Nemzetállamok, globalizácio és kétnyelvűség:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | Hungarian |
| Veröffentlicht: |
Koloszvár
Kriterion [u.a.]
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | 350 S. graph. Darst. |
| ISBN: | 9786069222393 |
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Datensatz im Suchindex
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| adam_text | ABSTRACTS
Kontra Miklós
Globalization, Hungarian Minorities and Language
Policy
Globalization, minority issues and language policy are all
issues that cannot be discussed in a few words. Thus the aim of the
present paper is to give some insights into the situation.
For what concerns globalization, several studies are
presented to show some of the effects it has brought about. Thus a
recent study about the language situation in Quebec, discusses how
Canadian language policy fights against urbanization, one of the
results of the global economy. Further consequences of globalization
dealt within this paper are on the one hand the conversion of higher
education from being a common weal to acting like service
industries; on the other hand the spread of English, as global culture
can be accessed only through a global language.
A second topic is the Hungarian minority situation and in
what ways do the ongoing economic processes affect language
maintenance and language death. Because anyone who does
scientific studies on languages in their social context knows that they
are affected indeed by the socio-economic processes.
About Hungarian language policy in the Carpathian basin, it
is enough to say that language policies are often made by politicians
who are ignorant and inefficient in this field. So what is the reason of
carrying out studies in social sciences if politicians know everything
better anyway?
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Csernicskó István
-
Ferenc Viktória
Ukrainian Education Policy and the Transcarpathian
Hungarian Higher Education
Education policy forms the structure of the state s
educational institution network, determines the content of teaching
and the ideologies which will be mediated by the institutions.
Education policy is always functioning with social, economical and
ideological purposes. In its background we can often find aims of
national and language policy. In this paper we will bring an example
of this case by showing some aspects of the Ukrainian language
policy. We will do this from the point of view of minority higher
education with Hungarian as a language of instruction.
We took under investigation that in what kind of forms and
with what kind of purposes the involved universities try to realize the
common social and linguistic aim of the Hungarian community, so as
gaining multilingualism (in the mother tongue, in the state language
and in one foreign language).
Based on our qualitative research we can establish that a lot
of factors make difficult the realization of the multilingual
educational model. Still the biggest difficulty in the linguistic
situation of Hungarian higher education appears to be the prior
position of Ukrainian language in the state building process of the
young Ukrainian state. Ukrainification touches all level of education.
For example from the academic year
2008/2009
the President and
the Minister of Education of Ukraine ordered bilingual education in
every school where the language of instruction was other than
Ukrainian. From
2008
applicants of universities should take a school
leaving (and at the same time entrance) examination from Ukrainian
language and literature. From
2010
school leavers should take all of
the examination in Ukrainian. The Minister of Education said: One of
the most prior tasks of the Ministry of Education and Science to
330
ABSTRACTS
introduce
education with Ukrainian as the only language of
instruction in higher educational establishments. The President of
Ukraine, Viktor Jushchenko made a statement that higher
educational establishments should serve more effectively the state
language policy: universities should be the agents of the state
language policy . According to him the fact that Ukrainian is the
language of instruction in the higher education is the part of
obligatory patriotic education.
Due to the current features of the Ukrainian education policy
linguistic issues within Hungarian higher education are more and
more important. Universities should make a well-thought out
language policy plan which take care multilingualism of students.
Although we must admit that the legal tools for doing that are not in
the hands of the universities, but in the hands of the state language
and education policy makers.
Balázs Lajos
The presumptive and Real Dilemmas of Teaching
Romanian in Hungarian Schools
The lecture selects from that chain of dilemmas considered to
be real which has concerned for decades both the Romanian polity
but also the ethnic Hungarian community regarding the teaching of
Romanian in ethnic Hungarian schools.
