Turks Living Abroad and Turkish Education: The Case of England (State of Affairs, Problems, and Suggestions)

Baskın, Sami; TOYRAN, Mehmet

doi:10.16916/aded.938701

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Since the beginning of the 21st century however, in its attempt to join the European Union, Turkey has abolished the ban on speaking Kurdish, allowed private teaching of the Kurdish language in 2004 and set up a public television channel broadcasting in Kurdish in January 2009, namely TRT-6. However, despite the restricted introduction of Kurdish in the education system as an optional language (Akin & Araz, 2014), the Turkish government still refuses any possibility of public education in Kurdish in schools, since the article 42 of the Constitution forbids the teaching of a language other than Turkish as the primary language of education.…”

Section: Introductionmentioning

confidence: 99%

Chapter 9. Grammar in usage and grammaticalization of dan ‘give’ constructions in Kurmanji Kurdish

Akin

Bouveret

2021

Give Constructions Across Languages

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Belonging to the family of Indo-European languages, Kurdish is part of the Iranian group of this family, which gathers several modern languages such as Balochi, Ossetic, Persian, Tadjik, etc. The two main dialects that are closely related to each other are the Kurmanji dialect and the Sorani dialect. The Kurmanji dialect, spoken by 65% of the Kurds, appears more archaic than the other dialects in its phonetic and morphological structure. Yet, Kurmanji and Sorani are two dialects that have the greatest number of common linguistic characteristics. We focus on two dominant grammatical categories used with dan 'give' in Kurmanji Kurdish, light verb constructions (LVC) and causative constructions illustrating the language change property. If light verb construction is a common use of the verb give in many languages, the causative form is dominant in the Kurdish language, as illustrated through our various corpora, dictionnaries, recent online newspapers and the Manchester Kurdish Dialects Database 1 . The Kurdish Kurmanji dialect is a very dynamic language showing many signs of neological forms: new words appearing in the newspapers, as well as lexicalization and grammaticalization phenomena. New grammatical constructions, new idioms and new compounds formed with dan are motivated by the need for expressivity, which illustrates the usage-based grammar principle and the pragmatic inference mechanism described by Traugott 1989 and Bybee 2014. We have categorized three kinds of causative constructions. Our main hypothesis in this paper is the use of dan as a causative auxiliary, that is to say a case of grammaticalization of a frequent verb following the chain from full meaning towards grammatical meaning. This use has been described in Gougenheim 1929 for the French verb donner 'give'and was attested in Bouveret study 2012. We argue that the causative use of dan as an auxiliary construction is a major grammatical fact in the Kurmanji Kurdish. As described in grammaticalization literature, the wide usage of a very common verb, and its extensive productivity can lead to this bleaching process from full verb towards auxiliary. The grammaticalization process for dan is also proved in Kurmanji Kurdish through the use of light verb constructions and the high productivity of the verb in compounds as we will see in the following section. We claim in this paper that this grammaticalization of

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Section: Introductionmentioning

confidence: 99%

Chapter 9. Grammar in usage and grammaticalization of dan ‘give’ constructions in Kurmanji Kurdish

Akin

Bouveret

2021

Give Constructions Across Languages

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Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

TOYRAN

BEKDAŞ

Baskın

2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Türkçe, günümüzde çok geniş bir coğrafyada yabancı dil olarak öğretilmektedir. Bu öğretimi hem Türkiye merkezli kurumlar hem de yabancı kurumlar gerçekleştirmektedir. Örneğin İngiltere’de Yunus Emre Enstitüsü ve T.C. Millî Eğitim Bakanlığı gibi Türk kurumları ile Oxford, SOAS, Exeter ve Cambridge gibi İngiliz üniversiteleri, ortaöğretim kurumları veya yerel özel kurslar Türkçeyi yabancı bir dil olarak öğretmektedir. Türkçenin yabancı bir dil olarak öğretiminin İngiltere’deki durumunu genel hatlarıyla betimlemeyi amaçlayan ve fenomenoloji desenine göre tasarlanmış olan bu nitel çalışmada veriler, Londra Yunus Emre Enstitüsünün Türkçe öğretimi faaliyetlerinde görev alan öğretmenlerden toplanmıştır. Bu öğretmenler, uygun örnekleme kullanılarak belirlenmiş ve bire bir yüz yüze görüşmeyi kabul etmiştir. Veriler, yarı yapılandırılmış görüşme soruları ile toplanmıştır. Katılımcıların onayı ile alınan ses kayıtları önce yazılı metinlere dönüştürülmüş, sonra da içerik analizleri yapılarak yorumlanmıştır. Buna göre; İngiltere’ye Türkçeyi yabancı dil olarak öğretmek amacıyla gönderilen öğretmenlerin çoğunun bu alanda özel bir eğitim almadığı, bazılarının üniversitede dil eğitiminden farklı bir bölümde okuduğu ve Türkçe öğretimini ilk kez yurt dışında deneyimlediği; İngiltere’deki öğrenme ortamlarının fiziki şartları yeterli olmasına rağmen ders kitaplarının içeriğinin yeterli olmadığı; ders kitaplarındaki eksiklikleri gidermek için öğretmenlerin ek kaynaklar kullandığı; dil öğretim sürecinin bütün aşamalarında öğretmenlerin birbirine destek verdiği tespit edilmiştir. Bunun yanında çeşitli nedenlerle son zamanlarda Türkçe öğrenmeye karşı ilginin arttığı ve bunun geliştirilebileceği belirlenmiştir.

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General Situation of Turkish Teachers in the Case of Kazakhstan: Problems, Expectations and Suggestions

SÖZER

Semiz

2022

ODÜSOBİAD

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This study; In line with the opinions of Turkish teachers working in Kazakhstan in the 2021-2022 academic year, in which conditions, where and how the Turkish cultural transmission with the teaching of Turkish in Kazakhstan takes place, the lesson environments and opportunities of the instructors, expectations, problems and needs of Turkish It aims to examine the students' perspectives on Turkish and Turkish culture. The study was designed with phenomenology, one of the qualitative research methods. In the study, the data obtained by using focus group discussion and document review, which are qualitative data collection methods, were interpreted with content analysis, one of the qualitative data analysis types. The study group consists of twelve people. Six of the participants are male and six are female. These people work as Turkish language and culture instructors in various institutions and organisations in Kazakhstan, have experienced the educational environments in the region and worked in Kazakhstan for at least 3 years, and are graduates of the Turkish Language and Literature or Turkish Teaching Department. For the validity and reliability of the data coded and themed after the data collection process, the expert opinion of three academicians experienced in teaching Turkish as a foreign language was taken, and the reports were compared in order to achieve consensus. At the end of the research process, data were obtained about the current state of the educational environment and tools in Turkish teaching in Kazakhstan, physical and administrative problems, the approach of the manager and learner, the assessment and evaluation processes, and the course of Turkish language and culture teaching.

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Turks Living Abroad and Turkish Education: The Case of England (State of Affairs, Problems, and Suggestions)

Cited by 3 publications

References 11 publications

Chapter 9. Grammar in usage and grammaticalization of dan ‘give’ constructions in Kurmanji Kurdish

Chapter 9. Grammar in usage and grammaticalization of dan ‘give’ constructions in Kurmanji Kurdish

Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

General Situation of Turkish Teachers in the Case of Kazakhstan: Problems, Expectations and Suggestions

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