| Summary: | In the context of the research on learning and teaching Romani language in Serbia, this paper offers an analytical look at the relation between Romani pupils and Romani language at school. It then attempts to identify the tensions that derive from Romani standard language and pupils Romani language in order to highlight their impact on didactic choices adopted in class. The choices are based on the recognition and validation of pupils Romani language, but exclude or marginalize Romani standard language. Thus, Romani standard teaching and learning is now in question. The article is based on the analyses of Romani class observations and the comprehensive interviews carried out with Romani pupils (ten group interviews) and Romani teacher in a primary school in Serbia.
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