First of all it highlights the attitude of the Romanian political
sphere of all times and thus starting the line of dilemmas from the
perspective of the authority and the minority. In the hands of the
political power the policy and strategy of language teaching is the
means of repression, while according to the minority the Hungarian
pupils are discriminated both in studying, in their state of mind, in
being overworked. Due to this specific language policy, the Romanian
language is not or hardly motivated in its study, therefore it has
become lawful that both for the Hungarian pupils, their parents and
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the language teachers teaching and learning Romanian is the source
of failure. All these are significantly highlighted by the results of the
uniform papers written by pupils in the seventh and eighth forms,
according to which
аИ
over Transylvania
30-40%
of the Hungarian
pupils do not get a passing mark in Romanian.
In this respect, it is itself a dilemma to view the cynical and
controversial attitude of the Romanian educational supreme
authority towards the reform of Romanian language teaching taking
place on minority, more specifically in Hungarian schools. The power
stubbornly maintains the present expensive state which leads
nowhere but which is claimed by the power to be exactly the state
which ensures equal chances for the Hungarian pupils.
With several examples taken from the recent past, the lecture
illustrates the severe social consequences of the objected language
policy and strategy, having repercussions both for the Hungarians
and the Romanians.
Papp
Kineses
Emese
Cultural globalization and language regression
Due to globalization, it is likely that in the near future certain
aspects of life (such as labour or pastime) will become increasingly
similar, moreover identical, but the specific culture of individual
communities, the languages will maintain their independency.
Our cultural self-identity is in danger without the protection of our
national community s specific artistic past, its traditions and its
language.
The living, elastic, developing, enriching Hungarian language
is naturally the instrument of communication of every native
Hungarian, a common knowledge, which is not bound to
geographical borders.The language of the Hungarian communities
not living in the mother country is exposed to a diverse effect and
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both mother tongue and Romanian language in oral and written
communication.
The connection between globalization and mother tongue is
complex. Formerly divergency was declared dangerous and
convergency of the common variants of the Hungarian language was
considered to be an important balancing process, but it has adverse
consequences from our point of view. The alignment with the trendy
pronunciation in Hungary has fortunately not spread in
Székely
Land, so there is no uniform Hungarian (oral) communication.
The spread of (American) English in the world and in the
terminology makes the high-level knowledge of English language
necessary in the economical, social, political and in the public life,
too. This lingual effect can be appreciated as a positive phenomenon.
The names of scientific and technological inventions expand
worldwide in English forms. The new terminology in a mother tongue
is found with a phase delay, mainly the one of the newest and most
dynamic areas.
There is an international internet language, and its
expressions are received into the Hungarian language, too. As a
consequence of the lingual regression the Hungarian equivalents of
these words are driven out of the communication, because the
English words and phrases are normal for young persons who mostly
use these terms. The other lingual phenomenon of the cultural
globalization is the nomenclature technique of firms, businesses,
economic advertisements, products, services and inscriptions in and
above shops. It is a calculated, tested marketing trick. The written
and electronic mass media use English words and contribute to the
spread of a number English phrases.
The worst of the lingual communicational tendencies is the
so-called chat-language. People on the internet write words as they
are pronounced. The internet community develops the lingual
norms, to which both persons of the communication adjust equally.
/Ч
334
ABSTRACTS
They deliberately disregard all grammatical and orthographic rules;
they use compressing abbreviations apart from the age-groups they
belong to. It is a lingual globalisation; it yields lingual degradation
and erosion of both the written lingual communication and the
lingual system.
Having a knowledge of the lingual processes we have to try
to influence the future of the language of the Hungarian speaking
communities. We need an extensive, long-term, conscious lingual
and educational planning, whose primary aim are the preservation
of the living language, the extension of its functions and the lingual
revitaliza
tion.
Gál Noémi
The Hungarian Language in Romania from the
perspective of language
revitalizaüon
This presentation focuses on the situation of the Hungarian
language in Romania from the perspective of language revitalization
and revival. In order to achieve a thorough presentation of the topic,
we need to consider three levels in our inquiry. One level is
connected to language revitalization and revival, which as a
sociolinguistic phenomenon can be defined as positive language
shift or reversed language shift. This denotes the actions which have
as their goal the halt of linguistic assimilation, or, on a higher level,
the striving for dissimilation. One definition of language revitalization
presents it as the term referring to all actions which try to balance
the negative processes which can be sensed in the case of languages
endangered from functional, political, economical etc. points of view.
