Abstract:

Pluricentric languages are languages which occur in at least 2 nations that function as 'interacting centres' (Clyne, 1992: 1). The use of languages in different social, political, economic and cultural contexts leads to the development of language differences. The issue to be examined is which language variaty of the language spoken in different countries should, can or should be taught in public education, in other words, it should be clarified which standard should be targeted and to what extent. In my presentation I examine this problem through the example of the pluricentric Hungarian language, and within this the variety Hungarian language used in Slovakia. What is the most problematic in practice from an educational point of view is the hierarchization of the different linguistic varieties, and the fact that the idealistic image of a unified, homogeneous standard still prevails in teaching of grammar in Slovakia Hungarian schools. This view contrasts standard language variant versus national variety at status level (Vančo in print). As conclusion it can be stated that forcing the theory of monocentricity of the Hungarian language and placing the Hungary Hungarian standard in the focus of Hungarian language as mother tongue teaching in Slovakia Hungarian schools do not strengthen the regional identity which speakers of the language consider their own, but strengthen, instead, the negative attitudes towards the vernacular as identity forming element.

References:
[1] Michael Clyne (ed.) 1992. Pluricentric Languages: Differing Norms in Different Nations. Berlin: Mouton de Gruyter. pp. vi + 481.
Ildikó Vančo. Investigating the Slovakia Hungarian variety as a factor of identity formation. In: Hungarian as a Pluricentric Language in Language and Literature. Ildikó Vančo –Rudolf Muhr–István Kozmács–Máté Huber (eds.). Berlin. Peter Lang Verlag. In print.

Keywords:

Grammar teaching, pluricentric languages, linguistic varieties, minorites, Hungarian language.