Fostering Linguistic Tolerance and Language Teaching Practices at Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education

Abstract

Introduction. Mother-tongue education is vital for community preservation, especially in multilingual environments. It is essential that professionals at all levels of education have a tolerant approach to language. Hungarian language planning in Transcarpathia prioritizes proficiency in the official language and at least one foreign language alongside the mother tongue. Upholding Hungarian language education is paramount. Purpose. Our study aims to demonstrate, using empirical data, the realization of language and education planning outlined by the Transcarpathian Hungarian community. We explore the role of language attitudes in effectiveness and their scientific cultivation in public and higher education. Methods. We analyze curricula and educational studies, supplemented by sociolinguistic data obtained through questionnaires. Results. Decades of effort have fostered a successful Hungarian-language educational system, meeting community needs and promoting linguistic tolerance. However, recent deviations in curriculum and teaching documents pose challenges to additive language teaching. Teacher attitudes are crucial in sustaining positive language practices. Conclusion. Ferenc Rakoczi II Transcarpathian Hungarian College prioritizes fostering positive attitudes in teacher training programs. Theoretical and empirical sociolinguistic research informs curriculum development, equipping students to promote language diversity upon entering Transcarpathian schools as educators.