Exploring the Intercultural Identity of Slovak-Roma Schoolchildren in the UK

Abstract

Abstract. There is a significant body of literature about the Roma, but comparatively little exists in which their voices can be heard. This study takes an intercultural perspective to look at the identity negotiations of four self-identifying Roma-Slovak schoolchildren between the ages of 13-14 enrolled at a state academy in Kent. Interviews focused on the role of language in constructing their identities, the perceptions of others and the nature of possible conflicts. The qualitative analyses revealed five themes: Perception of Identity by Others, Adaptability, Aspirations, Self-Perceptions of Identity, and Conflict. Participants' identities were found to be far more dynamic than the traditional binarized view of the Roma as the 'other' (McGarry & Agarin 2014). There is a strong element of ascription by others in terms of the nature of participants' ethnicity and its relationship to their identity. Both their ethnic and national identity are central in the ways in which they see themselves.

Romani Language Development of Preschool Roma Children

“…In this case, the Roma children do not have the necessary knowledge in their mother tongue, because the isolation and segregation in which they live and grow up do not give them a natural possibility to become socialized in the society as is the normal case with children from the majority population. However, the newest study by Hryniewicz and Dewaele (2017) [13] with Slovak Roma children in UK, shows that in a new situation and in a new country the children attend public schools, and get socialized, preserving their language and identity, because the attitudes towards them is not so negative as it is in Slovakia.…”

Interlanguage interference: Multilevel linguocognitive approach

“…); approaches to teaching foreign students are being developed (El-Khechen et al, 2016;Di Liberto, 2015;Ostrikova et al, 2018;Weber, Appel & Kronberger, 2018;Aleshchanova, Frolova & Zheltukhina, 2019;Begishev, Khisamova & Vasyukov, 2021). The issues of acquiring translinguality, which has axiological significance as a phenomenon that integrates the internalization of several languages and cultures with their traditional features, are considered in the works of the scientists (Hryniewicz & Dewaele, 2017;Bilá, Kačmárová & Vaňková, 2020). This is how educational discourse appears in the context of intercultural communication.…”