Supplementary Instruction in the Native Languages and Cultures of Children of Other Ethnicities (Hungarian) – The Status and Challenges of Supplementary Instruction in the Hungarian Language and Culture

This project examines the implementation of supplementary Hungarian language and culture classes in Slovenia from the teachers’ perspective. It focuses on a program offered in Ljubljana and Maribor that aims to preserve the linguistic and cultural identity of the Hungarian ethnic community. The research is based on semi-structured interviews with teachers who are teaching these classes during the 2024/2025 school year. It analyzes the organization of instruction, teacher qualifications, the structure and needs of students, challenges in teaching, and collaboration with schools, parents, and cultural institutions. The results show that the implementation of supplementary instruction is primarily challenged by the small number of students and the high heterogeneity of their language proficiency, which requires adapted and differentiated teaching approaches. Teachers emphasize the importance of developing writing skills and the need for additional teaching materials and professional support. Despite the challenges, they rate cooperation with schools and parents as good, and the program makes a significant contribution to preserving the Hungarian language in an urban Slovenian environment.