Heritage Language Maintenance and Cultural Identity Formation: The Case of a Turkish Saturday School in New York City

Autor/in	Otcu, Bahar
Titel	Heritage Language Maintenance and Cultural Identity Formation: The Case of a Turkish Saturday School in New York City
Quelle	In: Heritage Language Journal, 7 (2010) 2, S.112-137 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Language Maintenance; Turkish; Heritage Education; Native Language Instruction; Second Language Learning; Second Language Instruction; Ideology; Discourse Analysis; Case Studies; Self Concept; Ethnicity; Language Skill Attrition; School Role; Cultural Maintenance; New York + Suchen Sie Ihr Suchwort? Sprachpflege; Türkisch; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ideologie; Diskursanalyse; Case study; Fallstudie; Case Study; Selbstkonzept; Ethnizität; Sprachverfall
Abstract	This paper investigates the role of a Turkish Saturday school in the United States in helping students maintain the Turkish language and form a sense of Turkish cultural identity. This case study of one Turkish Saturday school in New York City builds on research in language maintenance and shift, and in language ideologies and linguistic identity to explore the school's administrators', teachers', students' and parents' beliefs and practices. The data were analyzed using Gee's Discourse analysis framework, specifically his six building tasks. Findings showed that the Turkish language is the primary means to construct a Turkish cultural identity in the U.S. Five overarching goals of the Turkish school emerged: (1) connection building: the school as a bridge to Turkish heritage, (2) collectivity building: bringing together the Turkish speech community, (3) contentment building: the school as a venue for the adults to feel moral satisfaction, (4) identity building: building a Turkish American identity in the U.S., and (5) diversity indicating: enabling the school clientele to see themselves as one of many other ethnolinguistic groups in the United States. (Contains 1 table and 5 notes.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10