Language revival is in fact applied language planning or language
management as status and corpus planning as well as acquisition
planning are essential factors in language revitalization processes. In
our presentation we stress the
different
approaches to language
335
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revival,
the ones that focus on institutional actions and the ones
which stress grassroots movements.
Another crucial part of the presentation is Fishman s
GIDS
(Graded Intergenerational Disruption Scale), in which this first great
theoretician of language revitalization defines the levels of language
shift or language endangerment and the possible ways to reverse
these processes. The
8
levels are presented as applied to the
Hungarian language in Romania.
As a third level we consider the state and situation of the
Hungarian language in Romania first by understanding the relevant
discrepancies between the rural and urban territories, as well as the
differences in levels of bilingualism, language shift or even language
endangerment from the point of view of the various types of
demographic organization.
Fishman s scale is in fact a tool which can be used in
understanding the differentiated linguistic state of the Hungarian
language in Romania, and the statistical and demographic facts help
us relate these levels of language shift or language endangerment to
the different types of organization of the minority communities.
One of the most important results of this inquiry is that in
certain areas and in the case of certain communities the Hungarian
language CAN be considered to be an endangered language and thus
it needs revitalization. Still, the most appropriate tools and methods
can be chosen and then applied only after a thorough understanding
of each language community as well as the dynamics, may they be
demographic, linguistic, or focusing on the relationship with the
majority, which can be observed in these communities.
336
ABSTRACTS
Horváth István
Multilingualism
and the risks of language shift: the case
of the ethnic Hungarians of Transylvania
The article is based on a large scale representative survey
among the Hungarian speaking population of one of Romania s
ethnically mixed region Transylvania. The first part is an analysis of
the relation between linguistic (cultural) and identity (ethno-national
reproduction). As in Transylvania there are considerable linguistic
border areas, in the second part the Hungarian language knowledge
of those assuming Romanian or Gypsy ethno-national identity is
analyzed. In the third part an attempt to assess the share of those
ethnic Hungarians who are at the risk to transmit the knowledge of
the Hungarian language for their offspring. Those categories where
considered at risk that themselves do not speak very well Hungarian,
in the private environment the Romanian language tend to be the
dominant language, they have strong options for offering for their
kids Romanian language instruction. The author conclude among
those Hungarian speaking adults that assumed Hungarian ethnic
affiliation
7-9%
are at risk to offer a weak socialization in Hungarian
language within the family, hampering the chances of
intergenerational linguistic reproduction. However there are
considerable non-Hungarian segments of the Transylvanian society
(Roma or persons with ethnically mixed background assuming a
Romanian ethno-national affiliation) that might offer an adequate
linguistic environment for their kids being able to acquire Hungarian
language.
Sorbán
Angella
About Bilingualism in Labour Market Context
The present paper is based on the results of a sociological
survey made with the method of in-depth interview among the
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graduate Hungarians in Romania, concerning the relationship
between bilingualism and individual strategies on the labour market.
Three aspects are explored in this context: the determinant factors of
the situation of minority employees on the national labour market,
the advantages of bilingualism and the lack of linguistic competence
in a mother tongue.
It is a fact that
-
within the scope of a national state
-
one of
the most important instruments of getting along for minorities is a
high level competence of the official language of the state. Their
situation on the labour market is influenced, however, by the
positions of the Hungarians as a minority in the social structure, as
well as by the economical and political status occupied by the
Hungarians, and, naturally, also by the social networks they belong
to. In the same time there may be identified a cultural component of
labour market functioning, on the one hand, pertaining to linguistic
and ethnic preferences in the practice of employment on the part of
the employers, or labour market strategies on the part of the
employees, on the other hand.
There are several pronouncements about the many
advantages of bilingualism in the everyday discourse, the same as it
is in sociolinguistic literature. The question is, however, what kind of
bilingualism is beneficial, and what kind of society might speak about
it. This survey shows different opinions, judgment and experiments
in this regard.
