Pub Date : 2023-01-26DOI: 10.26650/jol.2022.1214731
Merve Keskin, Mehmet Gürlek
{"title":"İngilizce Hazırlık Programındaki Üniversite Öğrencilerinin İçerik Temelli İngilizce Öğretim Yöntemine Karşı Tutum ve Motivasyonuna Yönelik Çoklu Durum Araştırması","authors":"Merve Keskin, Mehmet Gürlek","doi":"10.26650/jol.2022.1214731","DOIUrl":"https://doi.org/10.26650/jol.2022.1214731","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122150290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.26650/jol.2022.1216218
Anna Golynskaia
{"title":"Türkçe Öğrenen Derlemi için Hata Etiketleme Sistemi","authors":"Anna Golynskaia","doi":"10.26650/jol.2022.1216218","DOIUrl":"https://doi.org/10.26650/jol.2022.1216218","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132273176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.26650/jol.2022.1213471
Uğur Okur, Mehmet Gürlek
{"title":"Kovid-19 Salgını Sonrası Yabancı Dil Olarak Türkçe Öğretiminde Çevrim İçi Modeller: Ankara Üniversitesi TÖMER Örneği","authors":"Uğur Okur, Mehmet Gürlek","doi":"10.26650/jol.2022.1213471","DOIUrl":"https://doi.org/10.26650/jol.2022.1213471","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114004350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.26650/jol.2022.1164029
Semra BATURAY MERAL, H. Meral
{"title":"On the Syntax and Semantics of Depictives in Turkish","authors":"Semra BATURAY MERAL, H. Meral","doi":"10.26650/jol.2022.1164029","DOIUrl":"https://doi.org/10.26650/jol.2022.1164029","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132762837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-17DOI: 10.26650/jol.2022.1183190
Kubra Jaafer
{"title":"Irak Türklerinin Eğitimde Dil Tercihleri","authors":"Kubra Jaafer","doi":"10.26650/jol.2022.1183190","DOIUrl":"https://doi.org/10.26650/jol.2022.1183190","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120943607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.26650/jol.2022.1129254
Aylin Coşkun Kunduz
Compared to an extensive amount of research on Turkish heritage speakers in Europe, the heritage language acquisition and maintenance of Turkish in the United States has only recently received scholarly attention. This article discusses the heritage language status of Turkish in the United States from an educational perspective with an emphasis on current challenges to teaching Turkish within this context. The educational needs of Turkish-American learners are contextualized within a brief history of Turkish immigration in the United States. Opportunities for learning Turkish in an institutional setting include attending community-based Turkish heritage language schools in early years or Turkish language programs in American universities in later years. Some of the challenges observed in both educational settings include, but are not limited to, a lack of qualified teachers and relevant educational resources as well as generational conflicts in attitudes towards learning Turkish as a heritage language. The article concludes with a discussion on how these challenges may influence the maintenance of Turkish language and culture in the future in a society where English-only language policies are mandated.
{"title":"Heritage Language Acquisition and Maintenance of Turkish in The United States: Challenges to Teaching Turkish as a Heritage Language","authors":"Aylin Coşkun Kunduz","doi":"10.26650/jol.2022.1129254","DOIUrl":"https://doi.org/10.26650/jol.2022.1129254","url":null,"abstract":"Compared to an extensive amount of research on Turkish heritage speakers in Europe, the heritage language acquisition and maintenance of Turkish in the United States has only recently received scholarly attention. This article discusses the heritage language status of Turkish in the United States from an educational perspective with an emphasis on current challenges to teaching Turkish within this context. The educational needs of Turkish-American learners are contextualized within a brief history of Turkish immigration in the United States. Opportunities for learning Turkish in an institutional setting include attending community-based Turkish heritage language schools in early years or Turkish language programs in American universities in later years. Some of the challenges observed in both educational settings include, but are not limited to, a lack of qualified teachers and relevant educational resources as well as generational conflicts in attitudes towards learning Turkish as a heritage language. The article concludes with a discussion on how these challenges may influence the maintenance of Turkish language and culture in the future in a society where English-only language policies are mandated.","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"281 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128158217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.26650/jol.2022.1137727
Gözde Demirel Fakiroğlu
Every country follows a different program for teaching the mother tongue. In some countries, states apply different programs for their students and in some the national education program is central and applied in the same way throughout the country. Turkiye and France apply the programs defined by their ministries of national education. In this study, the Turkish teaching program and French teaching program in primary schools have been analyzed and compared in terms of learning outcomes and program structure. The common points and differences between the programs have been identified. Students start systematic language learning in primary school. When students have proficiency in their mother language, they become successful learners in other fields of study. Thus, primary schools play a vital role in educating individuals by raising their awareness about the importance of using their mother language appropriately and effectively. In Turkiye, primary school is 4 years and it is not divided into parts. In France primary school is 5 years and it is divided into two parts in terms of students’ skills development. Students’ language development starts with the family and continues at school. The role of classroom teachers and mother language teachers cannot be overlooked.
