19. Beyond Community: Networks of Bilingual Community Support for Languages other than English in New York City

Turkish Language Teaching in the US: Challenges, Opportunities, Sense of Belonging and Identities

“…through that language or by offering the community a space to come together for activities, cultural and otherwise (often in that LOTE)" (Matarese 2013: 302). , 2004, -2005, (Matarese 2013 This time we see that the number of community centers and organizations supporting Turkish is higher than the two previous cases in New York City. In this category, Turkish community centers and organizations seem to be better represented, which would be an opportunity for maintenance and promotion of Turkish in New York and in the US.…”

“…The research team identified "community-funded schools that support LOTEs, that is, educational institutions who teach LOTEs that have been initiated by the language community and that are supported primarily through independent funds" (Matarese 2013: 299). Turkish community-funded schools are also among their results as the figure below shows: Community-Funded Educational Institutions Identified per LOTE, 2004-2005(Matarese 2013 As it can be observed, Turkish is almost at the end of the spectrum of languages that are being taught in schools sponsored by community insti-…”

“…This fact creates many opportunities for the language to be taught and learned. Since Turkish is also classified as a "critical" language by A recent study of all community institutions in New York City identified 1,730 institutions by different ethnic communities and found institutional community support for 72 languages other than English (LOTEs) in the city (Matarese 2013). The study presented the number of institutions of these communities in 2004 and 2005 as in Figure 1 below, and Turkish is also included in it.…”

Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings. Case Studies in German, Swedish and Chilean Grade 4 Classrooms

“…The perception of multilingualism has long been seen as a balanced, linear and static product which described as dualistic (Matarese, 2012), from a polarizing and dichotomous categorization that colors that perspective. This is mirrored with terminology like bilingualism, balanced multilingualism, additive or subtractive bilingualism (García, 2009).…”

“…In this study, the discussed beliefs are positioned on a continuum, with dualistic, monoglossic beliefs at one end and dynamic, heteroglossic, diversifying beliefs at the other end. At one end of the established continuum, dualistic beliefs can be found, with a perception of multilingualism as a balanced, linear and static product (Matarese, 2012), making use of a dualistic terminology, e.g. bilingualism, balanced multilingualism, additive or subtractive bilingualism (García, 2009).…”