The state of "Mother Tongue" teaching for foreign schoolchildren in Germany : A case study of the "Mother Tongue Instruction" in Turkish in Northrhine-Westphalia

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  • ドイツにおける外国人児童生徒に対する「母語」教育の実際 : NRW州におけるトルコ語の「母語授業」を例に
  • ドイツ ニ オケル ガイコクジン ジドウ セイト ニ タイスル ボゴ キョウイク ノ ジッサイ NRWシュウ ニ オケル トルコゴ ノ ボゴ ジュギョウ オ レイ ニ

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Abstract

This paper discusses the language educational policies in Germany, especially focusing on the policy of Turkish language teaching. Its purpose is to grasp the actual situation and the problems to be solved. As an example, I examine Turkish language instruction in Bonn and its suburbs in Northrhine-Westphalia and analyze it through statistical data, interviews with a specialist on mother tongue teaching, and observations of the instruction in Turkish. The following results were obtained: (1) Due to a change in the policy of this state, foreign students, whose origins are not 'the former recruitment countries', also became eligible for the mother tongue instruction. (2) In Bonn, there is an inequality in language teaching policy. That is, there is still a tendency to select the official languages that are spoken in 'the former recruitment countries' regardless of the number of immigrant children. (3) It seems that Turkish instruction contributes to students' understanding of their 'homeland Turkey' and to the formation of a "Turkish descent" identity, rather than accelerating the acquisition of their mother tongue. From a different angle, one may say that there is a vast gap between state policy and actual school practice. (4) Turkish immigrant children have not sufficiently developed literacy in Turkish. Therefore, there is a need to accelerate it in the mother tongue instruction.

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