree programs tuition paying foreign students. The classes for these students are held in English; but are open to the regular students as well. The first groups of foreign students came from China. The popular perception is that foreign language teaching help bring a target culture to learners, but in this case, both the students and the faculty are using English as an intermediary teaching tool. Teaching in English doubly impacts classroom processes because it is a significant factor in how teachers and students perceive learning and how they evaluate each other’s roles and classroom performance. Our experience in Szolnok is similar to what the ESL literature shows, namely, that Chinese students resist pair and group work, and often refuse to answer questions posed in class. Introducing these students to Hungarian life and culture is an additional goal that the college faculty must meet. This paper will discuss the experiences of faculty at Szolnok in teaching college courses in English, at the same time trying to acclimatize these foreign students to Hungarian culture and the customs.


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Mentsik, Szilvia

Hungarian School, Vienna

Instruction in Hungarian Language and Culture and Language Maintenance in Vienna - A magyar nyelv meg?rzése, magyartanítás, honismereti oktatás Bécsben

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Abstract (max. 250 words):
Utak és lehet?ségek a magyar identitás meg?rzésében, a Bécsi Magyar Iskola modellje
A bécsi magyar népcsoport lehet?ségei az anyanyelv gyakorlására, a kultúra meg?rzésére
-egyesületek, szervezetek Bécsben a magyar kultúra szolgálatában
- kisebbségi törvény adta lehet?ségek, hiányosságok
A Bécsi Magyar Iskola, mint modell - út a tudatos ausztriai magyar identitás meg?rzésére
-az iskola rövid története, a bécsi magyarság tükrében
-BMI felépítése, m?ködése, fejl?dése, az iskola ma, projektek
-tanulói létszám ugrás szer? emlekedése, ennek okai
-valódi kétnyelv?ség, tipeg?kt?l a magyar érettségiig
-tapasztalatok, célok
Europa-Büro: EdTWIN projekt - CentroLING
Jöv?kép



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Nikolov, Marianne

University of Pécs

A "Hungarikum" in English Language Education: Findings of a Survey on the Year of Intensive Language Learning

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Abstract (max. 250 words):
Proficiency in English is a desired commodity in Hungary, but as many students lack equal opportunities to study it, policy makers decided to offer a year of intensive language learning (YILL) at age 15. I will give an overview of the aims and outcomes of an evaluation project on the YILL launched in 2004/2005 allowing students to study one or two foreign languages in 11-18 weekly hours. YILL students are expected (1) to become motivated and autonomous language learners; and (2) to pass an advanced-level school-leaving proficiency exam. The YILL aims to offer disadvantaged learners an opportunity to achieve proficiency not available at traditional secondary schools.
In the spring of 2009 a representative sample of students, their parents, language teachers and school principals were asked to fill in questionnaires on how they evaluated the first YILL and the successive four-year period. I will analyze all stakeholders’ views based on both quantitative and qualitative data collected from 1,079 learners, 910 parents, 320 language teachers at 267 institutions. The results show that most YILL students are not disadvantaged; the majority studied one foreign language (English or German), but would have liked to learn two or three; English is far more popular (94%) than any other language; 77% of the students took an exam at intermediate level instead of advanced level; and if they entered secondary education now, 51% would not choose YILL again. All stakeholders’ views are a lot more favorable about their intensive year than the four years after it.



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Szentgyörgyi, Szilárd

University of Pannonia, Veszprém

New Cooperation between Nazareth College, Rochester, N.Y. and the University of Pannonia, Veszprém, Hungary: A Degree in American Studies

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Abstract (max. 250 words):
In 2009, Nazareth College in Rochester and the University of Pannonia in Veszprém decided to start up a new joint master’s program in American studies. The two institutions have worked out all the details of the joint program, which is currently in the process of being accredited.
The Master of Arts degree in American Studies is designed to facilitate the academic and professional development of individuals who have studied some aspect of American history, language or culture as undergraduates, and to provide interdisciplinary study and preparation for those who wish to gain entry into broadly conceived applied fields such as education, government or international service. Students receive the preparation needed to be active and informed members of their academic and professional communities, and to have a keen awareness of issues and trends in the US and of global factors in culture and politics. Emphasis is placed on the role of globalization and the need for cultural competencies.
This interdisciplinary M.A. in American Studies will appeal to students with diverse academic interests and career goals. Some may be seeking New York State professional certification. Some students may be preparing to pursue a doctorate in American Studies or in English Language and Literature, American history, American philosophy, Sociology, or International Studies. The international component in Eastern Europe may be particularly attractive to students pursuing careers in diplomacy or in service to international NGOs. The attraction for international students is a degree from an American institution with an excellent curriculum in American Studies and an opportunity to conduct original research in the United States in the upstate New York region, which is rich in archival and cultural resources.
The joint American Studies master’s program is expected to attract a lot of attention. Even though programs in the humanities are normally not considered to be among the most popular ones, an American Studies program, especially a joint one by Nazareth College and the University of Pannonia seems to be an exception as it offers several kinds of advantage for several kinds of potential students: members of the Hungarian communities in any country may find it an excellent opportunity for their children to earn a valuable degree and to learn about their Hungarian roots – a way to learn the language and familiarize themselves with the culture – a unique experience, which would be difficult to do without traveling to Hungary. As a result of this, part of the recruitment will concentrate on Hungarians outside their mother country – this includes a few hundred thousand up to possibly a few million people – via their links to Hungarian minority organizations.
The conference offers a great chance to present this bridge under construction, which will not only bring together Hungarians with Hungarians on the other side of the Atlantic, but with Americans and other nationalities to offer them a unique (multi)cultural experience.



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