The lack of linguistic competence is a quotidian experience
for everybody in a bilingual milieu. Linguistic analyses draw our
attention to the fact that the narrowing of functional utility of a
minority language necessarily leads to the lack of linguistic
competence and the loss of different registers in the mother tongue.
These consequences affect the social behaviour and they are
detrimental to the speaker, as they signify, in fact, a constraint to use
the official language
(Lanstyák
2008,
Szilágyi
2008).
In this respect,
338
ABSTRACTS
the lack of linguistic competence in mother tongue is essentially a
question of human right as pertains to human dignity. In interviews,
in related stories of careers one may find several examples to confirm
these assertions.
Vincze
László
linguistic Environment and the Media
Media represents a great importance for minorities as it
creates opportunities for them to use their mother tongue on a daily
basis. However, choosing the language of the media depends on
several factors, one of them being the linguistic environment.
In the case of Transylvanian Hungarians, media are available in both
Hungarian and Romanian languages. The purpose of the present
paper is to examine how the linguistic environment affects the
language choice of secondary Hungarian students in four towns in
Transylvania.
Data consists of questionnaires that were conducted among
16-18-year-old students in four Transylvanian towns in
2008
and
were analyzed using the SPSS
1.5
statistical software package.
The results show that although many students use mainly
Hungarian media, the majority of them still use the media in both
languages. The high use of the Hungarian media is due to the
students Hungarian education and to the fact that they grew up in
monolingual Hungarian families. The use of the Romanian media on
the first hand it is due to the higher technical quality of the media
and on the other hand the linguistic environment.
Linguistic environment turned out to have a parallel effect
on the language choice in the case of the media, i.e. the more is the
number of the majority speakers, the more that language is chosen
for media.
As media language choice is said to have an effect on the
language shift of the population, in order to maintain the minority
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language it is important to overcome the technical and institutional
deficiencies of the minority language media.
Batizán Emese Emőke
Bilingualism in a Transylvanian diasporic community
This paper sets out to examine the question of bilingualism,
namely the Hungarian-Romanian bilingual language use of
interlocutors whose native language is Hungarian but dominant
language is Romanian.
Informed by work on bilingualism (Bourdieu, Grosjean,
Bartha, Lambert, Ferguson, Fishman, Gal, Hudson, Mackey, Li Wei) I
focus more particularly on issues of
diglossia,
metalinguistic
awareness, codeswitchihg and language shift.
The locus of my study is
Răcăştie/Rakosd,
a village that is
situated in the Southern part of Transylvania, in a diaspora region, in
Hunedoara
county. Here, the percentage of Hungarian inhabitants is
only
5,23%
(Official Census Data
2002).
Given the fact that the use of
the Hungarian language in public institutions is not officially
regulated (due to the number of Hungarians being below the
20%
required by law), I concentrate on everyday linguistic behaviour of
Hungarian interlocutors. Thus, the paper looks at daily use of the
Romanian and Hungarian languages among Hungarian speakers,
the role of these languages in different settings, as informal, family
situations or church.
I aim to map the type of bilingualism of Hungarian
interlocutor s and also to identify the social compartment/s of the
Hungarian language in
Răcăştie/Rakosd.
Additionally, I try to define
the reasons behind codeswitching from Hungarian to Romanian and
vice versa, and capture the phase of the language shift, that happens
in
Răcăştie/Rakosd.
340
ABSTRACTS
Mandel
Kinga
The educational chances of
Kárpáti
Roma children in
Piliscsaba
My study focuses on the educational chances of
Kárpáti
Roma children in
Piliscsaba,
with special attention to pupils
attending the formerly government-, now foundation owned
segregated school. I try to find out why the majority of Roma pupils
attend professional schools instead of the usual grammar (high)
schools after graduation from the secondary school? What is the
reason of their insufficient schooling results, failures and drop-outs? I
was also curious to find out
ifit
is possible to reveal the complexity of
causes staying behind and their weight in the problem: the
economical and social situation of the locality (agglomeration of the
capital city), the economical and cultural background of parents,
teachers, school owners and local government leaders, the cultural
gap between reach and poor, between majority and minority s
thinking, attitudes and behavior (time-management, education
principles, children-adult relationship) and the local society
discriminative approach to the Roma community.
