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The Russian retraining program was started by the government in 1989. After political changes in Hungary the Educational Ministry allowed schools to teach any foreign languages. Students didn't want to learn the hated Russian any more but at the same time there was a huge lack of other foreign language teachers. The aim of this program is to train former Russian teachers for teachers of other modern languages such as German, English or Spanish. This process takes at least four years from most of participants. First step is to take a language exam, which takes one year if learner is beginner, the second step is to get a degree on a three-year-old course. This essay examines personal feelings and personal changes of participant caused by this program.

The author of this essay made a research on this theme in one of the leaving groups in Janus Pannonius University in Pécs. There were three main fields of the questionary. First is the university - why retrainee takes part in the program, whether the participant enjoys the course or not and comments on expectations and realization. The second field is relationship between studying, work and work place - how the university influences participant's work at school, whether colleagues appreciate the retrainee's studies. The third field is personal life: friends, family and inner sphere of the participant - changes in relationship with friends, how members of family maintain a relation to retrainee's studies. This essay draws an interference using up the answers of above mentioned questionary.

The first field examined by the author is university and reasons of participation. Most of participants are former Russian teachers and educational laws pushed them to the university. They would not like to become dismissed. But there are other reasons why the retrainee takes part in program such as to get a qualification, to improve English, to widen knowledge of American and British civilization. In general participants enjoy retraining program because of picking up useful methodological ideas which can be used in their own lessons, forcing of speaking English, love of literature, chatting with colleagues, enjoyment of their group.
Enjoyment of course depends on material and teachers, too. Some think that most of lessons do not give any practical knowledge, some lessons are boring and useless, expectations in literature are exaggerated with regard to the kind of diploma participant would get. Participants are often frustrated by overwhelming tasks and at the same time in many cases they feel that they do not profit anything from that class. Retrainees miss possibility of chosing teachers and subjects, real opportunity to improve speaking skills and developing lexical knowledge. Some would change the examination system. They would like more exams but on smaller parts. Some participants are not satisfied with their progress and they enjoy the program less and less. Retrainees hate stress caused by length of studies, expectations of some tutors or other sides of life.

The second field is relationship between work place, teaching and colleagues. It is a very complex field. There are negative and positive parts of it. Some colleagues of participant tolerate retrainee's studies and feel sympathy but there are some who think and say retrainees go on holiday on Thursdays and Fridays. Participants do not have enough time to prepare for lessons, they are often superficial, do not have any time to relax or cannot do any extra work. But most of them mention good effects of studies like some improvement in teaching practice due to methodology, more competence in British and American civilization. There are many contradictions in this field but retrainees try to manage them.

The field most changed is retrainees' personal life. Retrainees see their friends less, moreover some lost some people but some gained good friends due to retraining program. Members of their families have different attitude to it. Adults are understandable and helpful, try to cope with the difficulties created by retrainees for them but they are looking forward to finishing participants' studies. Children, mainly younger ones do not like the situation, they feel lack of mother's presence, they fed up with this circumstances. Participants have transformed, too. Most of retrainees are always tired, worn-out, more nervous, impatient, unsatisfied. Retrainees suffer from the situation that they are not able to fulfil the requirements at work, at studies or in their families. But this program force participants to organize their life better, overstep their laziness. Some of them have become more understanding, more mobile and consequent. Participants' personality has transformed in a way but at the same time it developed in an other way.

Retraining deforms somehow participants' life and their families', too. Size of deformation depends on participants' circumstances. Retrainees have got at least thirteen lessons in three days but most of them work overtime. Retrainees have family with or without child(ren). Retrainees have to do housework and twice a week they learn at a university and they have to prepare for lessons which takes lots of time. Where do retrainees deprive time from? It is impossible to deprive time from teaching so time is taken from family and preparing. Success of retrainees is depends on these facts. The way to the degree is very long and tiring and the price of it is very high. Many contradictions in retrainees' personal life were brought to surface by the program but one fact is indisputable: English has become a very integral part of retrainees' life.