Standard Language Ideologies: The Case of Cypriot Turkish in Turkish Schools in London

Autor/in	Çavusoglu, Çise
Titel	Standard Language Ideologies: The Case of Cypriot Turkish in Turkish Schools in London
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 9, S.811-826 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çavusoglu, Çise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1687711
Schlagwörter	Language Attitudes; Language Variation; Standard Spoken Usage; Turkish; Community Schools; Ethnography; Foreign Countries; Language Usage; Nonstandard Dialects; Participant Observation; Teacher Attitudes; Parent Attitudes; Student Attitudes; Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; United Kingdom (London); Cyprus + Suchen Sie Ihr Suchwort? Sprachverhalten; Sprachenvielfalt; Gesprochene Sprache; Umgangssprache; Türkisch; Community school; ; Gemeindeschule; Gemeinschaftsschule; Ethnografie; Ausland; Sprachgebrauch; Teilnehmende Beobachtung; Lehrerverhalten; Elternverhalten; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Zypern
Abstract	For diasporic communities, beyond the obvious dichotomy between the home language and the language used by the host community, there lie the complexities of language use and language ideologies related to standard and non-standard versions spoken by the community members. These complexities galvanise various attitudes performed through linguistic as well as behavioural choices. The current study aims to present language ideologies prevalent among adults in Turkish complementary schools in London and young people's responses to these. Adopting a micro-ethnographic approach, data were collected through participant observations at a Turkish complementary school in London over a period of 13 months. In addition, individual unstructured interviews were conducted with teachers, parents and young people attending the school, and recordings of naturally occurring conversations within the school were made. The results of the analysis indicated that the standard vs. non-standard dichotomy in relation to the Turkish language varieties were built around a discourse of legitimate vs. incorrect/broken language use by the teachers, which was then resisted in various ways by the young people. Young people's responses to their teachers' language teaching practices raise alternative discourses around the legitimacy of Standard Turkish and the (de)legitimacy of Cypriot Turkish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01