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1 2017 Univerzita Komenského V Bratislave 2017 Univerzita Komenského v Bratislave 1 Publikácia bola podporená projektom č. VEGA 1/0051/14: Ideológie, identity a sebareprezentácia v kontexte lingvistiky a literárnej vedy v multikulturálnom priestore. Editori doc. Katalin Misad, PhD., Filozofická fakulta UK doc. Mgr. Anikó Polgár, PhD., Filozofická fakulta UK Recenzenti prof. PhDr. Ondrej Mészáros, CsC. Dr. habil. Mgr. Zoltán Németh, PhD. © Univerzita Komenského v Bratislave, 2017 Ilustrácia na obálke © El Kazovszkij Foundation, 2017 ISBN 978-80-223-4256-8 2 Tartalomjegyzék Előszó .................................................................................................... 5 Predslov ................................................................................................. 6 TINA GAŽOVIČOVÁ Maďarský jazyk a základné školy na Slovensku – národnostné jazykové politiky nepripúšťajú strednú cestu ..................................... 7 MISAD KATALIN A szlovákiai magyar írásgyakorlat sajátosságai a többségi nyelv helyesírásának tükrében ...................................................................... 26 DUSÍK ANIKÓ Csaplovics és Szontagh vitájához ....................................................... 38 SZABÓ KLAUDIA Margita Figuli és művei a magyar és szlovák irodalomtörténeti és irodalomkritikai diskurzusban ........................................................ 58 ZUZANA DRÁBEKOVÁ Mítoszok és sztereotípiák a finn és finnországi svéd irodalom tükrében .............................................................................................. 74 CSEHY ZOLTÁN A hermaphroditizálás alakváltozatai a magyar lírában ....................... 86 POLGÁR ANIKÓ Az istengyermek arcai Weöres Sándor Theomachiájában .................. 100 SZÁZ PÁL „Ha megveszed ezt a nótát, nem kell neked meghalni” (A Szól a kakas már dalszövegének és történetmotívumának felhasználásai a kulturális hibriditás és a transztextualitás eseteiként Borbély Szilárd műveiben) .................................................................. 111 PINTÉR MÁRTA ZSUZSANNA Hudobné divadlo: opery, spevohry, medzihry .................................... 139 PASZMÁR LÍVIA Intertextualitás-értelmezések Esterházy Péter munkásságának szlovák recepciójában ......................................................................... 151 3 4 Előszó Kötetünk címe, a Varii sunt colores arra a nyelvi, kulturális és stiláris sokszínűségre utal, mely az itt közölt tanulmányok számára kiindulási alapként szolgált. A latin color szó nemcsak színt, hanem retorikai értelemben a beszéd színezetét is jelenti. Egy középkori retorikai kézikönyvből származó idézetről van szó, mely az emberek változatos bőrszínéhez hasonlítja a szövegek sokféle stiláris színezetét: „sicut diversorum corporum varii sunt colores, ita orationes debent habere varias dignitates” (’ahogy a különféle testek is változatos színűek, úgy a beszédnek is különféle ékességei kell legyenek’, Bene Florentinus: Candelabrum). A kötet tanulmányai túlnyomórészt az Ideológiák, identitások és önreprezentáció nyelvészeti és irodalomtudományi kontextusban multikulturális térben című 1/0051/14-es számú VEGA projekt keretén belül