Accepted Abstracts

The Heritage Speaker Dilemma

Type of Abstract (select):

Abstract (max. 250 words):
Anyone proud of their Hungarian roots is a delightful presence in the Hungarian language classroom. However, when heritage speakers sign up for Hungarian classes, the instructor is often faced with a dilemma. Do we start at zero with these learners and act in class as if they had just as little knowledge of Hungarian as true beginners? Do we adapt the curriculum to heritage speaker needs, thus catering to their higher proficiency, yet risking the intimidation of the rest of the class? Is there a comfortable in-between? And just how proficient exactly is their “higher proficiency”? Is there a way to help them get rid of fossilized bad habits in using the language? Do they profit from materials that are different from textbooks geared towards traditional language learners, or can these books be adapted successfully to their needs? In an era where individualized learning gets more and more emphasis, what are best practices of working with heritage speakers? This presentation, aimed to be interactive with fellow Hungarian instructors, will discuss some methods that have proven useful in classrooms with heritage speakers and invite colleagues to share their experiences, in hopes of a more integrated instruction of Hungarian for heritage speakers in the US and beyond.


Brief Professional Bio (max. 100 words):
Viktoria Batista (Ph.D., German Applied Linguistics, The University of Kansas) has been teaching Hungarian in the US since 2004, including The University's of Pittsburgh's Summer Language Institute. She has been a lecturer at Pitt since 2015, where she is teaching courses in the German and Slavic Departments and rebuilding a Hungarian program.

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Hungarian Prospective Teacher's Career and Mastery Motivation

Type of Abstract (select):

Abstract (max. 250 words):
Teacher shortage as a problematic phenomenon has appeared all over the world during recent years; therefore international studies have turned towards mapping prospective teachers' career and mastery motivation. These are such multifactorial systems whose certain elements cannot be directly influenced by researchers – for example, teachers' salary or social esteem – while others, like students' professional self-perception, can be changed through teacher training. The consideration of prospective teachers' mastery and career motivation is critical in the formation and shaping of teacher preparation programs because by failing to do so we risk losing prospects' motivation and interest, which can lead to attrition.

The presentation introduces the first large-scale assessment (N=454) conducted in Hungary that investigated first-year prospective teachers' career and mastery motivation. All students took a mandatory online mastery motivation (24 items) and a career choice questionnaire (28 items). Students who are satisfied with their career choice have shown a higher level of task persistence. The better self-perception students have, the higher level of mastery motivation is shown. Those students feel less task-related pleasure, who think of teaching as a fallback career. According to the results, we can suppose that one in five students may leave the teaching studies or profession at some point. In the case of early intervention (e.g., enhancing their professional self-perception through including research studies and active learning forms in the teacher training curricula), we can reduce the number of attrition.


Brief Professional Bio (max. 100 words):
Enikő Bús is an educational researcher focusing on teacher education and innovative instructional methods (inductive learning). She graduated first as Hungarian Language Teacher then as Educational Researcher at the University of Szeged. Following that, she continued her educational researches and received a summa cum laude Ph.D. in 2018 as a Doctor of Educational Sciences. Currently, she is a Fulbright Visiting Scholar at Cleveland State University, teaching Hungarian language to diverse ages.

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Collaborating with Higher Education Faculty in Hungary: Similarities and Differences in Training Special Educators to use HLPs.

Type of Abstract (select):

Abstract (max. 250 words):
Special educators should be trained to implement High Leverage Practices (HLPs) to support students they serve. Is the training different in countries where inclusion is in its infancy? The goal of this session is to discuss the experiences of teaching from the perspective of a US Fulbright Scholar & a Hungarian Faculty member.
The Council for Exceptional Children partnered with the CEEDAR Center at the University of Florida to form a group of scholars who were tasked to establish the criteria for identifying HLPs and for elaborating on the process of educating teacher candidates on how to use the HLPs (see https://highleveragepractices.org/about-hlps/ )
Especially during this current political climate there is no better time for IHE faculty to understand and accept international educational perspectives concerning students with disabilities. Teacher educators should understand the environments in which special educators across the globe are asked to serve students with disabilities. We should be prepared to present not only the US guidelines in terms of inclusive practices but also, specific high leverage practices that we know will work regardless of the country in which they are implemented.
The purpose of this presentation is twofold: 1) to discuss a faculty member’s recent Fulbright experience teaching special educators in Hungary and 2) to provide the perspective of a Hungarian Faculty member in terms of training special educators and the differences between the two countries.



