Identity Preservation and Hungarian Language Education in Diaspora Communities

Jenő Palotai, Viktor Wetzl, Ákos Jarjabka

Abstract


The main aim of our research is to provide an overview of what role language education plays in how Hungarians living in diaspora communities preserve their cultural identity. To this end we compared three Hungarian schools from three continents (North America, South America and Australia), selected by a sampling based on geographical location. We compared the similarities and differences between their educational methods according to factors predetermined by the research group. By reviewing the extant, but limited literature on this topic, the authors studied the present situation of Hungarians living abroad and the actual questions of identity preservation with special regard to language learning and preservation. These results present a detailed image of language education within the Hungarian diaspora. We also compared the educational methodology employed by the three schools based on different statistical data, such as the number of students, their cohort, student motivation as well as the role of partner institutions in the preservation of Hungarian identity. This study introduces the similarities and differences among institutions located far from one another.

Keywords


Hungarian diaspora; identity preservation; language education; Hungarian school

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DOI: https://doi.org/10.5195/ahea.2019.353

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Copyright (c) 2019 Jenő Palotai, Viktor Wetzl, Ákos Jarjabka

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