Tódor Erika Mária
Bilingualism, meaning representation, school
This study considers some specific features of the connection
between representations of meaning and Hungarian-Romanian
bilingualism followed in school environment, based on the partial
results of an empirical research carried out in
2009.
The research
aims at the description of the bilingual existence characterized by the
three types of bilingualism typical for the ethnic Hungarians in
Romania,
i.e.
mother tongue dominance (subordinate/inferior
bilingualism), balanced bilingualism, as well as Romanian language
dominance (substractive bilingualism) present on the syntagmatic
341
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and
pragmatic
levels. During the study of the bilingual written
expression we were interested how the written text creation, how the
coordination functions between the preverbal and verbal, macro-
and micro-planning in the case of both languages? What are the
common and specific linguistic features of the written products of the
three, above mentioned types of bilingual existence.
15-16
year-old
pupils took part in the empirical research who represent the output
of middle-school education, all of them pupils of schools with
Hungarian language education. The subjects of this research were
asked to perform a bilingual, text creating task and we analysed the
written products according to a complex system of viewpoints. This
study processes the partial data of this research, thus some features
of the conceptual (encyclopedic) and linguistic processing is
presented
Pletl
Rita
How the level of written expressiveness changes
through primary and secondary school
The responsibility and role of mother tongue education
becomes more appreciated in minority contexts. The main task of
mother tongue education is the development of mother tongue
competences in a way to make students able to carry out meaningful
communications (both oral and written). The present study
investigates the levels of compositional competences in the
Hungarian educational system from Romania. The basis of the study
is a national level diagnostic study carried out between
2005
and
2006
about the levels of writing competences. The hypotheses were
the following: a) new curricula mean substantial improvement in the
students achievements; national performances will increase
gradually without any regional differences and b) in natural
(i.e.
out
of school) task situation performances will drop independently from
/
342
ABSTRACTS
regional differences. The study consisted of two phases. In the first
phase there were examined
2,785
texts from
103
schools, while in
the second phase
253
texts from
15
schools were investigated. The
results of the first phase show that national performances do not
increase; however we can see an improvement on a regional level.
The results of the second phase show more negative tendencies,
there are no differences between the regions, as all regions perform
equally poorly.
Biró Enikő
Factors influencing third language acquisition and
dominant bilingualism
The present paper deals with third language acquisition of
dominant bilinguals, concentrating on those factors which can
influence the process of language acquisition. Bilingualism has a
positive influence on third language acquisition when language
learner is proficient in both LI and L2 languages. However, learning
a third language involves further elements in the process of language
learning. It can be influenced by the language learner s attitude
towards not only the third language but also towards second
language acquisition. It may also happen that this attitude does not
foster multilingualism. In our case the attitude is an assessing
reaction of the language learner related to the process of learning a
second or third language. In order to approach the issue of attitude
and its possible role in third language acquisition we need to have a
look on the relationship between formal (academic) and informal
(non-academic) settings of second language learning and attitude
towards second and third language acquisition. The other present
factors include second language proficiency, variety and frequency of
using the second language and anxiety.
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The paper presents the most important conlusions of a
research based on questionnaires, done with
107
participants of the
Babeş-Bolyai
University students.
Balogh Lívia
Does the state language acquisition necessarily mean
the loss of the national identity?
The present publication is a preliminary study to an
extensive sociological research aiming at studying the choice of the
language of instruction among the minority population.
The statistical data obtained in a survey carried out among
parents of Hungarian nationality in Transcarpathia show that the
introduction of the independent test centres in Ukraine resulted in a
growing rate of children of Hungarian nationality in kindergarten
and school groups with Ukrainian as a language of instruction.
The aim of the present research is to study the correlation
between the choice of the kindergarten and school language group
and the introduction of the independent test centres.
