The Romani Population and Its Music
To read the full article click here This article republished with the permission of author, Santino Spinelli.
To read the full article click here This article republished with the permission of author, Santino Spinelli.
Zargari (or Romāno, as it is called by its speakers) is the only genuine Indo-Aryan language still spoken in Iran. The purpose of this article, which is mainly based on the author’s field work, is (a) to provide a brief, but at the same time precise, description of the main characteristics of Zargari phonology, morphology,…
The Roma population in Bulgaria counts almost a million people and most of them live in ghetto-type settlements outside the towns and villages. Very often in the same settlements there is a government school, but the schools are segregated and the pupils who attend them are those with Roma origins only. To read the full…
The aim of this paper is to present good educational practices from Bulgaria that relate to Roma education. In the so-called Years of Transition, educational conditions changed considerably. Non-governmental organizations have attempted to promote high-quality education for Roma children. The Bulgarian Ministry of Education has made various changes in legislation which now allow Roma children…
To read the full article click here This article was originally published on Hristo Kyuchukov’s website and it republished with the permission of author.
This article presents the language of Muslim Roms, who form a trilingual community in the northeastern part of Bulgaria, discussing language mixing between Romani, Turkish, and Bulgarian, applying the model of Myers-Scotton (1993). Two different Roma linguistic groups are observed speakers of Vlax (Zagondzi) and non-Vşax (Xoraxani). The non-vLax language, which is full of Turkish…
The paper presents trilingualism among Turkish-speaking Roma children from Bulgaria and the processes of code-switching. The study examines the MLF Model of Myers-Scotton (1993), and shows that this model is not valid in the situation of bilingual (trilingual) children learning two/three languages simultaneously. They acquire the three languages as a single code, and are not…