Belçika Okullarında Türkçe Konuşmak: Öğretmen Düşünceleri ve Asıl Sonuçları

Year 2014, Issue: 70, 7 - 28, 01.06.2014

Orhan Ağırdağ Kathelijne Jordens Mieke Van Houtte

Abstract

Bu karma-yöntem araştırmanın konusu, Belçika’daki ilköğretim okullarında Türk göçmen çocuklarının Türkçe kullanımına ilişkin öğretmen düşüncelerini araştırmak ve bu öğretmen düşüncelerini anadili kullanımının getirdiği asıl sonuçlar ile karşılaştırmaktır. Nitel analizler Belçikalı öğretmenlerin Türkçe konuşulması hakkında çok olumsuz görüşlere sahip olduğunu ve anadili kullanımının öğrencilerin akademik başarıları için zararlı olduğuna inanıldığını ortaya koymuştur. Bu olumsuz öğretmen inançları sadece Belçika'daki asimilasyoncu politika bağlamında şekillenmemektedir; Belçikalı öğretmenlerin orta sınıf Türklerle etkileşimlerinin olumsuz düşünceleri güçlendirdiği görülmektedir. Bununla birlikte, 48 okulda 435 Türk öğrenciden derlenen veriler üzerinde yapılan nicel analizler sonucunda, evde veya okulda Türkçe konuşulmasının öğrencilerin akademik başarılarına hiçbir şekilde zarar getirmediği anlaşılmıştır. Ancak, Türkçe konuşulması hakkındaki olumsuz okul kültürünün Türk öğrencilerinde reddedilme duygusunu uyandırdığı ve bu bağlamda okulda daha sık Türkçe konuşan öğrencilerin okula aidiyet duygusunu azaldığı ortaya çıkmıştır.

Keywords

Dil kullanımı, akademik başarı, okula ait olma duygusu, Avrupalı Türkler, Belçika

Speaking Turkish in Belgian Primary Schools: Teacher Beliefs versus Effective Consequences

Abstract

In this mixed-method study, we explore teachers’ beliefs concerning the use of the Turkish language by Turkish children in Belgian primary schools, and we compare these findings with the effective consequences of language maintenance. The qualitative analyses revealed that teachers have very negative views about the use of the Turkish language, as they believe that speaking the mother tongue is detrimental to academic achievement. These adverse teacher beliefs are not only shaped by the assimilationist policy context in Belgium, but they are also (re)produced and reinforced by interactions between teachers and the Turkish middle-class. Nevertheless, the quantitative analyses with a data of 435 Turkish pupils in 48 schools have shown that there is no evidence that speaking Turkish, at home or at school, harms pupils’ academic achievement. However, the negative school culture about the Turkish language causes feelings of rejection and reduces the sense of school belonging for pupils who speak Turkish more frequently at school

Keywords

Language use, language maintenance, academic achievement, sense of school belonging, European Turks, Belgium

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