Sunday, February 20, 2011

World Englishes and Turkey

I'm planning to write my final paper for my world Englishes class on Turkey. It's going to be something like a sociolinguistic profile but I'm having difficulty finding sources related to Turkey from a WE perspective. The sources I have found so far are listed below. Do you know any other sources on this topic? I appreciate if you can recommend some sources.

Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 23-39.

Abstract: This paper traces the spread of English in Turkey in its social and historical context. It then examines the current sociolinguistic profile of English in this EFL context by analysing its functions, range and depth, through an overview of its role in national education and the job market. Societal attitudes to the increasing visibility of this lingua franca is also mentioned. The survey ascertains the important role English has come to acquire in Turkey as a means of individual and national progress. It also reveals certain problems that the planned and unplanned spread of brought about, namely, the influx of borrowings and a great demand fro English that cannot be satisfied equally well across the nation. These suggest that careful language planning and policy-making are required in Turkey to make English accessible to people of all socioeconemic strata, while steps are taken to protect the status and corpus of Turkish.

Coskun, A. (2010). Whose English should we teach? Reflections from Turkey. ESP World, 9(1).

Abstract: In today’s world, the increase in the number of non-native English speakers in the world has led to the emergence of so many different varieties of English and has influenced some of the important issues related to English language teaching (ELT). The strict traditional adherence to native speaker pronunciation and culture in ELT are among the issues challenged by the World Englishes debate. The concepts of “intelligible” pronunciation and “international” culture seem to have replaced the so-called native-speaker model. This paper has the main objective to draw attention to the place of English in Turkey and review relevant literature about the concept of World Englishes in terms of teaching culture and pronunciation by focusing on the English as a Foreign Language (EFL) context of Turkey. Some activities are suggested the end of the paper in order to help English teachers not only in Turkey but also in other expanding circle countries to become aware of ways of incorporating World Englishes into their classes on the basis of Matsuda’s (2003) curriculum model.

Dogancay-Aktuna, S, & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24(2). 253-265.

Abstract: This paper offers a sociolinguistic account of the functional range and status of English in Turkey by discussing its role in national education policies as a reflection of governmental acquisition planning, by looking at societal attitudes towards the presence of English in Turkish life, and by examining borrowings from English by the Turkish mass media as examples of unplanned language spread. The paper examines in detail the role of English in different levels of national education, including its role in Turkish academia, as an indication of the status of English in the country. It then discusses societal and individual attitudes towards English and its role in the workplace. Finally, the use of borrowings from English by Turkish mass media is discussed with examples. The paper discusses how English has become yet another divide between the wealthier, educated urban populations and those belonging to other socioeconomic and geographic groups. 

Kirkgoz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.


Abstract: It is widely acknowledged that globalization has made a considerable impact on multidimensional aspects of human life including the language policies of many countries. This article examines the adjustment of Turkey's language policy in response to the global influence of English at different levels of Turkish national education, including its role in Turkish academia, as an indication of the status that English holds in the country by investigating the macro policy changes in connection with micro level implementations based on available research, official documents, and curriculum documents. The findings indicate that although there is much evidence pointing to the prominent role that English occupies in Turkish education system largely through the government's planned language policy, there also exist problems at the instructional level largely due to the way in which English is propagated. Finally, implications for future direction of language policy, practice, and research are presented.
 

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