School dropout and social exclusion of Roma students represent persistent challenges within the educational system, requiring innovative pedagogical approaches grounded in the valorization of cultural and linguistic diversity. This article proposes a set of teaching activities for English language instruction at B2 level, integrating English idiomatic expressions with their Rromani equivalents, thereby building bridges between the two cultures while promoting messages about the value of education, perseverance, and belonging. By associating language learning with themes of social inclusion, the presented activities aim not only to develop English communication skills but also to strengthen the cultural identity of Rromani-speaking students and stimulate intercultural dialogue in the classroom.
Learn English and Rromani idioms- Building Bridges Together (Khetane)
The main objective: -Learn English idioms and Rromani phrases about belonging, effort, and the value of education. Level-B2
Idioms for Inclusion & Resilience
1. Match the English idiom with its meaning and its Rromani equivalent
English Idiom Meaning Rromani Equivalent a. To be in the same boat To face the same challenges. Samen an-i barka b. To hit the books To study hard to succeed. Te sikl’ovês zurales c. To pass with flying colors To succeed very easily. Te nakhês mîsto d. Better late than never It’s better to finish school late than not at all. Mai mîsto mai tîrziu sar niciodată Activity: Write a sentence about why your friends should stay in school using „In the same boat.”
2. Vocabulary for Social Inclusion
Translate these key phrases and use them in the discussion below. Belonging: Te aves andral (To be inside/part of it) Support: Azhutipe Future: Vryama savi avela Stay in school: Beshel ande skola
3. Discussion – Stopping School Abandonment
Social inclusion is about making sure everyone feels welcome.
- „A bad apple spoils the bunch.” (One bad influence can hurt a group). How can we be „good apples” for friends thinking of leaving school?
- „Knowledge is power.” (Education gives you control over your life). How does finishing school change your Vryama savi avela (future)?
4. Role-Play Activity: The Turning Point
This activity is designed to help B1-B2 students practice persuasion and empathy while using both English and Rromani. Scenario -Two friends are sitting outside the school gates. One friend (Student A) is tired of studying and thinks about dropping out to work or „just hang out.” The other friend (Student B) wants to convince them that school is their best chance for a good future (Vryama savi avela). Useful vocabulary : To persuade (B1-B2 English): -„Have you considered the consequences of…?” -„If I were you, I would…” -„I understand how you feel, but don’t forget that…” To bridge with Rromani: -„Azhutipe” (Support): „I’m here to give you azhutipe. Don’t do this alone.” -„Khetane” (Together): „We started this khetane, we should finish it the same way.” -„Te sikl’ovês” (To learn): „You have the talent te sikl’ovês (to learn) anything.”
Conclusions
The proposed activities demonstrate that foreign language teaching can serve as an effective vehicle for promoting social inclusion and educational equity. By valorizing the Rromani language as a legitimate pedagogical resource, teachers convey an implicit yet powerful message to students: their language and culture are valued within the school environment. This type of symbolic recognition can contribute to increased self-esteem, a strengthened sense of belonging, and, consequently, a reduced risk of school dropout—one of the central objectives of current educational policies.
From a didactic perspective, integrating idiomatic expressions from both languages facilitates deeper, more meaningful learning anchored in students’ cultural experience. Role-play and discussion activities provide authentic contexts for practicing English while simultaneously stimulating critical thinking and empathy. For teachers, this material represents a replicable model for designing lessons that combine linguistic objectives with socio-emotional development goals, thus contributing to a more inclusive and relevant education that addresses the diversity of students in today’s schools.
Bibliography
Opal Dunn, Introducing English to young Children, Harper Collins Publishers,London,1984.