On a theoretical level with the support of literature, we offer some definitions of the concept of redundancy, point to the similarities and differences in the perception of this phenomenon in technical, social and pedagogical communication. We point out the positive and negative aspects of redundancy in the teacher's language. The research part is aimed at mapping the presence of redundancy in the language of primary education teachers. We were interested in which grade in the subject of mathematics is redundancy the most represented and whether it may be considered positive or unnecessary. The research was conducted at five primary schools on a sample of twenty teachers. The method of the research was the direct observation of lessons. The accuracy of the observation was ensured by audio recording and its analysis. We have found that redundancy is most often present in the third grade.Key words: communication, verbal communication, redundancy, forms of redundancy, primary education Redundancy in the process of information transferThe word redundancy comes from the Latin word redundare (compete, increase) and means information surplus, for example, more information than necessary (Bakos, 2002). A short dictionary of defines redundancy as superfluity. It means overcoming the normal or necessary degree of something. Redundancy is such a state or property where a greater number of elements are used than is usual or necessary. Labelling can be used in the negative sense of the word as unnecessary or superfluous, even in the positive sense of the word as a sign of multiple uses for greater system stability and clarity. It is mainly used in connection with information. Redundant information is information that contains more space, resources than it is necessary. The advantage of redundant information is that even if part of the information is damaged, it is possible to reconstruct its original form (Grüner, Georg, & Kahl, 1974). The word redundancy has its meaning in several scientific fields.

This short description reviews the basic characteristics of the Hungarian school system and its problems. It speaks of the newly mandatory made institution of extended school and tries to outline two possible ways that are in front of the Hungarian school system.

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