Bilingual Turkish Teacher Candidates' Metaphoric Perceptions of Turkish: A Case Study of the Turkology Department at the University of Duisburg-Essen

Öz

In this study, it was aimed to determine the metaphorical perceptions of bilingual Turkish teacher candidates in Germany towards Turkish. The study group of the research consisted of 63 Turkish teacher candidates studying at different grade levels in Turkistic Department of Duisburg-Essen University, Germany in the winter semester of the 2022-2023 academic year. In order to collect research data, a form was developed so that students could write their metaphors and express themselves clearly. In the research, in which a qualitative approach was adopted, the students said, “Turkish is like……. Because……..’’. They were asked to complete the statement “…”, and a metaphorical discourse determination was made by examining the collected data. Metaphor forms were filled in face-to-face interviews with students. In the research, where prospective teachers were expected to focus on a single metaphor related to the subject and express its reason clearly, the data were analyzed with the content analysis technique. 41 metaphors obtained from 63 valid forms filled by the students were divided into categories according to the similarity and relationality of justification reasons. The metaphors which obtained as a result of the research have been classified into seven different conceptual categories: "belonging and valuing", "continuity and wealth", "being necessary and informative", "being original", "rooted history and scope", ‘'difficulty and distance'’ and ‘'aesthetic and meaningfulness'’ respectively, according to frequency values. The most repetitive metaphors were found as "home, rainbow, sea, tree, hometown, poetry, flower and family", respectively. As a result, it was found that bilingual Turkish teacher candidates in Germany value Turkish and have positive perceptions about Turkish, based on seven conceptual categories and 41 metaphors. In addition, it has been concluded that these pre-service teachers, who are aware of the importance of Turkish in Germany and are trained to protect it, to claim and to pass it on to future generations, have sufficient awareness about the purpose of their profession.

Anahtar Kelimeler

• Bilingualism
• Turkish teaching in Germany
• Turkish teacher candidates
• metaphor
• perception.

İki Dilli Türkçe Öğretmeni Adaylarının Türkçeye İlişkin Metaforik Algıları: Duisburg-Essen Üniversitesi Turkistik Bölümü Örneği

Öz

Bu araştırmada, Almanya’daki iki dilli Türkçe öğretmeni adaylarının Türkçeye yönelik metaforik algılarının tespiti amaçlanmıştır. Araştırmaya ait çalışma grubu 2022-2023 eğitim-öğretim yılı kış yarıyılında Almanya Duisburg-Essen Üniversitesi Turkistik Bölümü’nde farklı sınıf seviyelerinde öğrenim gören 63 Türkçe öğretmeninden oluşmaktadır. Araştırmada verilerin toplanması ve öğrencilerin metaforlarını yazabilmesi ve kendilerini açık bir biçimde ifade edebilmesi için bir form hazırlanmıştır. Nitel bir yaklaşımın benimsendiği araştırmada öğrencilerden ''Türkçe……gibidir. Çünkü………’’ ifadesini tamamlamaları istenmiş, toplanan veriler incelenerek metaforik söylem belirlemesi yapılmıştır. Metafor formları, öğrencilerle yapılan yüz yüze görüşmelerde doldurulmuştur. Öğretmen adaylarından konuyla ilgili tek bir metafor üzerine yoğunlaşıp gerekçesini açık bir biçimde ifade etmeleri beklenen araştırmada veriler, içerik analizi tekniği ile çözümlenmiştir. Öğrenciler tarafından doldurulan 63 geçerli formdan elde edilen 41 metafor, gerekçelendirme nedenlerinin benzerlik ve ilişkisellik durumuna göre kategorilere ayrılmıştır. Araştırma sonucunda elde edilen metaforlar frekans değerlerine göre sırasıyla ‘’aidiyet ve değer verme’’, ‘’süreklilik ve zenginlik’’, ‘’gerekli ve bilgilendirici olma’’, ‘’özgün olma’’, ‘’köklü tarih ve kapsam’’, ‘’zorluk ve uzaklık’’, ‘’estetik ve anlamlı olma’’ olmak üzere yedi farklı kavramsal kategoride sınıflandırılmıştır. En fazla tekrar eden metaforlar ise sırasıyla ‘’ev, gökkuşağı, deniz, ağaç, memleket, şiir, çiçek ve aile’’ olarak bulunmuştur. Sonuç olarak, yedi kavramsal kategori ve 41 metafordan hareketle Almanya’daki iki dilli Türkçe öğretmeni adaylarının Türkçeye değer verdikleri ve Türkçe hakkında olumlu algılara sahip olduklarına ulaşılmıştır. Ayrıca Almanya’da Türkçe’nin öneminin farkında olan ve ona sahip çıkarak onu korumak ve gelecek nesillere aktarmak için yetiştirilen bu öğretmen adaylarının mesleklerinin amacı ile ilgili yeterli farkındalıklara sahip oldukları sonucuna ulaşılmıştır.

Anahtar Kelimeler

• İki dillilik
• Almanya’da Türkçe öğretimi
• Türkçe öğretmeni adayları
• metafor
• algı.

