Publication: Learners views on the teaching of Turkish as A mother tongue in germany
Abstract
Yurtdışında ana dili kavramı altında, göçmenlerin göç ettikleri ülkelere götürdükleri ve oralarda konuştukları ana dilleri anlaşılmaktadır. Çoğu zaman bu diller; göçmen grupları ar asında ve göçmen aile içinde konuşulmakta ve bir sonraki kuşağa da aktarılmaktadır. Modern göç tarihinde, göçmenlerin ana dillerinin standart biçimlerini ve yazı dillerini kuşaktan kuşağa aktarma çabalarının olduğu gözlenmekte ve bunun için okullar ya da benzeri birimler kurdukları görülmektedir. 20. yüzyılın ortalarından bu yana göç alan batılı ülkelerin resmi eğitim kurumları da, göçmenlerin ana dillerinin öğretilmesiyle aktif bir şekilde ilgilenmişlerdir. Bu bildirinin genel amacı, Almanya Federal Cumhu riyetinde sunulan Türkçe ana dili derslerinin yapısını ve öğrencilerin Türkçe dersleriyle ilgili görüşlerini ortaya koymaktır. Türkçe, Batı Avrupada birçok ülkede 5 milyon insan tarafından konuşulan en büyük azınlık dili olmakla birlikte hak ettiği ilgiye sahip değildir. Avrupa Birliği ülkelerinde, azınlık hakları doğrultusunda iki milyondan fazla çocuk ve gencin okullarda iyi bir ana dili Türkçe eğitimi alması gerekirken, bu ülkelerin çoğunda sınırlı imkânlar mevcuttur. Araştırma, Almanyadaki göçmen Türk öğrencilerinin Türkçe dersine yönelik algıları/görüşlerinin bazı değişkenler açısından incelenmesi için gerçekleştirilen ilişkisel tarama modelinde bir araştırmadır. Araştırmanın evreni, Almanyanın değişik eyaletlerinde (Baden-Würtemberg, Aşağı Saksonya, Bremen, Hamburg ve Berlin) öğrenim görmekte olan 11 -18 yaş grubunda ve 5. -12. sınıf arasındaki Türk kökenli göçmen öğrencilerdir. Örneklem, bu öğrencilerin öğrenim gördükleri okullardan tesadüfi küme örnekleme olarak seçilen okullarda aynı yaş ve sınıf düzeyindeki 580 öğrenciden oluşmaktadır. Araştırmada öğrencilerinin bazı demografik özelliklerini ayrıca Türkçe dersine yönelik algıları/görüşlerini saptamak amacı ile araştırmacı tarafından iki anket kullanılmıştır. Türkçe dersine yönelik algıları/görüşler i öncelikle yüzde - frekans ve çapraz tablolar olarak betimlenmiş, görüşlerin demografik değişkenlere olan bağımlılıkları ki-kare (chi-square) analizi ile denetlenmiş ve sonuçlar araştırmanın hipotezleri bağlamında yorumlanmıştır.
The concept ofmother tongue in foreign countries refers to the native language that immigrants bring to and speak in the countries to which they have migrated. This language is usually used by immigrant groups and passed on to subsequent generations through the act of speaking in the immigrant families themselves. Within the context of the modern history of immigration, it is observable that immigrants bot h make efforts to transfer the standard form of their language (including its written form) from generation to generation and to establish schools and other units for that purpose. Since the mid-twentieth-century, formal educational institutions in Western countries permitting immigration have actively been interested in the teaching ofthe mother tongue of immigrants . The overall objective of this paper is to analyze the structure ofTurkish courses in the Federal Republic ofGermany and Turkish students views on these courses . Turkish -as a language spoken by 5 million people in many countries of West ern Europe - occupies a preeminent position among the minority languages. Unfortunately, Turkish does not receive the attention it deserve s. In the European Union countries , and in line with prevailing understandings of minority rights , more than two million children and young people in schools are supposed to receive a good education in the Turkish language. However, only limited facilities exist in most of these countries to achieve that goal As a relational survey method, this research is based on the ana lysis of Turkish immigrant students ' perceptions/views on the Turkish language with respect to some variables. It includes im migrant students of Turkish origin (students in the age group of 11 -18 years, of the 5th -12th grade ) who live in various states o f Germany (Baden-Wurtemberg, Lower Saxony, Bremen, Hamburg and Berlin). The sample consists of 580 students (of the same age and grade) selected through random cluster sampling approach. In this research, two questionnaires are used by the researcher in or der to determine some demographic characteristics and perceptions/views of students on the Turkish language. Perceptions/views of students on Turkish language are primarily portrayed as percentage - frequency and cross tables; the dependence of these perceptions/views on demographic variables are then controlled via chi-square analysis and finally the results are interpreted within the context ofresearch hypotheses.
The concept ofmother tongue in foreign countries refers to the native language that immigrants bring to and speak in the countries to which they have migrated. This language is usually used by immigrant groups and passed on to subsequent generations through the act of speaking in the immigrant families themselves. Within the context of the modern history of immigration, it is observable that immigrants bot h make efforts to transfer the standard form of their language (including its written form) from generation to generation and to establish schools and other units for that purpose. Since the mid-twentieth-century, formal educational institutions in Western countries permitting immigration have actively been interested in the teaching ofthe mother tongue of immigrants . The overall objective of this paper is to analyze the structure ofTurkish courses in the Federal Republic ofGermany and Turkish students views on these courses . Turkish -as a language spoken by 5 million people in many countries of West ern Europe - occupies a preeminent position among the minority languages. Unfortunately, Turkish does not receive the attention it deserve s. In the European Union countries , and in line with prevailing understandings of minority rights , more than two million children and young people in schools are supposed to receive a good education in the Turkish language. However, only limited facilities exist in most of these countries to achieve that goal As a relational survey method, this research is based on the ana lysis of Turkish immigrant students ' perceptions/views on the Turkish language with respect to some variables. It includes im migrant students of Turkish origin (students in the age group of 11 -18 years, of the 5th -12th grade ) who live in various states o f Germany (Baden-Wurtemberg, Lower Saxony, Bremen, Hamburg and Berlin). The sample consists of 580 students (of the same age and grade) selected through random cluster sampling approach. In this research, two questionnaires are used by the researcher in or der to determine some demographic characteristics and perceptions/views of students on the Turkish language. Perceptions/views of students on Turkish language are primarily portrayed as percentage - frequency and cross tables; the dependence of these perceptions/views on demographic variables are then controlled via chi-square analysis and finally the results are interpreted within the context ofresearch hypotheses.