There is a paucity of research on dialect awareness among teachers, particularly in Hungary. The aim of our research was to demonstrate the existence of linguistic discrimination. The research involved more than 502 Hungarian Language and Literature teachers and teacher trainees from Hungary (N=216), Slovakia (N=128), Romania (N=108) and Ukraine (N=50). Data were collected primarily through a technique similar to matched-guise tests; however, the method of the present research had some additional complexity. The large-scale research (N=502) clearly supported the assumption that linguistic discrimination was widespread in pedagogical evaluation. Oral performances were recorded which varied in content, language variety and code/mode of language use. Oral performances produced in the standard variety or in the elaborated code of language use (or both) were favored. By contrast, oral productions in dialectal and restricted language-despite the fact that their content was correct-received unfavourable evaluation. Linguistic variability in oral productions with the same content resulted in as much as a full grade of difference in the mean of grades. The differences were statistically significant for each sample, hence the prevalence of linguistic discrimination is proved.
The purpose of this study is to demonstrate the presence of linguistic discrimination in pedagogical situations, especially in pedagogical evaluation. The paper is based on a survey which involved 502 Hungarian Language and Literature teachers and teacher trainees from Hungary (N = 216), Slovakia (N = 128), Romania (N = 108) and Ukraine (N = 50). Data were primarily collected through a technique similar to matched-guise tests; however, the method of the present research had some additional complexity. The article discusses similarities and differences in linguistic discrimination between Slovak and Hungarian teachers who teach Hungarian Language and Literature. The question it raises is whether there are any differences between the two samples. The results of the mentioned research show that the presence of linguistic discrimination is powerful in both samples, but there are differences in its strength and realization.
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