The teacher's language plays a key role in the educational process, greatly influencing not only communicative interaction but also children's overall language development. For Roma children from socially excluded localities, who often enter the school environment with a different linguistic code, the teacher's communicative interaction has a major stimulating or dampening effect on their engagement in the learning process. Language in school not only serves a communicative function but is also a tool and an object of learning. The teacher's ability to adapt to the language level, to create a safe and stimulating environment for communication, and to use interactive strategies can support children's language development and their active involvement in the educational process.

Conversely, inappropriate teacher communication, overly formal language, fast speech rate, unclear articulation or teacher voice can lead to passivity, and low confidence in children's language interaction and exacerbate existing barriers. The research aims to identify the stimulating and inhibiting factors of teacher language/communicative interaction with Roma children aged 5-8 years in kindergartens and primary schools. Through systematic observation, teachers' language strategies and their significance on children's active involvement in the educational process will be analyzed. The results of the research will provide the basis for effective pedagogical approaches that can support the language development and school success of Roma pupils.

Keywords: Teacher language, educational process, Roma children, school, communicative interaction.