Az ukrán nyelv hatása a kárpátaljai magyar pedagógiai szaknyelvre

The impact of the Ukrainian language on the Transcarpathian Hungarian pedagogical terminologyMárta Fábián. Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Department of Philology, associate professor. [email protected], ORCID: 0000-0002-5549-1156. Ilona Huszti, PhD, associate professor. Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Department of Philology, associate professor. [email protected], ORCID: 0000-0002-1900-8112.Béla Bárány, candidate of philological sciences, associate professor. Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Department of Philology, associate professor. [email protected], ORCID: 0000-0002-9950-5601.The presentstudy examines the specific features of Hungarian pedagogical terminology in Transcarpathia within the Ukrainian language environment. In a bilingual minority context, the interaction between languages is particularlystrong. Since vocational training is largely conducted in a non-native language, the Hungarian pedagogical terminologyin Transcarpathia is significantly influencedby the second language, namelyUkrainian. This complicates the acquisition and correct use of Hungarian technical terms, which clearly demonstrates the importance of this research.The studydistinguishes between written and spoken formsof technical language: contact effects are less evident in writing, while direct loanwords and code-switchesare common in speech. The analysisfocuses primarily on the lexical phenomena inpedagogical technical language, the detailed examination of whichis based on participant observation and the analysis of pedagogical articles published in the Transcarpathian press. The authors separately discuss the situations before and after the latest education law adopted in 2020. The influence of the Ukrainian language on the names of school types (e.g.,grammar school, lyceum, boarding school), educational management (e.g.,Pedagogical Training Institute, methodologist), classrooms (e.g., cabinet), subjects (e.g.,informatics), and specific expressionsoccurring in spoken language (e.g.,open class, certificate, NUS)is indicated.Special attention is given to calques, loan translations, and word borrowings as channels of Ukrainian influence on Hungarian pedagogical terminology in Transcarpathia. The appearance and double meaning of the word “certificate” exemplifiesthe linguistic imprint of recent Ukrainian educational policy changes. New terms related to Ukrainian matriculation exams, such as ZNOand NMT, which have spread as Hungarian abbreviations in the pedagogical language of Transcarpathia and have become widely used in everyday speech, are also analysed. The findingsindicatethat these linguistic phenomena are deeply embedded in the everyday communication and professional discourseof Hungarian teachers in Transcarpathia, reflecting the complexity and continuous development of linguistic contact.Keywords:Transcarpathian Hungarian pedagogical terminology, influence of the Ukrainian language, lexical phenomena, loanwords, calques.