Brief Professional Bio (max. 100 words):
Laurie U. deBettencourt, Ph.D., Professor, serves as the Lead for Special Education programs at Johns Hopkins University’s School of Education. During the 2017-18 year Dr. deBettencourt was awarded a Fulbright Scholarship at the Special Education Institute of Eötvös Loránd University in Budapest, Hungary. She has co-authored several textbooks and written numerous articles related to instruction of students with mild to moderate disabilities. She has served as the Editor of Teacher Education and Special Education for the past 9 years. She is a member and served as an elected leader within the following organizations: AERA, CEC, TED, DR, & DLD.

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A zeneiskolai oktatási rendszer több szempontú elemzése

Type of Abstract (select):

Abstract (max. 250 words):
A közismereti órákon, ahol 20-30 diák vesz részt, kevesebb szerep tud jutni a tanulók egyéni fejlesztésére. Gyakran előfordul, hogy egy tanuló rendelkezik egy-egy tantárgy elsajátításához szükséges kompetenciával, csak több segítségre és fejlesztésre van szüksége, mint amennyire egy közismereti óra alkalmával sor kerül. E probléma megoldására a zeneiskolai egyéni órák nyújthatnak lehetőséget. Amennyiben egy tanuló a közismereti órák alkalmával már a kezdeti időszakban számos kudarccal találja magát szembe és nem tapasztalja meg a sikerélményt az kihatással lehet egész további tanulmányaira is. A zenei órák alkalmával azonban további figyelmet és segítséget tudnak nyújtani a zenepedagógusok, hogy a gyermekek egyes részkompetenciái, személyiségfejlődésük tovább fejlődhessen illetve, megtapasztalhassák a sikerélményt és a problémák megoldásának metódusát.
Számos tanulmány csoportosítja a Z generáció szülötteit is két korcsoportra. Ez esetben, az 1995-2010 között született gyermekek adják a jelenleg zeneiskolában tanulókat. Hasonlóan a korábbi generációkhoz e generáció értékorientációja és személyiségjellemzői is eltérőek a korábbi generációtól. A Z generációhoz tartozó tanulók már úgy élik mindennapjaikat, hogy egyszerre vannak jelen a személyes kapcsolataikban és az online felületen is. Jellemző továbbá, hogy igénylik az állandó inger gazdag környezetet.
A Z generációhoz tartozó tanulók számára a zenei tanulmányok megfelelő kiegészítést nyújtanak a köznevelésben megszerzésre kerülő tudás mellé. Egy magyarországi kisváros zeneiskolai tanulóinak szülei körében végzett kérdőíves vizsgálat eredménye megmutatta, hogy a zenei tanulmányok segítségére lehetnek többek között a diákoknak a saját tudásuk határainak bővítésére, a siker élmény megtapasztalására, a probléma megoldó készség fejlesztésére és kiemelten a szociális készségek fejlesztésére egyaránt.



Brief Professional Bio (max. 100 words):
Haffner – Kiss Alexandra a Pécsi Tudományegyetem Művészeti Karán szerzett trombitaművész BA diplomát majd zenepedagógus MA diplomát. 2016-ben a Nemzet Fiatal Tehetsége, 2017-ben Új Nemzeti Kiválóság Ösztöndíjakban részesült. 2018 óta a Pécsi Tudományegyetem Bölcsészettudományi Kar „Oktatás és Társadalom” Neveléstudományi Doktori Iskola doktorandusza. Kutatásait a zenepedagógia terén 2016-ban kezdte meg, kutatási területe a zenei tanulmányok pozitív hatásainak vizsgálata.

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Csodaváró hangszer -- a szép magyar beszéd elsajátításának módszere

Type of Abstract (select):