{"title":"Comparison of the Primary School Turkish Program Implemented in Turkiye and the Primary School French Program Implemented in France","authors":"Gözde Demirel Fakiroğlu","doi":"10.26650/jol.2022.1137727","DOIUrl":"https://doi.org/10.26650/jol.2022.1137727","url":null,"abstract":"Every country follows a different program for teaching the mother tongue. In some countries, states apply different programs for their students and in some the national education program is central and applied in the same way throughout the country. Turkiye and France apply the programs defined by their ministries of national education. In this study, the Turkish teaching program and French teaching program in primary schools have been analyzed and compared in terms of learning outcomes and program structure. The common points and differences between the programs have been identified. Students start systematic language learning in primary school. When students have proficiency in their mother language, they become successful learners in other fields of study. Thus, primary schools play a vital role in educating individuals by raising their awareness about the importance of using their mother language appropriately and effectively. In Turkiye, primary school is 4 years and it is not divided into parts. In France primary school is 5 years and it is divided into two parts in terms of students’ skills development. Students’ language development starts with the family and continues at school. The role of classroom teachers and mother language teachers cannot be overlooked.","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127435708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.26650/jol.2022.1138978
U. Bohnacker
Home language education has a long tradition in Sweden and includes the teaching of Turkish to children who grow up bilingually with Swedish as their societal language and Turkish as their home and heritage language. The present paper characterises Turkish mother tongue instruction (MTI) and discusses its current status in the light of Swedish language policy, as it is reflected in official documents (legislation, policy papers and curricula) vis-a-vis its practical implementation by the municipalities. The paper also presents findings from a research project on Turkish-speaking preschool and primary school children and their families, concerning MTI attendance and attitudes towards Turkish, as well as on the experiences of Turkish MTI teachers in a Swedish setting.
{"title":"Turkish Mother Tongue Instruction in Sweden","authors":"U. Bohnacker","doi":"10.26650/jol.2022.1138978","DOIUrl":"https://doi.org/10.26650/jol.2022.1138978","url":null,"abstract":"Home language education has a long tradition in Sweden and includes the teaching of Turkish to children who grow up bilingually with Swedish as their societal language and Turkish as their home and heritage language. The present paper characterises Turkish mother tongue instruction (MTI) and discusses its current status in the light of Swedish language policy, as it is reflected in official documents (legislation, policy papers and curricula) vis-a-vis its practical implementation by the municipalities. The paper also presents findings from a research project on Turkish-speaking preschool and primary school children and their families, concerning MTI attendance and attitudes towards Turkish, as well as on the experiences of Turkish MTI teachers in a Swedish setting.","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127307389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.26650/jol.2022.1156657
Tülay Et-bozkurt
{"title":"The Impact on Language Maintenance and Studies Among Third- and Fourth-Generation Turkish Students in Melbourne, in the Era of COVID-19","authors":"Tülay Et-bozkurt","doi":"10.26650/jol.2022.1156657","DOIUrl":"https://doi.org/10.26650/jol.2022.1156657","url":null,"abstract":"","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130729725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.26650/jol.2022.1140887
Almut Küppers
This article presents the results of an ethnographic case study in which the socio-cultural effects of a bilingual German-Turkish language program at an unusual elementary school in urban Hanover were examined. Not only children from families with a history of immigration from Turkey can learn Turkish in this school, but all children can. Findings indicate that valorizing a stigmatized migrant language and using it as an educational resource for all learners can lead to greater equity and social cohesion, as well as better academic performance. Based on the findings of the study, it is discussed what contribution a reorientation of (foreign) language education in the selective German school system could make to overcoming the dividing line between “belonging” and “foreign” and as a contribution to sustainable learning. The findings will furthermore be reanalyzed against the backdrop of the COV-19 pandemic.
{"title":"(Foreign) Language Education and Its Impact on Equal Opportunity and Sustainability. Lessons Learned from A Bilingual German-Turkish Program at An Urban Elementary School in Germany","authors":"Almut Küppers","doi":"10.26650/jol.2022.1140887","DOIUrl":"https://doi.org/10.26650/jol.2022.1140887","url":null,"abstract":"This article presents the results of an ethnographic case study in which the socio-cultural effects of a bilingual German-Turkish language program at an unusual elementary school in urban Hanover were examined. Not only children from families with a history of immigration from Turkey can learn Turkish in this school, but all children can. Findings indicate that valorizing a stigmatized migrant language and using it as an educational resource for all learners can lead to greater equity and social cohesion, as well as better academic performance. Based on the findings of the study, it is discussed what contribution a reorientation of (foreign) language education in the selective German school system could make to overcoming the dividing line between “belonging” and “foreign” and as a contribution to sustainable learning. The findings will furthermore be reanalyzed against the backdrop of the COV-19 pandemic.","PeriodicalId":277780,"journal":{"name":"Dilbilim Dergisi / The Journal of Linguistics","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130439259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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