Belçika Okullarında Türkçe Konuşmak: Öğretmen Düşünceleri ve Asıl Sonuçları

Yıl 2014, Sayı: 70, 7 - 28, 01.06.2014

Orhan Ağırdağ Kathelijne Jordens Mieke Van Houtte

Öz

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.

Anahtar Kelimeler

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

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

Öz

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

Anahtar Kelimeler

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

Kaynakça

• Abedi, Jamal, Carlyn H. Hofstetter and Carol Lord (2004). "Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research". Review of Educational Research 74 (1): 1-28.
• Agirdag, Orhan (2009). “All Languages Welcomed Here”. Educational Leadership 66 (7): 20-25.
• _____, (2010). “Exploring Bilingualism in a Monolingual School System: Insights from Turkish and Native Students from Belgian Schools”. British Journal of Sociology of Education 31 (3): 307-321.
• _____, (2014). “The Long-Term Effects of Bilingualism on Children of Immigration:
• Student Bilingualism and Future Earnings”. International Journal of Bilingual Education and Bilingualism 17 (4): 449-464.
• Agirdag, Orhan, Maarten Hermans and Mieke van Houtte (2011). “The Association between Islamic Religion, Religiosity and Academic Achievement”. Pedagogische Studiën 88 (5): 339-353.
• Agirdag, Orhan, Piet Van Avermaet and Mieke van Houtte (2013). “School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies”. Teachers College Record 115 (3): 1-50.
• Agirdag, Orhan and Mieke van Houtte (2011). “A Tale of Two Cities Bridging Families and Schools”. Educational Leadership 68 (8): 42-46.
• Blommaert, Jan, L. Creve and Evita Willaert (2006). “On Being Declared Illiterate: Language-Ideological Disqualification in Dutch Classes for Immigrants in Belgium”. Language & Communication 26 (1): 34-54.
• Bollen, Katrien and Kristof Baten (2010). “Bilingual Education in Flanders: Policy and Press Debate (1999-2006)”. Modern Language Journal 94 (3): 412-433.
• Bourdieu, Pierre (1991). Language and Symbolic Power. Cambridge, Mass.: Harvard University Press.
• Crul, Maurice and Jens Schneider (2009). “Children of Turkish Immigrants in Germany and the Netherlands: The Impact of Differences in Vocational and Academic Tracking Systems”. Teachers College Record 111 (6): 1508-1527.
• Cummins, Jim (2001). “Bilingual Children’s Mother Tongue: Why Is It Important for Education?”. Sprogforum 19: 15-20.
• Demanet, Jannick, Orhan Agirdag and van Houtte, Mieke (2012). “Constrict in the School Context. The Impact of Etnic School Diversity on the Quantity and Quality of Friendships”. The Sociological Quarterly 53 (4): 654-675.
• DiStefano, Christine, Min Zhu and Diana Mindrila (2009) “Understanding and using factor scores: Considerations for the applied researcher”. Practical Assessment, Research & Evaluation 14 (20) 1-11.
• Dudal, Paul and Geert Deloof (2004). Vrij Centrum Voor Leerlingenbegeleiding. Leerlingenvolgsysteem. Wiskunde: Toetsen 5 - Basisboek. Antwerpen: Garant.
• Erikson, Robert, John H. Goldthorpe and Lucienne Portocarero (1979). “Intergenerational Class Mobility in 3 Western European Societies - England, France and Sweden”. British Journal of Sociology 30 (4): 415-441.
• Esterberg, Kristin G. (2002). Qualitative Methods in Social Research. Boston: McGraw-Hill.
• Fielding, Nigel (1993). “Qualitative Interviewing”. Researching Social Life. Ed. G. N. Gilbert. London: Sage. 130-145.
• Goodenow, Carol (1993). “The Psychological Sense of School Membership among Adolescents - Scale Development and Educational Correlates”. Psychology in the Schools 30 (1): 79-90.
• Han, Wen Jui (2012). “Bilingualism and Academic Achievement”. Child Development 83 (1): 300-321.
• Helot, Christine and Andrea Young (2002). “Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages Be Valued?”. International Journal of Bilingual Education and Bilingualism 5 (2): 96-112.
• Jaspers, Jürgen (2008). “Problematizing Ethnolects: Naming Linguistic Practices in an Antwerp Secondary School”. International Journal of Bilingualism 12 (1-2): 85-103.
• Johnson, Monika Kirkpatrick, Robert Crosnoe and Glen H. Elder (2001). “Students' Attachment and Academic Engagement: The Role of Race and Ethnicity”. Sociology of Education 74 (4): 318-340.
• Macedo, Donaldo (2000). “The Colonialism of the English Only Movement”. Educational Researcher 29 (3): 15-24.
• Maly, Ico (2012). N-Va. Analyse Van Een Politieke Ideologie. Berchem: EPO.
• Mouw, Ted and Yu Xie (1999). “Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with or without Assimilation?”. American Sociological Review 64 (2): 232-252.
• OECD (2006). “Where Immigrant Students Succeed”. A Comparative Review of Performance and Engagement in Pisa 2003. Paris: OECD.
• Yagmur, Kutlay (2009). “Teaching the Mother Tongue in a Multilingual Europe”. Applied Linguistics 30 (2): 298-302.
• _____, (2010). “An Evaluation of Turkish Language Teaching within the Context of Western European Language Policies”. bilig 55: 221-242.
• Yagmur, Kutlay and Fons J. R. van de Vijver (2012). “Acculturation and Language Orientations of Turkish Immigrants in Australia, France, Germany, and the Netherlands”. Journal of Cross-Cultural Psychology 43 (7): 1110-1130.