Türkçe'nin Amerika'da Miras Dili Olarak Edinimi ve Korunması: Türkçe'nin Miras Dili Olarak Öğretiminde Karşılaşılan Zorluklar

Year 2022, Issue: 38, 41 - 60, 15.11.2022

Aylin Coşkun Kunduz

https://doi.org/10.26650/jol.2022.1129254

Abstract

Avrupa’da miras dili olarak Türkçe konuşan göçmenler üzerine yapılan araştırmalarla karşılaştırıldığında Amerika’da Türkçe’nin miras dili olarak edinimi ve korunması ancak son zamanlarda çalışılmaya başlanmıştır. Bu makale, Türkçe’nin Amerika’daki miras dili olarak statüsünü bu bağlamda Türkçe’nin öğretiminde karşılaşılan sorunlara da vurgu yaparak edinimsel ve eğitsel bir açıdan ele almaktadır. Türkçe'yi bu bağlamda miras dili olarak öğrenen göçmenlerin eğitsel ihtiyaçları, Türklerin Amerika’ya göç tarihi ve bu göçmenlerin Türkçe’deki yeterlilikleri ile ilgili yapılan çalışmalar da göz önünde bulundurularak tartışılmaktadır. Kurumsal düzeyde Amerika’da Türkçe öğrenimi için iki seçenek mevcuttur: Erken yaşlarda toplum temelli miras dili eğitimi veren kurumlara ya da ilerleyen yaşlarda üniversitelerde Türkçe programlarına katılmak. Bu iki kurumsal bağlamda da Türkçe öğretiminde karşılaşın başlıca sorunlar, nitelikli öğretmen ve ders materyali eksikliği ve Türkçe öğrenimine karşı jenerasyonlar arası tutum farklılıklarından oluşmaktadır. Makale, karşılaşılan bu sorunların tek dil olarak İngilizce’nin edinilmesine yönelik politikaların yürütüldüğü bir toplumda Türk dili ve kültürünün gelecekte korunması üzerine etkisi ile ilgili bir tartışmayla son bulmaktadır.

Keywords

miras dili, Türk-Amerikan, dilin korunması, Türkçe öğretimi

Heritage Language Acquisition and Maintenance of Turkish in The United States: Challenges to Teaching Turkish as a Heritage Language

Abstract

Compared to an extensive amount of research on Turkish heritage speakers in Europe, the heritage language acquisition and maintenance of Turkish in the United States has only recently received scholarly attention. This article discusses the heritage language status of Turkish in the United States from an educational perspective with an emphasis on current challenges to teaching Turkish within this context. The educational needs of Turkish-American learners are contextualized within a brief history of Turkish immigration in the United States. Opportunities for learning Turkish in an institutional setting include attending community-based Turkish heritage language schools in early years or Turkish language programs in American universities in later years. Some of the challenges observed in both educational settings include, but are not limited to, a lack of qualified teachers and relevant educational resources as well as generational conflicts in attitudes towards learning Turkish as a heritage language. The article concludes with a discussion on how these challenges may influence the maintenance of Turkish language and culture in the future in a society where English-only language policies are mandated.

Keywords

heritage language learners, Turkish-American, language maintenance, Turkish language teaching

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