Lengyel Zsolt
The Encyclopedia of Hungarian Norms of Associations
(2006-2008)
The Encyclopedia of Hungarian Norms of Associations
publishes results of applied psycholinguistic research. The technique
of free word association research was used. In the free one-word
associations, subjects are supposed to respond with the very first
word (orally or in a written way) that comes to their minds to the
stimulus word that was given either orally or in a written form. The
subject of the further investigation is the link between SW and RW
described in terms of language as a system and language as a social
344
v
ABSTRACTS
tools. The experiment was carry on between Hungarian children
ΙΟ¬
Ι
4
years olds.
1100
children from Budapest,
Hajdúnánás, Hatvan,
Tapolca, Veszprém
and from different villages were involved in the
study in order to gain as finely structured material as possible on the
one hand, and to get as close to the norms of
10-14
year olds as
possible, on the other.
Bátyi Szilvia
The results of a word-association test done amongst the
Transcarpathian Hungarian pupils
Some form of bi-or multi-lingualism is natural lingual
condition for more than the half the Earth s population
(Göncz
2005).
One of the most convincing reasons for it is Mackey s demonstration
which contrasted the number of the world s languages with the
number of existing states and appeared to show that the total
number of languages spoken in the world is thirty or forty times the
number of states (Mackey
1967).
Nevertheless, most people think,
that bilingualism is a rare phenomena. There are a lot of causes that
create bilingualism: migration, intermarriage, education and culture,
minority circumstances etc. (Grosjean
1996: 21).
This study deals
with a bilingual community that lives in minority circumstances. The
examined group is a representative sample of the Transcarpathian
Hungarian-Ukrainian bilingual children
(12-13
years old).
The representative sample
(500
children) was chosen
according to different perspectives: type of school (grade school or
secondary school), type of the place where the school is (village
school or city school), the ratio of Hungarians in the locality
(Hungarians are in majority or minority position in the village/city),
teaching language of the school, and district distribution (Hungarian
schools can be find in six districts of Transcarpathia).
The aim was to reveal how different factors influence the
individual s language usage, how the data organised in the mental
345
Ν/
NEMZETALLAMOK, GLOBALIZACIÓ ÉS KÉTNYELVŰSÉG. NYELVPEDAGÓ¬
GIAI ÉS SZOCIOLINGVISZTIKAI TANULMÁNYOK
lexicon
of the examined group (separately or common). The system
of the mental lexicon greatly depends on different factors like how
often the languages are used, what is the mother tongue of the
parents, what is the qualification of the parents etc.
Sociological/sociolinguistic questionnaire was filled in by the
children to get answers for the questioned factors which were
mentioned above. After the questionnaire I used the method of
continuous word-association test on
intralingual
level (adapted from
Aleksadr, Jarovinszkij). The combination of the two methods and the
analysis of the data from different perspectives gave answers for a lot
of question. It came out that the examined factors have influence on
the mental lexicon and so on the language usage. The social factors
have determining impact on the size and content of the mental
lexicon.
Reho Anna
Ensuring the education of the growing up personality in
the polycultural educational space of Transcarpathia
through the prism of the present and past
A comparative analysis of the number of infant schools of
Transcarpathia at the present time and the past when
Transcarpathia entered Ausrian-Hungarian monarchy has been
done in this article.
The prerequisites of establishing the given educational
institutions and their division depending on the language of
children s upbringing have been disclosed.