készültek. Ezek közül a többnyelvűség kérdésköréhez kötődik Misad Katalin és részben Dusík Anikó tanulmánya. Az identitás és kulturális sokszínűség kérdéseivel foglalkoznak Csehy Zoltán, Szabó Klaudia, Polgár Anikó és Száz Pál szövegei. Ezekhez a VEGA-projekt keretén belül készült írásokhoz társítottuk Tina Gažovičovának Az érem másik oldala – a kisebbségi nyelvoktatás többségi fogadtatása című szimpóziumon (Pozsony, 2016. október 26.) elhangzott előadásának szövegét, valamint három olyan tanulmányt, Zuzana Drábeková, Paszmár Lívia és Pintér Márta Zsuzsanna írásait, amelyek a multikulturális tér sokszínűségének bemutatásához termékenyen hozzájárultak. 5 Predslov Názov Varii sunt colores odkazuje na jazykovú, kultúrnu a štýlovú rozmanitosť, ktorá bola východiskom príspevkov prezentovaných v tomto zborníku. Latinské slovo color znamená nielen farbu, ale v oblasti rétoriky vyjadruje aj odtieň reči. Ide o citát zo stredovekej rétorickej príručky, ktorá porovnáva štylárnu rozmanitosť textov k rozličným odtieňom ľudskej po- kožky: „sicut diversorum corporum varii sunt colores, ita orationes debent habere varias dignitates” (’tak, ako sú farby rozličných tiel mnohoraké, aj reči majú vyniknúť rozličnými okrasami’, Bene Florentinus: Candelabrum). Väčšina príspevkov vznikla v rámci riešenia grantového projektu VEGA č. 1/0051/14 Ideológie, identity a sebareprezentácia v kontexte lingvistiky a literárnej vedy v multikulturálnom priestore. S otázkami mnohojazyčnosti sú spojené štúdie Kataríny Misadovej a Anikó Dusíkovej. Problematikou iden- tity a kultúrnej mnohotvárnosti sa zaoberajú texty Zoltána Csehyho, Klaudie Szabóovej, Anikó Polgár a Pála Száza. K týmto príspevkom, ktoré vznikli v rámci riešenia projektu VEGA, sme pridali štúdiu Tiny Gažovičovej, ktorá odznela na sympóziu Druhá strana mince – jazykové vzdelávanie menšiny z pohľadu väčšiny (Bratislava, 26. októbra 2016.) a tri texty (štúdie Zuzany Drábekovej, Lívie Paszmár a Márty Zsuzsanny Pintér), ktoré svojou tematikou produktívne prispievajú k zachyteniu mnohotvárnosti multikultu- rálneho priestoru. 6 TINA GAŽOVIČOVÁ MAĎARSKÝ JAZYK A ZÁKLADNÉ ŠKOLY NA SLOVENSKU – NÁRODNOSTNÉ JAZYKOVÉ POLITIKY NEPRIPÚŠŤAJÚ STREDNÚ CESTU Abstrakt: Kapitola sa venuje maďarskému jazyku v rámci vzdelávacieho systému na Slovensku. Zameriava sa na začlenenie maďarčiny ako najzastúpenejšieho menšinového jazyka v systéme základných škôl. Analýza vychádza zo súčasných teórií o symbolickej moci jazyka. Spochybňuje delenie dvojjazyčnosti na ľudovú a elitnú ako aj delenie hodnoty jednotlivých jazykov na sentimentálnu a inštrumentálnu. Ďalej čerpá z práce Richarda Ruiza, ktorý rozlišuje tri spôsoby nazerania na menšinový jazyk; jazyk ako (1) problém, (2) právo, alebo (3) pridaná hodnota. V nadväznosti na jeho dielo si v analýze kladiem otázku, ako je možné charakterizovať prístup k maďarského jazyku. V príspevku je prezentovaný záver, že jazykové politiky vo vzdelávacom systéme prísne odlišujú a aplikujú rôzne prístupy k menšinovým jazykom v rámci tzv. ľudového bilingvizmu a k cudzím jazykom v rámci tzv. elitného bilingvizmu. Zároveň je možné skonštatovať, že vzdelávacie politiky pristupujú k maďarskému jazyku ako k právu, ale nie ako k pridanej hodnote. Súvisí to aj s