Discussion Aydin / Dogan



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Q aydin dogan


Discussion - Aydin / Dogan


Background/Terminology

-What is meant by "indiginous languages" when referring to Turkey (p. 204, first paragraph)? (Usually "indiginous languages" is used for precolonial languages, e.g., in America or Oceania)


-Is there a reason why the authors use "mother tongue" so prominently, even in the title of the paper? As far as I know, the term is outdated in linguistic contexts, and replaced by "L1".


-What is KMO?




Methods

-Concerning the data, before they had been sent to the participants, should these questions have been put and ordered in a more organized way? 


-Was there a maximum age limit for the participants or did there not happen to be any participants older than 51? I expected to see a generational difference in the opinions of the teacher. Was this not a factor that was analyzed?

-Was there a regional difference in the opinions of the teachers?

-What are item load values and how can we interpret differences in those values (Table 2, p. 210)?


-At Figure 4. (Two-Way Immersion Educational Model), it says "Languages that are spoken in this model are economically advantageous"(p207). What does it mean?




Discussion

-Many citizens and teachers are afraid of using the heritage language in educational systems although as explained in the paper, everybody (no matter what mother tongue someone has) has the right to education. What do you think where the fear of the heritage languages becoming more dominant comes from?

-How could you show that heritage languages do not prevent students from learning the official language? It reminds me of the stigmatization of bilingual language acquisition.

-What is the reason that there is a relationship between ethnic origin and the attitude values?


Does it mean that multilingualism is more "acceptable" in specific origins in Türkiye?

-What would be a reasonable educational strategy for children with two heritage languages (e.g., Ukrainian-Russian children living in Germany)


-Public use of Kurdish language was banned. How could people stop using a language? What kind of methods were used to stop people speaking a language?


-Could be that the teachers felt threatened to participate due to languages policies of a country also being related to political issues? 


-Why are certain countries and regions more successful than others in this heritage language maintenance? 




-The text pointed out the positive attitudes of teachers towards the Living Languages and Dialect course. BUT: If parents see the instruction of the HL as an impediment for the acquisition of the majority language they won’t want their children to frequent such courses. 
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