Abstract (max. 250 words):
Előadó körútjaim során tapasztaltam, mennyire fontos a külföldi magyarságnak az anyanyelv ápolása és megtartása. A harmadik nemzedék már gyakran csak törve beszéli a magyart, de éppen ebből a közegből kerül ki a nyelvtanulók széles tábora. A magyar környezetben felnőtt nagyszülők nem mind sajátítják el tökéletesen új hazájuk nyelvét; a szülők már külföldön tanulnak magyarul, a nyelvet csak szűkebb környezetben, ingerszegényebb kommunikációs helyzetekben használják. Így érthető, hogy a harmadik nemzedékben fölébred a vágy szülei nyelvének ‒ tehát kultúrájának ‒ alaposabb megismerésére. Ebben számos szervezet siet az érdeklődők segítségére. Sokan tanítják nyelvünket világszerte, s nem mind rendelkeznek nyelvoktatói végzettséggel. Azonban magyarságtudatuk, a magyar nyelv végtelen szeretete és átörökítésének missziója összekapcsolja őket.
Magyarországon s a nagyvilágban a művészi, de az értő beszéd és vers tanításának célja, hogy hozzásegítse a pedagógusokat, a magyart mint idegen nyelvet oktatókat és a hallgatóikat a beszédük oldottá és természetessé tételéhez és segítse őket akár az iskolai oktatás fórumain való megszólalásban; de akár egyéb nyilvános fórumokon, köznapi életben való megnyilvánulásokban is. A cél az érthetőség és az élményszerűség megvalósítása akár a mindennapi életben. Ennek elérését szolgálja a módszer: a jelöltek különböző képességfejlesztő gyakorlatokon - légzéstechnika, beszédtechnika-,valamint koncentrációt fejlesztő feladatokon, szövegértelmezéseken és memoritereken keresztül képessé válnak a nyelv magas szintű, tudatos használatára, szövegek interpretálására, az elsajátított ismeretek átadására, a kommunikációs és retorikai képességek fejlesztésére.
A gyakorlatok elsajátításával, a gyakorlatok készséggé fejlesztésével, az önismereti képességek kialakításával alkalmassá válik a hallgató bármilyen szöveg hangzóvá tételére. Mindezen tapasztalatokat felhasználva ajánlom előadásomban a különféle technikák elsajátítását.
Előadásom befejezéseként a szöveggyűjteményem közzétételével a tanításban-, s a magyar irodalomban való tájékozódást kívánom segíteni.


Brief Professional Bio (max. 100 words):
Havas Judit irodalomtörténész, előadóművész felsőfokú tanulmányait az Eötvös Loránd Tudomány Egyetem Bölcsészettudományi Karán magyar-könyvtár szakon végezte. 1975 óta előadóművész. 2003-ban PhD fokozatot szerzett az ELTE Irodalomtörténeti Intézetében. Témavezetője Dr. Kenyeres Zoltán professzor volt. Jelenleg a Petőfi Irodalmi Múzeum tudományos főmunkatársa. 2006. március 15-én a Köztársasági Elnök a Magyar Köztársaság Érdemrend Lovagkeresztje kitüntetésben részesítette irodalmi munkássága elismeréseként. drhavasjudit@gmail.com

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Internationalization of the Hungarian Higher Education: Dilemmas, Challenges and Future Perspectives

Type of Abstract (select):

Abstract (max. 250 words):
After the systemic changes in the late eighties, early nineties, the number of university students increased dynamically, reaching its peak with 380 000 students in 2006. This number has declined to 247 000 in the 2017-2018 academic year due to demographic causes and regulatory changes. As a result, the need for more active internationalization through recruiting foreign students emerged. The Hungarian higher education has been facing the challenges of internationalization for several years. Individual universities, however, were not at all prepared for this trend and only some institutions were able to accommodate students from a great variety of countries. Currently, various factors are pushing Hungarian universities to elaborate better strategies for internationalization. First, with ERASMUS funding, the number of European students in Hungary has nearly doubled in the past decade. Second, the Stipendium Hungaricum scholarship program – launched in 2012 in order to attract foreign students and push Hungarian Universities towards more openness – has brought thousands of student with diverse background to Hungary. Third, the global demand for study abroad opportunities has grown tremendously in recent years and has created more business opportunities for many countries. The paper argues that with some exemptions, universities in Hungary are still lacking the proper internationalization strategy and more targeted efforts are required to compete successfully with other countries. The study also investigates the challenges universities in Hungary are facing due to the global competition for international students.


Brief Professional Bio (max. 100 words):
Tamás Novák is the science and technology diplomat at the Consulate General of Hungary in New York. Until May 2018, he was the head of International Trade
Department and director of international relations at the Budapest Business School, University of Applied Sciences. During the 2013-2014 academic year Tamas was awarded an Austrian Marshall Plan fellowship at the School of Advanced International Studies, JHU, Washington DC. Earlier Tamas had been a senior researcher at the Institute for World Economics of the Hungarian Academy of Sciences. He holds a PhD in international relations from Corvinus University of Budapest.

