Publication: Eğitimde çok dilliliğin yeri : Almanca öğrencilerinin dil repertuarı ve kod değişimi
Abstract
Eğitimde çok dilliliğin yeri : Almanca öğrencilerinin dil repertuarı ve kod değişimi Bu araştırmanın amacı, eğitimde öğrencilerin dünya vatandaşlığı bilinci ile çokdillilik arasındaki ilişkiyi kavrayarak, kendi dil repertuarlarına yönelik farkındalık geliştirmelerinin önemini vurgulamaktır. Bu doğrultuda, Türkiye’de ikinci yabancı dil olarak Almanca öğrenen öğrencilerin çokdillilik deneyimlerini, dil repertuarlarını ve kod geçişi (code-switching) ile kod karıştırma (code-mixing) davranışlarını incelemektedir. Araştırma, İstanbul’da özel bir K-12 okulunda öğrenim gören 5., 6., 7., 10. ve 12. sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmanın temel odağı, öğrencilerin Almanca öğrenim sürecinde Türkçe ve İngilizce gibi diğer dillerini nasıl kullandıklarını ve bu dillerarası geçişlerin hangi bağlamlarda, nasıl ve ne tür işlevlerle gerçekleştiğini analiz etmektedir. Bu bağlamda, çokdilli repertuarlarının öğrencilerin kimlik inşası, aidiyet geliştirme ve duygusal ifade süreçlerinde nasıl bir rol oynadığı da analiz edilmektedir. Araştırmanın veri toplama süreci, kuramsal yaklaşımlarla doğrudan ilişkilendirilerek üç aşamada yapılandırılmıştır. İlk aşamada, öğrencilerin çokdilli deneyimlerini renkler yoluyla beden şemasında simgeleştirmeleri için Krumm’un (2008) dil portresi yöntemi uygulanmıştır. Bu yöntem, öğrencilerin hem bilişsel hem de duygusal düzeyde çokdillilik farkındalıklarını artırmayı hedeflemektedir. Aynı zamanda, Busch’un (2012, s. 508–509; 2021,s. 15-18) yaşantısal çokdillilik (erlebte Mehrsprachigkeit) ve dilsel konumlandırma yaklaşımıyla ilişkilendirilmiştir. İkinci aşamada öğrencilerden dil portrelerini yazılı olarak açıklamaları, üçüncü aşamada ise bu açıklamaları sınıf ortamında sözlü olarak sunmaları istenmiştir. Yazılı ve sözlü anlatılar, öğrencilerin çokdilli deneyimlerine atfettikleri anlamları ortaya koymaktadır. Bu anlatılar aynı zamanda, bedenleştirilmiş dilsel algılarını ve kendilerini çokdilli bireyler olarak nasıl tanımladıklarını da görünür hale getirmektedir. Toplanan veriler, Busch’un kuramsal çerçevesi doğrultusunda öğrencilerin çokdillilik aracılığıyla kendilerini nasıl konumlandırdıkları ve hangi kimlik anlatılarını geliştirdikleri bağlamında analiz edilmiştir. Ayrıca, öğrencilerin dillerarası geçişleri, Muysken’in (2000) kod değiştirme tipolojisi ve MacSwan’ın (2010) yapısal dil kuramı doğrultusunda işlevsel ve biçimsel düzeyde çözümlenmiştir. Çalışmanın özgün yönü, Türkiye'de okul bağlamında çokdilliliği, dil portreleri ve anlatılarla bir arada ele alan fazla çalışmaya rastlanmamaktadır. Bulgular, öğrencilerin Almanca dışındaki dilleri iletişimsel amaçlarla stratejik biçimde kullandıklarını ortaya koymaktadır. İngilizce, anlamı sürdürme ve iletişimi kolaylaştırma; Türkçe ise duygusal ve kişisel anlatımlar için tercih edilmektedir. Kod değiştirme davranışları, aynı zamanda anlatıyı yapılandırma, kimlik ve aidiyet ifade etme, iletişimi sürdürme gibi işlevler de üstlenmektedir. Bu doğrultuda araştırmanın, çokdilliliğin eğitim ortamlarında doğal bir kaynak olarak değerlendirilmesinin ve öğrencilerin çokdilli repertuarlarını bilinçli şekilde kullanabilmelerinin önemini vurgulayan nitelikli bir katkı sunması hedeflenmektedir.
