Unveiling Turkey’s Multilingual Tapestry: Exploring Identity, Language Ideologies, and Policy Implications — The Association Specialists
  1. Schedule
  2. SESSION 2: Language, media, and technology B
  3. Unveiling Turkey’s Multilingual Tapestry: Exploring Identity, Language Ideologies, and Policy Implications

Unveiling Turkey’s Multilingual Tapestry: Exploring Identity, Language Ideologies, and Policy Implications (19150)

Onur Özkaynak 1
  1. The Ohio State University, COLUMBUS, OH, United States

This research delves into the multilingual reality of Turkey, utilizing Vygotsky’s concept of perezhivanie, which captures individuals’ intricate emotional experiences during their engagement with the world (van de Veer & Valsiner, 1994). By employing perezhivanie to examine the construction of multilingual identity, the study sheds light on the multilingual identities of three proficient Turkish citizens who speak Turkish, Kurdish, Arabic, and English (Fielding, 2015; Norton, 2013). It aims to address the following research questions: 1) How do multilingual individuals in Turkey navigate their linguistic identities and negotiate their lived experiences within a constitutionally monolingual country? 2) What are the implications of these experiences for language ideologies and language policies in Turkey?

The researchers collected rich and diverse stories through narrative interviews (Czarniawska, 2004), providing a comprehensive understanding of the participants’ experiences as multilingual individuals in Turkish society. Grounded theory analysis (Corbin & Strauss, 2015) was employed to identify recurring themes and patterns inherent in their narratives.

The narratives shared by the participants offer valuable insights into the challenges faced by multilingual individuals within the country’s strict monolingual policies. They shed light on various aspects, including language ideologies and language policy implications. Moreover, the study reveals the strategies employed by these individuals to navigate and negotiate their linguistic identities amidst linguistic diversity. 

The findings have the potential to inform educational and social policies, promoting linguistic diversity and inclusivity in Turkey. By understanding and appreciating the emergence of multilingual identities within the country, policymakers can address the challenges faced by multilingual individuals and create a more inclusive environment. This research underscores the importance of embracing linguistic diversity and fostering inclusive identities in Turkey, ultimately contributing to a more harmonious and culturally rich society.

  1. Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE. Czarniawska, B. (2004). Narratives in social science research. Sage Publications. Fielding, R. (2015). Multilingualism in the Australian suburbs: A framework for exploring bilingual identity. Springer Singapore. https://doi.org/10.1007/978-981-287-453-5 Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters. van de Veer, R., & Valsiner, J. (Eds.). (1994). The Vygotsky reader. Blackwell. Vygotsky, L. S. (1999). The teaching about emotions. In L. S. Vygotsky (Ed.), Collected works (Vol. 6, pp. 69–235). Plenum.