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The Role of Hungarian Schools in the Preservation of Hungarian Identity in the Diaspora

Type of Abstract (select):

Abstract (max. 250 words):
The main aim of our research is to give an overview on the identity preserving attempts of Hungarians living in the diaspora. We decided to compare three Hungarian schools from three continents (North America, South America and Australia), selected by a sampling based on geographical location. We compared the similarities and differences of their educational methods with factors determined by us. By the review of the extant but limited literature the authors studied the present situation of Hungarians living abroad and the actual questions of identity preservation with special regard to language learning and preservation. After a short review of the activities of these communities and the history of the Hungarian diaspora in the studied settlements, we introduce the institutions focusing on language education. In our study we present the results of the semi-structured interviews with the students, the present and former directors of the institutions. These results give a detailed image about language education within the Hungarian diaspora. We also compare the educational methodology of the three schools on the basis of different statistical data such as the number of students, their cohort, the individual motivations of students as well as the role of partner institutions in the preservation of Hungarian identity. We introduce the similarities and differences of the institutions located far away from each other. The main differences are shown in the number and motivation of the students. We aim to give an overview on the present situation, problems, challenges and possible opportunities of these communities.


Brief Professional Bio (max. 100 words):
Jenő Palotai earned his BSc degree in the University of Pécs, at the Faculty of Business and Economics of Managemant in the topic of project management, his MSc degree in the topic of talent management. Since 2015 he is a PhD student in the topic of political geography, cultural geography, geopolitics at the Faculty of Sciences, Doctorate School of Earth Sciences in the Department of Political Geography, Development and Regional Studies. His publications encompass hungarian culture, cross border studies, hungarian minority research, as well.

Viktor Wetzl earned his BSc degree in the University of Pécs, at the Faculty of Sciences, Institute of Geography, in the topic of regional and urban development, his MSc degree in the topic of tourism geography and regional development. Since 2015 he is a PhD student in the topic of political geography, cultural geography, geopolitics at the Faculty of Sciences, Doctorate School of Earth Sciences in the Department of Political Geography, Development and Regional Studies. His publications encompass tourism development, hungarian culture, cross border studies, hungarian culture historical geography, as well.

Ákos Jarjabka is an Associate Professor at the University of Pécs, Faculty of Business and Economics, where he received his PhD in 2004 and his habilitation in 2016 as well. Since 2013 he has been the head of the Department of Leadership and Organizational Sciences. His publications encompass the science of leadership, international management, and project management. Since 2005 he has been a member of the Hungarian Academy of Sciences. He is the head of University of Pécs Diaspore Project Network as a Rector’s Representetive.

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Global is Mobile: Hungarian Higher Education and the Transition to Distance Learning

Type of Abstract (select):

Abstract (max. 250 words):
Higher education in Hungary has recently undergone significant changes in how it reaches out beyond its traditional audiences. The Hungarian Higher Education Act (2011) mandates that universities prepare graduates for inclusive and connected workplaces. During my 2018 Fulbright fellowship at Eötvös Loránd University in Budapest, I researched how Hungarian colleges and universities are beginning to use technology to reach out to learners on their mobile devices: an area of great opportunity, since roughly 3.3 million Hungarians—more than two thirds—now own smartphones (Budapest Business Journal, 2016). More than 25% of the Hungarian population is under age 25 (Index Mundi, 2015), and many live in rural areas far from traditional campuses.

Colleges and universities across Hungary are only now beginning to move away from the “chalk and talk” in-person model of higher education, training students and faculty members in inclusive educational practices such as Universal Design for Learning (UDL), adult-learning theory, and distance-education design. This presentation will examine Hungary’s higher-education system as it joins wider technology-supported education networks, such as ERASMUS+ and EdiTE, through the lens of Hungarian identity, cultural norms, and shared values. Presentation attendees will be able to

• define core teaching and design opportunities and challenges as expressed in twelve Hungarian colleges, universities, and military academies;
• identify faculty-development and teaching-with-technology areas where U.S.-Hungarian scholarly collaboration would be welcomed; and
• apply their own scholarly expertise to the opportunity of distance- and technology-enhanced education throughout and beyond Hungary.



Brief Professional Bio (max. 100 words):
Thomas J. Tobin is the Faculty Associate / Conference Programming Chair at the University of Wisconsin-Madison, as well as an internationally-recognized speaker and author on quality in technology-enhanced education, especially copyright, evaluation of teaching practice, academic integrity, and accessibility/universal design for learning. He holds a Ph.D. in English literature, a second master’s degree in information science, and certifications in project management (PMP), as a master online teacher (MOT), for Quality Matters (QM), and as a Certified Professional in Accessibility Core Competencies (CPACC). Tom represented the United States on a 2018 Fulbright Scholar fellowship at Eötvös Loránd University in Budapest, Hungary.

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