Attitudes of Kurdish Parents Towards their Children's Bilingualism with reference to the Cultural and National Identity of Private School Students in Erbil (original) (raw)

The State of Bilingualism Among Secondary School in Erbil City

Qalaai Zanist Journal, 2022

The factors that induce one to utilize an exact language at a fixed timeframe can be examined. Why do people prefer to use one language rather than another, what causes their languages to shift from one to the other, and why do they occasionally prefer to use a language consisting of two different languages by shifting back and forth or even merging them? Such problems are examined in the study by elaborating and addressing the status of bilingualism in a private secondary school of "Classical School of the Medes" precisely in Erbil city, the effects, benefits, and drawbacks. The methodology of this study is qualitative. Data was collected utilizing an interview instrument on the problem inquiry from a sociolinguistic framework. The findings of this study demonstrate that bilingualism has greater benefits and few or no drawbacks for students in private schools, and that English language study in private schools reduces the usage of Kurdish language among society.

EXPLORING THE FAMILY LANGUAGE POLICY OF THE KURDISH FAMILIES A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY

2022

This M.A. thesis explores Kurdish parents’ family language policies concerning their children’s heritage language development and maintenance using Spolsky’s Tripartite Family Language Policy (FLP) framework. Following the three components of the FLP model, Kurdish parents’ language ideologies-practices and management in relation to their children’s Kurdish-Kurmanji language acquisition and maintenance are investigated. The data were collected through semi-structured interviews, observations, and field notes with 7 Kurdish families in the Republic of Türkiye. The findings revealed that the Kurdish parents considered Kurdish an essential part of their life and accordingly made significant efforts to transmit the language. Preserving the heritage language, perceiving Kurdish as a marker for ethnic identity, communication with the extended family, especially with the monolingual Kurdish grandparents, and past language experiences emerged as the driving forces behind the parents’ FLP. The parental declared language ideologies were congruent with the reported language practices. The Kurdish parents employed various internal and external language management control to maintain Kurdish in family conversations. The Kurdish parents' language management strategies revealed that the parents who implemented consistent pro-Kurdish language strategies, such as using the heritage language-only strategy in the family, managed to keep Kurdish as the medium of communication in spite of external factors.

Bilinguality vs. Monolinguality Among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement

Journal of Teaching Language Skills, 2013

Today in multilingual contexts, many parents prefer to rear their children in the dominant language rather than in their mother tongue. This phenomenon is widespread among native speakers of Kalhuri dialect of the Kurdish language in the multilingual context of Iran, too. Nevertheless, some studies have evidenced the privilege of bilinguals in learning an additional language though some others have provided counterevidence in this regard. The present study chiefly intended to see if there was any difference between Kalhuri Kurdish learners who had been reared monolingually (using Persian) and the ones who had been reared bilingually (using both Kalhuri and Persian) in terms of their achievement in English. In addition, it aimed at exploring the relationship between gender and socioeconomic status and bilinguality vs. monolinguality. To achieve these purposes, data were gathered from 200 bilingual and 200 monolingual Kurd students living in the city of Kermanshah whose parents' n...

The Basque Bilingual Education System: A Model for a Kurdish Bilingual Education System in Turkey

The main target of the study is to demonstrate how the Basque bilingual education system in the Basque Country of Spain works, and how it may be used as comparative analysis of a possible bilingual system for the Kurdish population in Turkey. Basque bilingual education models used where minority languages are prominent will be considered, taking into account their historical and political contexts. This study is also to discuss the benefits of Basque Country’s bilingual education models in Turkey and what they can offer in regard to issues related to the lives of Kurds in the country. The overall design of this study uses a qualitative method consisting of data collection through a survey used to get a rich data set that explains the issues surrounding bilingual education in the Basque region. This survey involved 26 participants from K-12 teachers and scholars in the Basque Country. From the survey, the participants’ answers were gathered and reviewed. Emergent themes in the survey were coded. Results indicate that currently, the Basque Country in Spain has a reputable ongoing bilingual education system. Over the last decade, the Basque region has established a model for bilingual education that offers multiple options for the linguistic study of the Basque language. Thus, as the Basque Region has an advanced and institutionalized bilingual education system, it is logical to study how minority language issues were addressed previously so it may inform the Kurdish situation.

The Opinions of Primary School, Turkish Language and Social Science Teachers regarding Education in the Mother Tongue (Kurdish)

Multicultural education refers to educational reforms conducted to sustain a peaceful, respectful, egalitarian society that allows for the development of empathy today's increasingly pluralistic world. Multicultural education is regarded as an indispensible part of pluralistic societies. In such a context, it has become a topic of heated discussion in Turkey. As teachers are the performers of educational activities, their views on education in the mother tongue which constitute an important element of multicultural education, are highly important. The purpose of this study is to determine the perceptions of teachers regarding education in the mother tongue. A mixed method was used in the study. Quantitative data were obtained through the measurement of 8 items on the scale of " Teachers' Views regarding Multicultural Education ". The scale was applied to 426 teachers in Diyarbakır province of Turkey. Qualitative data were obtained from interviews with 11 teachers who were determined through a purposive sampling method. The results of this study showed that teachers held positive views on education in the mother tongue and they supported education in the mother tongue although they were not fully aware of the scope of this education.

USING KURDISH IN PREPARATORY ENGLISH LANGUAGE CLASSROOMS: A Replication Study at TISHK International University-Erbil, Iraq

VESAL2021 Proceedings Book, 2021

Using mother tongue in foreign language classroom has been discussed over the years and still remains a contested issue among teachers and experts in the foreign languages field. This paper replicated a study conducted in Spain and later in China with the aim of determining whether Kurdish should be used in the Preparatory English Classrooms, and attitudes of students and teachers towards using Kurdish in the classroom. Both quantitative and qualitative methods were used questionnaires for collecting quantitative data from instructors and students, and interviews together with classroom observation for qualitative data from 100 students and 20 teachers. The results indicate that even though majority of students do not wish Kurdish to be used in class, they still like it when teachers do. Teachers overwhelmingly support prudent use of Kurdish in the classrooms mostly while giving instructions and when dealing with new vocabulary terms, especially under time limit constraints. Reasons for students' luck of support for their mother tongue in class were suggested and recommendations made.

Perceptions of Bilingual Education Model in Spain: Analysis of a Possible Bilingual Model for the Kurdish Population in Turkey

2016

The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed 30 participants from K-12 teachers and the scholars in the Basque Country. The participants' answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

Perceptions on Mother Tongue (Kurdish) Based Multicultural and Bilingual Education in Turkey

In the past several decades, educational researchers have asserted that multicultural/multilingual education is a phenomenon which certainly has come into prominence in the world of education and most schools are becoming increasingly diverse; a significant role of teacher preparation programs is to prepare its teachers with the knowledge, skills, and dispositions to help all students learn. However, multicultural education and bilingual education is still a controversial issue in Turkey. The education system has not adapted to meet the needs of our increasing multiracial and multicultural populations, and research continues to be limited. Thus, both multicultural education and bilingual education in Turkey should be supporting students to show tolerance towards those with backgrounds different from their own and also focusing on the protection of each student's cultural heritage and their mother tongue language. Thus, the purpose of the study is to investigate teachers', students', and academicians' perceptions on multicultural and bilingual education, specifically, based on mother tongue education in Turkey. This qualitative research, which aims to emphasize the need of multicultural education in Turkey and the need of Kurdish language instruction in Turkey's education systems, was conducted with 80

The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education

ISSUE EIGHT, 2021

This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including ...