Discursive Constructions of Language and Identity: Parents' Competing Perspectives in London Turkish Complementary Schools

Autor/in	Lytra, Vally
Titel	Discursive Constructions of Language and Identity: Parents' Competing Perspectives in London Turkish Complementary Schools
Quelle	In: Journal of Multilingual and Multicultural Development, 33 (2012) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2011.638076
Schlagwörter	Foreign Countries; Values; Personal Narratives; Turkish; Language Maintenance; Native Language Instruction; Cultural Education; Cultural Maintenance; Bilingualism; Intercultural Communication; Ethnography; Interviews; Parent Attitudes; Language Dominance; Linguistic Theory; Children; Language Variation; Self Concept; Language Attitudes; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Wertbegriff; Erlebniserzählung; Türkisch; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Bilingualismus; Interkulturelle Kommunikation; Ethnografie; Interviewing; Interviewtechnik; Elternverhalten; Sprachliche Dominanz; Linguistische Theorie; Child; Kind; Kinder; Sprachenvielfalt; Selbstkonzept; Sprachverhalten
Abstract	In this paper, I draw on interview data to explore parents' constructions of language and identity in two London Turkish complementary schools. I examine parents' evaluative talk about standard Turkish, Cypriot-Turkish and other regional varieties of Turkish, the cultural values they attach to them and images of personhood these invoke. I demonstrate how parents brought up in Turkey and Cyprus tend to privilege standard Turkish and acknowledge the crucial role Turkish complementary schools play as one of the key vehicles for its spread and promotion. Some parents, however, especially those politically active in promoting Cypriot-Turkish language, culture and history to the British-born generation, voice an alternative discourse where Cypriot-Turkish is intimately linked to their sense of self. Moreover, I investigate parents' perspectives of their children and of their own Turkish language competence in the case of parents brought up in the UK. I illustrate how their Turkish and their children's are compared against a "native" speaker norm firmly located in the countries of origin. The parents' accounts show how different self- and other-ascriptions of proficiency in Turkish are linked to claims of or lack of "Turkishness," largely shaped by their migration histories and narratives, personal and professional transnational experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10