exkluzivistickým vnímaním etnického národa, ktorý sa aplikuje vo vzťahu k občanom so slovenskou aj s maďarskou národnosťou. Výsledkom sú len dva typy škôl: slovenské školy, v ktorých maďarský jazyk vôbec nie je zohľadnený a školy s vyučovacím jazykom maďarským (VJM), ale žiadne bilingválne slovensko-maďarské školy. Príspevok predstavuje aktualizovanú a upravenú časť dizertačnej práce autorky (Gažovičová 2014). Kľúčové slová: jazykové politiky, symbolická moc, menšiny, vzdelávanie, bilingvizmus 1. JAZYKY A VZDELÁVANIE1 Slovenská republika (SR) má etnicky a jazykovo rôznorodé obyva- teľstvo. Túto jazykovú rôznorodosť musia zohľadňovať aj verejné politiky štátu. Predkladaná kapitola sa venuje otázke začlenenia maďarčiny ako najrozšírenejšieho menšinového jazyku na Slovensku v základných školách. Kapitola čerpá zo sociálno-vednej paradigmy sociálneho konštruk- tivizmu (zrov. Berger – Luckmann 1999) a zaoberá sa jazykom aj s ohľadom 1 Príspevok predstavuje aktualizovanú a upravenú časť dizertačnej práce autorky (Gažovičová 2014). 7 na jeho symbolickú moc (zrov. Bourdieu 1991). Skúma, aké významy im prisudzujeme a aké to má implikácie v jazykovej a politickej praxi. Každý jazyk má v určitej komunite svoj sociálny status. Podľa neho sa bilingvizmus ľudí delí na tzv. „elitný“ a „ľudový“. (zrov. napr. Skutnabb- Kangas 1981: 97) Samotné názvy elitný a ľudový ilustrujú, že nie každá znalosť jazyka je v spoločnosti rovnako cenená. V elitnom bilingvalizme je prvý jazyk národným jazykom štátu (napríklad na Slovensku slovenčina) a druhý jazyk si žiak osvojuje, lebo má vyšší hodnotový status (v našej kultúre je to napríklad angličtina). Ľudový bilingvizmus sa pripisuje situácii, v ktorej prvý jazyk je materinský jazyk žiakov (napríklad rómsky) a druhý je oficiálny jazyk v národnom štáte. Deľba na elitný a ľudový bilingvizmus je sociálne konštruovaná a ako taká silne situačne podmienená. 1.1. Podoby začlenenia menšinového jazyka do vzdelávania Existuje viacero rôznych modelov, ako využívať menšinový jazyk vo vzdelávaní (zrov. Garcia 2009, Walter 2008). Zjednodušene môžeme rozlíšiť päť základných podôb. (1) Vyučovanie prebieha výlučne vo väčšinovom jazyku a menšinový jazyk nie je zahrnutý. (2) Vyučovanie prebieha vo väčšinovom jazyku, menšinový jazyk je vyučovaný ako povinný alebo nepovinný predmet. (3) Oba jazyky sa používajú ako vyučovacie. To môže prebiehať tak, že výklad sa realizuje dvojjazyčne, alebo sa rôzne predmety vyučujú v rôznych jazykoch. (4) Menšinový jazyk môže byť výhradný vyučovací jazyk a štátny jazyk sa učí iba ako jeden predmet. (5) V škole sa vyučuje výlučne v menšinovom jazyku a väčšinový jazyk vôbec nie je súčasťou školských osnov. Tento model sa v praxi veľmi nevyskytuje. Tabuľka 1 Typológia využitia väčšinového a menšinového jazyka vo vzdelávaní. Jazyk vyučovaný Vyučovací jazyk iba ako predmet Výhradne väčšinový Väčšinový jazyk - Model Prevažne väčšinový model Väčšinový jazyk Menšinový jazyk Väčšinový + menšinový Bilingválny model - jazyk Prevažne menšinový Menšinový jazyk Väčšinový jazyk Model Výhradne menšinový Menšinový jazyk - Model Zdroj: autorka 8 2. SPÔSOBY NAHLIADANIA NA MENŠINOVÝ JAZYK A VZDELÁVANIE V tejto kapitole vychádzam zo
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