UDC 811.511.141’242(477.87)
DOI: https://doi.org/10.59694/ped_sciences.2025.13.015
AN ADDITIVE APPROACH TO DIALECTAL PHENOMENA IN TEACHING HUNGARIAN AS A MOTHER TONGUE (вased on the studies conducted in the research centres of the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education)
BEREGSZASZI Anikó
habilitated doctor. Ferenc Rákóczi II
Transcarpathian Hungarian College of Higher Education,
Department of Philology, fullprofessor
ORCID іD: https://orcid.org/0000-0001-6860-7579
DUDICS Lakatos Katalin
PhD. Ferenc Rákóczi II
Transcarpathian Hungarian College of Higher Education,
Department of Philology, associate professor
ORCID іD: https://orcid.org/0000-0003-1354-4421
Abstract:
The content and methods used in schools to teach and develop first language competencies are of crucial importance. This has a significant influence on the usability, prestige, and value of the given language within the community.
In Transcarpathia, a mother tongue education reform began in the mid-2000s, aiming to renew the content and methodology of language education by introducing an additive (inclusive) approach. Additivity – which must be both a method and a perspective in native language education – is based on the idea that learners’ sense of linguistic security and confidence can only be developed if we acknowledge that the language variety they bring from home is a dialectal and contact-influenced variety. Instead of eliminating this diversity, teachers should build upon it, teaching both the standard language and the appropriate use of different varieties and registers in schools. By using the additive method, a certain type of linguistic awareness can be developed that enables learners to adapt their oral and written language use to different communicative situations.
For over two decades, the Department of Philology at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education and the Antal Hodinka Linguistic Research Centre have been studying Transcarpathian Hungarian language use, bilingualism, and linguistic or dialectal attitudes. These research findings have been incorporated into Hungarian teacher training and philology programs at the Rákóczi College and have also influenced school education.
Speakers’ linguistic consciousness and attitudes towards languages and dialects are largely shaped by what they learn or hear at school and the attitudes they encounter from teachers. The additive approach has proven to be an effective way of fostering linguistic confidence and tolerance. In this study, we present the pedagogical research and theoretical foundations developed over the past twenty years in the context of mother tongue education in Transcarpathia, supported by empirical research findings. We also introduce tasks and methods that have been proven to contribute to effective mother tongue education.
Keywords: mother tongue education, linguistic attitude, teacher training, tasks, additive method.
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