Multilingualism in education : language repertoire and code-switching among German language learners The aim of this study is to emphasize the importance of understanding the relationship between students' awareness of global citizenship and multilingualism in education, and to foster their awareness of their own linguistic repertoires. In this context, the research examines the multilingual experiences, language repertoires, and code-switching and code-mixing practices of students learning German as a second foreign language in Turkey. The study was conducted with 5th, 6th, 7th, 10th, and 12th grade students enrolled in a private K-12 school in Istanbul. It primarily focuses on how students use their other languages—such as Turkish and English—during the process of learning German, in which contexts these interlingual transitions occur, how they are carried out, and what functions they serve. Accordingly, the study also analyzes the role that students’ multilingual repertoires play in identity construction, developing a sense of belonging, and emotional expression. The data collection process was structured in three stages, each directly related to specific theoretical approaches. In the first stage, Krumm’s (2008) language portrait method was implemented to allow students to symbolically represent their multilingual experiences through colors on a body outline. This method aimed to raise students’ awareness of multilingualism on both cognitive and emotional levels. At the same time, it was linked to Busch’s (2012, pp. 508–509; 2021, pp. 15–18) concepts of experiential multilingualism (erlebte Mehrsprachigkeit) and linguistic positioning. In the second stage, students were asked to explain their language portraits in written form, and in the third stage, they shared these explanations through oral presentations in the classroom. These written and oral narratives revealed the meanings students attributed to their multilingual experiences. They also made visible the students’ embodied linguistic perceptions and how they defined themselves as multilingual individuals. The collected data were analyzed within the framework of Busch’s theory, focusing on how students position themselves through multilingualism and what kinds of identity narratives they construct. Additionally, students’ interlingual transitions were examined on both functional and structural levels, based on Muysken’s (2000) typology of code-switching and MacSwan’s (2010) minimalist model of language contact. The distinctive contribution of this study lies in the fact that there are few studies in Turkey that address multilingualism, language portraits, and narrative representations together within the context of schooling. The findings show that students use languages other than German strategically for communicative purposes. English is primarily employed to maintain meaning and facilitate communication, while Turkish is preferred in emotional and personal expressions. Code-switching practices also serve narrative functions such as structuring discourse, expressing identity and belonging, and maintaining communication. Accordingly, the study aims to make a meaningful contribution by emphasizing the importance of treating multilingualism as a natural resource in educational settings and by highlighting the value of helping students to consciously utilize their multilingual repertoires.
Multilingualism in education : language repertoire and code-switching among German language learners The aim of this study is to emphasize the importance of understanding the relationship between students' awareness of global citizenship and multilingualism in education, and to foster their awareness of their own linguistic repertoires. In this context, the research examines the multilingual experiences, language repertoires, and code-switching and code-mixing practices of students learning German as a second foreign language in Turkey. The study was conducted with 5th, 6th, 7th, 10th, and 12th grade students enrolled in a private K-12 school in Istanbul. It primarily focuses on how students use their other languages—such as Turkish and English—during the process of learning German, in which contexts these interlingual transitions occur, how they are carried out, and what functions they serve. Accordingly, the study also analyzes the role that students’ multilingual repertoires play in identity construction, developing a sense of belonging, and emotional expression. The data collection process was structured in three stages, each directly related to specific theoretical approaches. In the first stage, Krumm’s (2008) language portrait method was implemented to allow students to symbolically represent their multilingual experiences through colors on a body outline. This method aimed to raise students’ awareness of multilingualism on both cognitive and emotional levels. At the same time, it was linked to Busch’s (2012, pp. 508–509; 2021, pp. 15–18) concepts of experiential multilingualism (erlebte Mehrsprachigkeit) and linguistic positioning. In the second stage, students were asked to explain their language portraits in written form, and in the third stage, they shared these explanations through oral presentations in the classroom. These written and oral narratives revealed the meanings students attributed to their multilingual experiences. They also made visible the students’ embodied linguistic perceptions and how they defined themselves as multilingual individuals. The collected data were analyzed within the framework of Busch’s theory, focusing on how students position themselves through multilingualism and what kinds of identity narratives they construct. Additionally, students’ interlingual transitions were examined on both functional and structural levels, based on Muysken’s (2000) typology of code-switching and MacSwan’s (2010) minimalist model of language contact. The distinctive contribution of this study lies in the fact that there are few studies in Turkey that address multilingualism, language portraits, and narrative representations together within the context of schooling. The findings show that students use languages other than German strategically for communicative purposes. English is primarily employed to maintain meaning and facilitate communication, while Turkish is preferred in emotional and personal expressions. Code-switching practices also serve narrative functions such as structuring discourse, expressing identity and belonging, and maintaining communication. Accordingly, the study aims to make a meaningful contribution by emphasizing the importance of treating multilingualism as a natural resource in educational settings and by highlighting the value of helping students to consciously utilize their multilingual repertoires.
Description
Keywords
Alman dili, Almanya, Code-mixing, Code-switching, Çokdillilik, Dil portresi, Dil repertuarı, Dünya vatandaşlığı bilinci, Education, Bilingual, Eğitim, İki dilde, German language, Germany, Kod değişimi Global citizenship awareness, Kod geçişi, Language portrait, Language repertoire, Multilingualism, Öğrenim ve öğretim, Study and teaching