346
Tartalom
Előszó
7
Globalizado
-
nemzetállam
11
KONTRA Miklós
11
Globalizado,
magyar nyelvi kisebbségekés nyelvpolitika
CSERNICSKÓ István-FERENC Viktória
25
Az ukrajnai oktatáspolitika és a kárpátaljai magyar felsőoktatás
BALÁZS Lajos
41
A román nyelv magyar iskolában való tanításának vélt és valós
dilemmái
PAPP
KINCSES Emese
49
Kulturális
globalizado
és nyelvi regresszió a Székelyföldön
GÁLNoémi
A magyar nyelv Romániában a nyelvi revitalizáció eszköztárának
73
fényében
A többnyelvűség társadalmi beágyazottsága
HORVÁTH István
Többnyelvűség és a nyelvi reprodukció kockázata az erdélyi magyar
^5
nyelvű népesség vonatkozásában
SORBÁN Angella 133
A kétnyelvűségről munkaerő-piaci kontextusban
VINCZE
László
145
Nyelvi környezet és médiahasználat
BATIZÄN
Emese Emőke
155
(Két)nyelvhasználat egy erdélyi szórványtelepülésen
MANDEL
Kinga
181
Kárpáti romákoktatási esélyei a Pilis völgyében
A többnyelvűség pedagógiája és pszichológiája
TÓDOR Erika Mária
215
Kétnyelvűség. Jelentésreprezentáció. Iskola
PLETL
Rita 231
Az írásbeli kifejezőképesség színvonalának alakulása az
elemitől az érettségiig
BÍRÓ Enikő
259
A harmadik nyelv elsajátítását befolyásoló tényezők és a
domináns kétnyelvűség
BALOGH Lívia
275
„Előrelátó vagy, de mégis... Az óvodák tannyelvének
megválasztása kisebbségi közegben
LENGYEL Zsolt
293
Magyar asszociációs normák
(2006-2008)
BÁTYI Szilvia 303
Egy szóasszociációs vizsgálat eredményei a kárpátaljai magyar
általános iskolások körében
REHOAnna 317
Gyermekek nevelése a jelen és a múlt vetületében Kárpátalja
polikulturáüs oktatási régiójában
Abstracts 329
A szerzők névsora 347
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| geographic_facet | Transkarpatien Siebenbürgen |
| id | DE-604.BV041167638 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:41:11Z |
| institution | BVB |
| isbn | 9786069222393 |
| language | Hungarian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026142920 |
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| physical | 350 S. graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
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| record_format | marc |
| spelling | Nemzetállamok, globalizácio és kétnyelvűség [Szerk.: Horváth, István, Tódor, Erika Mária] Koloszvár Kriterion [u.a.] 2009 350 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Ungarisch (DE-588)4120374-4 gnd rswk-swf Zweisprachigkeit (DE-588)4068227-4 gnd rswk-swf Bildung (DE-588)4006650-2 gnd rswk-swf Minderheitensprache (DE-588)4132313-0 gnd rswk-swf Transkarpatien (DE-588)4060655-7 gnd rswk-swf Siebenbürgen (DE-588)4054835-1 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Siebenbürgen (DE-588)4054835-1 g Transkarpatien (DE-588)4060655-7 g Ungarisch (DE-588)4120374-4 s Zweisprachigkeit (DE-588)4068227-4 s Minderheitensprache (DE-588)4132313-0 s Bildung (DE-588)4006650-2 s DE-604 Horváth, István 1966- Sonstige (DE-588)12396332X oth Tódor, Erika Mária Sonstige oth Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026142920&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026142920&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Nemzetállamok, globalizácio és kétnyelvűség Ungarisch (DE-588)4120374-4 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Bildung (DE-588)4006650-2 gnd Minderheitensprache (DE-588)4132313-0 gnd |
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| title | Nemzetállamok, globalizácio és kétnyelvűség |
| title_auth | Nemzetállamok, globalizácio és kétnyelvűség |
| title_exact_search | Nemzetállamok, globalizácio és kétnyelvűség |
| title_full | Nemzetállamok, globalizácio és kétnyelvűség [Szerk.: Horváth, István, Tódor, Erika Mária] |
| title_fullStr | Nemzetállamok, globalizácio és kétnyelvűség [Szerk.: Horváth, István, Tódor, Erika Mária] |
| title_full_unstemmed | Nemzetállamok, globalizácio és kétnyelvűség [Szerk.: Horváth, István, Tódor, Erika Mária] |
| title_short | Nemzetállamok, globalizácio és kétnyelvűség |
| title_sort | nemzetallamok globalizacio es ketnyelvuseg |
| topic | Ungarisch (DE-588)4120374-4 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Bildung (DE-588)4006650-2 gnd Minderheitensprache (DE-588)4132313-0 gnd |
| topic_facet | Ungarisch Zweisprachigkeit Bildung Minderheitensprache Transkarpatien Siebenbürgen Aufsatzsammlung |
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