Abstract In most public education in the western world the existence of a standardized language variety is still regarded as a precondition of teaching writing. This stance generates a problem in situations where no standardized variety matches the children’s home language practices and no traditions of an extended and standardised literacy exist. Roma students in Hungary have to acquire writing skills in the majority language (Hungarian), since the teaching of writing cannot rely on a standardized Romani language. In this way, school writing activities seem unrelated to the local discoursal practices of their own community. This puts Romani-speaking children at a disadvantage in learning to write, and reduces their chances of academic success. This paper reports on an ongoing project in Tiszavasvári, Hungary, designed to offer an alternative to approaches that wish to eliminate the disadvantages of Roma students by creating a standardized language. It explores the possibility of applying a translanguaging approach to the teaching of writing, arguing that if teachers allow students to draw on their local Romani-bounded non-standardised language practices, including the grassroots literacy activities occurring in the community, their general writing skills can be improved. For this to happen, teachers must be trained in translanguaging pedagogy, so that they can transcend the boundaries staked out by monolingual ideologies. The hitherto prevailing view that posits an indissoluble connection between standard, school and writing should be set aside. It should also be realized that general linguistic competences can, and should, be separated from language-specific competences. A key endeavour of the Tiszavasvári project has been to convert teachers to the translanguaging stance, and some promising signs can be reported. The introduction of local translanguaging practices into the teaching of writing fostered new learning practices among the students and began to change the pedagogical stance of teachers participating in the project.

中文翻译：

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跨语言而不是标准化：在学校写罗曼语

摘要在西方世界的大多数公共教育中，标准化语言的存在仍然被认为是写作教学的前提。在没有标准化的品种与儿童的家庭语言习俗相匹配并且没有扩展的标准化扫盲传统的情况下，这种立场会产生问题。匈牙利的罗姆学生必须掌握多数语言（匈牙利语）的写作技能，因为写作教学不能依靠标准化的罗曼语。这样，学校写作活动似乎与他们所在社区的当地劝阻行为无关。这使说罗曼语的孩子在学习写作方面处于劣势，并降低了他们取得学业成功的机会。本文报告了匈牙利Tiszavasvári正在进行的项目，旨在通过创建标准化语言来替代那些希望消除罗姆学生不利条件的方法。它探讨了将跨语言方法应用于写作教学的可能性，认为如果教师允许学生借鉴他们的受罗曼语限制的当地非标准化语言做法，包括社区中发生的基层扫盲活动，他们的一般写作技能可以有待改进。为此，必须对教师进行语言教学的培训，以便他们能够超越单语种意识形态所束缚的边界。迄今为止，在标准，学校和写作之间存在不可分割的联系的普遍观点应被搁置。还应该认识到，一般的语言能力可以而且应该 与特定语言的能力分开。Tiszavasvári项目的一项关键工作就是将教师转变为翻译语言的立场，并且可以报道一些有希望的迹象。在写作教学中引入本地翻译实践，在学生中培养了新的学习实践，并开始改变了参与该项目的教师的教学态度。