Negotiating Monolingual Official Language Policy at the Nexus of Locally Situated Language Practices and Dominant Language Ideologies in a Language Minority Context.
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| Title: | Negotiating Monolingual Official Language Policy at the Nexus of Locally Situated Language Practices and Dominant Language Ideologies in a Language Minority Context. |
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| Authors: | Lytra, Vally1 v.lytra@gold.ac.uk, Gelir, Iskender2 |
| Source: | International Journal of Early Childhood. Dec2023, Vol. 55 Issue 3, p313-329. 17p. |
| Subject Terms: | *Language policy, *Children of minorities, *Education policy, Linguistics, Turkish language |
| Abstract (English): | This paper examines how children and teachers negotiate the official Turkish only language policy as they manage their linguistic resources (Turkish and Kurmanji) in one Turkish preschool serving predominantly emergent bilingual Kurdish minority children. Using a critical ethnographic lens to language-in-education policy making (Martin-Jones and Da Costa Gabral, in: Tollefson, Pérez-Milans (eds) The Oxford handbook of language policy and planning, Oxford University Press, 2018), the study investigates how children and teachers navigate locally situated language practices and language ideologies that accord legitimacy and authority to standard Turkish and officially invisibilise Kurmanji in the preschool. Findings indicate that acting as agentive social actors teachers and children do not merely comply to the Turkish only language policy but they also adapt, recast, and contest it in social interaction. They stress the need to rethink the language-in-education policy in the Turkish educational system in ways that recognise and leverage teachers and children's entire linguistic repertoires and experiences for teaching and learning. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Este artículo examina cómo alumnado y profesorado negocian la política oficial monolingüe del uso exclusivo de la lengua turca al gestionar sus recursos lingüísticos (turco y kurmanji) en una escuela infantil turca que atiende principalmente a niños y niñas bilingües emergentes de la minoría kurda. Adoptando una perspectiva etnográfica crítica para el desarrollo de políticas lingüísticas educativas (Martin-Jones y Da Costa Gabral, en: Tollefson, Pérez-Milans (eds) The Oxford handbook of language Policy and Planning, Oxford University Press, 2018), esta investigación presenta la forma en que estos niños y niñas y profesorado navegan entre las prácticas lingüísticas locales y las ideologías lingüísticas que otorgan legitimidad y autoridad al turco estándar y hacen invisible oficialmente a la lengua Kurmanji en el preescolar. Los resultados indican que, al actuar como actores sociales activos, el profesorado y los niños y niñas no sólo se limitan a acatar la política lingüística monolingüe turca, sino que la adaptan, la reelaboran y la cuestionan en la interacción social. Así mismo, destacan la necesidad de repensar las políticas lingüísticas educativas en el sistema educativo turco para reconocer y aprovechar todos los repertorios lingüísticos y las experiencias de profesorado y alumnado para la enseñanza y el aprendizaje. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cet article examine comment les enfants et les enseignants négocient la politique linguistique officielle monolingue turque lorsqu'ils gèrent leurs ressources linguistiques (turc et kurmandji) dans une école maternelle turque accueillant principalement des enfants bilingues émergents de la minorité kurde. Adoptant une orientation ethnographique critique à l'élaboration des politiques linguistiques éducatives (Martin-Jones et Da Costa Gabral, dans : Tollefson, Pérez-Milans (éds) The Oxford handbook of language policy and planning, Oxford University Press, 2018), cette recherche présente la manière dont ces enfants et ces enseignantes fluctuent entre les pratiques linguistiques locales et les idéologies linguistiques qui accordent légitimité et autorité au turc standard et invisibilisent officiellement le kurmandji à l'école maternelle. Les résultats indiquent qu'en agissant en tant qu'acteurs sociaux actifs, les enseignantes et les enfants ne se contentent pas de se conformer à la politique linguistique monolingue turque, mais l'adaptent, la réélaborent et la contestent dans l'interaction sociale. Ils soulignent la nécessité de repenser les politiques linguistiques éducatives dans le système éducatif turc afin de reconnaître et d'exploiter l'ensemble des répertoires et expériences linguistiques des enseignants et des enfants pour enseigner et apprendre. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper examines how children and teachers negotiate the official Turkish only language policy as they manage their linguistic resources (Turkish and Kurmanji) in one Turkish preschool serving predominantly emergent bilingual Kurdish minority children. Using a critical ethnographic lens to language-in-education policy making (Martin-Jones and Da Costa Gabral, in: Tollefson, Pérez-Milans (eds) The Oxford handbook of language policy and planning, Oxford University Press, 2018), the study investigates how children and teachers navigate locally situated language practices and language ideologies that accord legitimacy and authority to standard Turkish and officially invisibilise Kurmanji in the preschool. Findings indicate that acting as agentive social actors teachers and children do not merely comply to the Turkish only language policy but they also adapt, recast, and contest it in social interaction. They stress the need to rethink the language-in-education policy in the Turkish educational system in ways that recognise and leverage teachers and children's entire linguistic repertoires and experiences for teaching and learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-023-00368-9 |