Kaynakça

1. Aksu, M., & Özdemir, M. (2020). Language choices and speech anxieties of Turkish bilingual primary school students living in France. International Journal of Teaching Turkish as a Foreign Language, 3(2), 1-25.
2. Aydin, G. (2018). Metaphorical perceptions of bilingual Turkish teachers about Turkish: A case of Macedonia. Akdeniz Education Research Journal, 12(25), 230-254.
3. Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Multilingual Matters.
4. Belet, Ş. D. (2009). Opinions of students, parents and teachers on the situation of bilingual Turkish students learning their mother tongue Turkish: A case of Fjell Primary School, Norway. Selçuk University Journal of Social Sciences Institute, 21, 71-85.
5. Bircan, E., & Güler, E.B. (2020). Language preferences of bilingual Turkish children and the reasons for these preferences: A case of London. Researcher, 8(3), 1-24.
6. Boylu, E., & Işık, Ö. F. (2017). Determining the perceptions of those learning Turkish as a foreign language towards Turkish through metaphors. Journal of Mother Tongue Education, 5(3), 450-471.
7. Bullough Jr, R. V., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Educational Research Journal, 31(1), 197-224.
8. Cerit, Y. (2008). Opinions of students, teachers and administrators on metaphors related to the concept of teacher. Turkish Journal of Educational Sciences, 6(4), 693-712.

9. Creswell, J. W. (2013). Research design (S. B. Demir, Trans.). Eğiten Kitap.
10. Dobric, N. (2010). Theory of names and cognitive linguistics-the case of the metaphor. Filozifija i drustvo, 21(1), 31-41.
11. Göçen, G. (2019). Metaphorical perception of those learning Turkish as a foreign language towards Turkish grammar. Başkent University Journal of Education Faculty, 6(1), 28-45.
12. Güngör, H., & Özalan, U. (2021). Perception of Finnish students learning Turkish as a foreign language towards Turkey and Turkish. RumeliDE Journal of Language and Literature Studies, 25, 336-346.
13. Gürbüz, O. (2017). Attitudes of bilingual Turkish immigrant children living in France towards Turkish and mother tongue education policies in France. Journal of Social Sciences, 4(12), 1-25.
14. Kalenderoğlu, İ., & Armut, M. (2019). Metaphors developed by foreigners learning Turkish in Turkey about Turkish teachers, Turkish, TÖMERs and Turkey. International Journal of Teaching Turkish as a Foreign Language, 2(1), 55-72.
15. Kalnicka, Z. (2006). Feminist metaphors: What can they offer to philosophy? (L. Sunar, Trans.). Women's Studies Journal, 1(2), 6‐17.
16. Karatay, H., & Kartallığoğlu, N. (2019). Perceptions of Mongolian students about Turkey and Turkish. Bolu Abant İzzet Baysal University Journal of Education Faculty, 19(3), 1016-1028.
17. Kolaç, E., & Aynal, S. (2015). Metaphorical perceptions of Turks living in Sweden towards Turkish. Academic Research Journal, 65, 71-94.
18. Kuvaç, M., & Nerimanoğlu, K. V. (2020). Metaphorical perceptions of Turkish teacher candidates towards Turkish as a foreign language. Inonu University Journal of the Faculty of Education, 21(2), 655-667.
19. Lakoff, G., & Mark, J. (1980). Metaphors we live by. The University of Chicago Press.
20. Lakoff, G. (1987). Women, fire and dangerous things what categories reveal about the mind. The University of Chicago Press.
21. Mete, F., & Bağcı Ayrancı, B. (2016). Examination of perceptions related to language and literature through metaphors. Dede Korkut, International Journal of Turkish Language and Literature Studies, 11, 53-64.
22. Morgan, G. (1988). Metaphor in management and organization theories (Images of Organization). MESS Publications.
23. Merriam, S. B. (2013). Qualitative research: A guide for design and application (S. Turan, Trans.). Nobel.
24. Özkan, N. K., & Korkmaz, C.B. (2021). Examination of metaphorical perceptions of Turks living in Germany towards. Turkish. Journal of National Education, 50(1), 951-967.
25. Patton, M. Q. (2014). Qualitative research and evaluation methods (M. Bütün & S. B. Demir, Trans.). Pegem Academy.
26. Pilav, S., & Elkatmış, M. (2013). Metaphors related to the concept of Turkish of teacher candidates. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(4-Spring), 1207-1220.
27. Saban, A. (2008). Metaphors related to school. Theory and Practice in Educational Management, 55, 459-496.
28. Sevim, O., Veyis, F., & Kınay, N. (2012). Determining the perceptions of teacher candidates about Turkish through metaphors: A case of Atatürk University. Cumhuriyet International Journal of Education, 1(1), 38-47.
29. Sfard, A. (1998). On two metaphors for learning and the danger of choosing just one. Educational Researcher, 17(2), 4-13.
30. Yıldırım, A., & Şimşek, H. (2006). Qualitative research methods in social sciences. Seçkin Publishing.
31. Yıldırım, H. Ç. (2021). Metaphorical perceptions of Turkish teacher candidates towards Turkish teaching. Education and Society in the 21st Century, 10(30), 625-643. Yunusoğlu, K. M. (2003). Metaphor in Buddhist Turkish environment works. (Unpublished Doctoral Dissertation). Ankara University.