Language proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands

Extra, G.; Yağmur, K.

doi:10.1080/09500780903096561

Cited by 55 publications

(59 citation statements)

References 10 publications

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“…The major management strategy is the conscious use of Turkish until children's school age. Still, the maintenance of Turkish among third-generation children is reinforced by the factors contributing to language maintenance, such as easy access to Turkish media and spouses from Turkey, which are also highlighted in the literature regarding Turkish maintenance in the Netherlands (Backus 2013;Eversteijn 2011;Extra and Yagmur 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Children are primarily exposed to Turkish at home until they reach school age (Leseman 2000). Based on earlier research (Backus 2013;Böcker 1994;Eversteijn 2011;Extra and Yagmur 2010;Yagmur 2009), we can say there are several factors that contribute to language maintenance among Turkish speakers in the Netherlands, such as easy access to Turkish media, holidays in Turkey, life partners from Turkey, high numbers of Turkish organisations, and segregation from the mainstream community. Given the strong in-group orientation, it is expected that even third-generation immigrants have some competence in Turkish.…”

Section: Profile Of the Turkish Community In The Netherlandsmentioning

confidence: 99%

“…The Turkish community is known to maintain their home language to a certain extent (Eversteijn 2011;Extra and Yagmur 2010). Children are primarily exposed to Turkish at home until they reach school age (Leseman 2000).…”

Section: Profile Of the Turkish Community In The Netherlandsmentioning

confidence: 99%

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Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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This study investigated the family language policy of second-generation Turkish immigrant families in the Netherlands by exploring their language ideologies, practices, and management strategies. Using an ethnographic approach, data were collected through a set of observations and interviews with 20 families. Transcriptions of interviews and memos of observations were coded to derive the major strategies employed by parents regarding home language use. The findings show that, although Turkish maintenance is a very important part of the linguistic ideologies of the families studied, there is great diversity and complexity in their language practices and management strategies. All of the families focus their language planning activities around the educational achievement of their children. Therefore, the recommendations of educational institutions are very important in their language practices. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: Profile Of the Turkish Community In The Netherlandsmentioning

confidence: 99%

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Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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“…Although this generation can potentially impart their knowledge of the HL to the next generation, the extent and type of exposure to the HL received by the next (third) generation is varied to say the least (Hoff, 2006). This difference has been seen to be related to cultural or ethnic identity of the second generation (Extra and Yagmur, 2010) as well as other factors. The loss of HL is marked by the lack of natural intergenerational transmission which occurs in the family and is further supported by other language policy 'Top Down' domains such as the school, workplace, and the government among others.…”

Section: Family Language Policy and The Education Domainmentioning

confidence: 99%

Israel's English Speaking Immigrant Parents' Family Language Policy Management: Language in the Education Domain

Kayam

Hirsch

2013

IJL

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This study investigated family language policy (FLP) in the education domain by the English speaking immigrant community in Israel. In this study 232 parents completed the questionnaire on the availability of bilingual and/or English speaking preschools and/or kindergartens to them, their choice of linguistic environment for their children, and motives behind these choices, their attitudes toward bilingualism and toward English and Hebrew presence in their lives. About half of the parents reported not having bilingual and English only early education options for their children. Although most participants chose Hebrew early education settings, majority of those who reported having a choice, did select an alternative option for their child/children. Attitudes of parents in our sample were largely positive toward bilingualism and immersion programs. We found that, regardless of their attitude toward the amount of Hebrew and English in their lives, most parents' motivation in selection of early education settings was not emotionally driven, but rather logical and perhaps instrumental. Our findings point to complex motivational and attitudinal approaches of parents in selection of early education's linguistic environment for their children and the need for more bilingual and English early education settings in different parts of Israel to cater to this community.

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“…Like many other receiving societies, Dutch authorities see labor participation and sufficient level of education as the key factors for successful participation (Entzinger & Biezeveld, 2003). Both are often used to establish how migrants adjust in the public domain (Crul & Heering, 2008).…”

Section: Immigration and Integration Policies Of Morocco And The Nethmentioning

confidence: 99%