Transcript Sociolinguistic and Psycholinguistic Research on Heritage

Sociolinguistic and Psycholinguistic Research on
Heritage Language Speakers
Perspectives from studies of children and adolescents
with Turkish background in Germany
Carol W. Pfaff
Freie Universität Berlin
[email protected]
John F. Kennedy Institute for North American Studies
Seventh Heritage Language Research Institute Chicago, June 17-21, 2013
Outline
1. Background
Motivations, Academic Orientations of my work on Turkish/German
Turkish-speaking population in Germany and other European countries
2. My Studies of Turkish/German in Berlin
 EKMAUS
 KITA
 LLDM/MULTILIT
ages 5-12
ages 1 - 8
ages 11-21
(pre)primary school
preschool and early school years
late primary, secondary school
3. Psycho- and sociolinguistic methods employed in the studies
4.Selected Findings
• Language Mixing
• Linguistic Convergence / Separation of systems
• Interaction in the Heritage Language Turkish
Conclusions and Perspectives
2
Academic Background of My Research in Berlin
on development of varieties of Turkish, German, and English
Sociology of Language,
migration, social contexts of the speakers
Sociolinguistics
 variation and change in languages, particularly in contact settings;
Anthropolitical Linguistics
 political and educational
Anthropolitical Linguistics
implications of multilingualism
 political and educational implications of multilingualism
Psycholinguistics
 cross-linguistic studies of specific features at different ages
Historical Linguistics
 language change in childhood and history
3
Background: My Social and Linguistic Motivation
for work on Turkish/German
My prior work in the USA on linguistic variation in Black English in Los
Angeles and Spanish/English code-switching in California & Texas.
Social motivations:
Migrants from Turkey are the largest minority population
Educationally and socially disadvantaged
Linguistic motivation:
Turkish and German (and other Northern European languages) are
genetically unrelated, typologically distant and lexically distant,
Ideal for investigation of
 language contact phenomena
 development of diaspora varieties
 Comparison across European countries with Turkish migrants
HERITAGE LANGUAGE AND L2 ISSUES
Relationship of Acquisition Context and Language Practices to Proficiency in
Turkish (and German)
Use of Turkish in family and neighborhood
Family and community instruction in Turkish
Turkish foreign language instruction in public schools
Selected aspects of Turkish (and German) development in the Berlin Studies
Language choice, language shift
Language mixing
Linguistic convergence / separation of grammatical systems
Language attrition / Language change
Explanations (multiple)
Input in (contact varieties) of Turkish,
Input in other languages (Kurdish, Arabic, Greek, …)
Input in (contact varieties) German
Cognitive and Linguistic “universals” of language acquistion, change
5
Overview of Pfaff Studies in Berlin 1978-2013…
Languages Year(s)
Investigated
1978
German
Name
of study
Foreigner class
Participants
9-13-year olds
Number of Method
participants
35
Directed conversation
Turkish, Arabic, Greek, Serbo-croatian,
German
1978-79
SES
Turkish 7th graders German integrated class
about pictures
42
Greek afternoon school
Turkish
1983-86
EKMAUS
about pictures
80
Monolingual comparison groups
German
Turkish
3 Turkish/German bilingual Groups
1987-92
KITA
Turkish preschool children
Directed conversation
Games with toys, books
free conversation …
34
Games with toys, books
free conversation
German
Turkish
2007-2013
LLDM
Turkish children and adolescents
German
…
MULTILIT
In Germany and France
Oral and written narrative
Monolingual comparison groups
and expository texts
English
200+
Video stimulus
6
Linguistic Focus
Typological Characteristics of Turkish, German & English
syntax
Turkish
morphology / marked categories
SOV
agglutinative, regular
postpositions
Ø definite article
Ø copula
prodrop
def accusative ,other case suffixes
no gender marking
evidential -mIş
German
SVO/SOV
prepositons
def & indef articles
non-prodrop
inflectional/fusional ,reg& irregular
gender (natural & grammatical)
case/gender syncretism: art & pro
English
SVO
inflectional/analytic, reg & irreg
prepositions
case marking on pronouns only
def & indef articles
non-prodrop
7
Sociolinguistic Range of Elicitation
Investigation of contexts within contexts
Outside world knowledge:
ideas about present, past, future states and events
Setting and ongoing interaction(s)
among children and adults
Conversation
target child and interlocutor(s)
--task or game responses
Personal Narrative
8
Background: The Turkish Speaking Populations
of Germany and other European Countries
Guest Workers (Gastarbeiter) – labor recruits – 1960s
Family members (spouses, children, others)
entered under family reunification,
increasingly restricted
Refugees – especially members of ethnic minority
Children, adolescents, adults born in the diaspora
9
Labor recruitment agreements
between Turkey and European countries
and estimates of current population of Turks (2009, 2010)
Date of
recruitment
agreement
Population estimates 2009, 2010
Germany
1961
3,500,000 - 6,000,000
Austria
1964
350,000 -
500,000
Belgium
1964
200,000 -
250,000
Netherlands
1964
400,000 -
627,000
France
1965
500,000 - 1,000,000
Sweden
1967
100,000 -
150,000
Post WW II
150,000 -
200,000
Country
United Kingdom
displaced persons
Switzerland
Denmark
Post WW II-
100,000 -
120,000
70,000 -
80,000
southern Europe
Post WW II
mainly refugees
Sources: various
from Turkey (+300,000-350,000 from Cyprus)
10
Immigration to European Countries of Refugees from Turkey
Source: Hecker 2006 Focus Migration: Turkey
11
Western European Countries Populaton of Turkish Citizens (2003)
Source: Hecker 2006 Focus Migration: Turkey NOTE – graph shows Turkish citizens only
with German citizens with Turkish migration background, estimated 4 million total in Germany
Population of Germany:
by Migration Status and Citizenship
Microcensus: 2005, 2010
9%
Germans without
migrant
background
Germans with
migrant
background
Non-Germans
10%
81%
13
Requirements for German citizenship
German citizenship through descent from a German parent.
(jus sanguinis)
Revised Citizenship Law 2000 (jus soli).
Children born in or after the year 2000 to long-term residents of
Germany can have double citizenship at birth. Must decide at 18 or
23 which citizenship to retain.
Naturalization: After 8 years of habitual residence in Germany,
map apply to German citizenship if they prove adequate
knowledge of German:
• language test (B1 / C1 European Reference Framework
• admission to high level secondary school or German university degree
• passing the German test of an “Integration Course”
14
Concentration of non-Germans in Berlin districts
15
School Population in Berlin by District 2009/2010
Percent non-German & non-German Heritage Language
District
% non-German
23 districts reduced to 12
2001
“ausländische
Schüler”
% non-German
language
background
nichtdeustcher
Herkunftssprache”
Berlin-total all districts
Mitte
Neukölln
Friedrichshain-Kreuzberg
Charlottenburg-Wilmersdorf
Tempelhof-Schöneberg
Spandau
Reinickendorf
Lichtenberg
Steglitz-Zehlendorf
Marzahn-Hellersdorf
Pankow
Treptow-Köpenick
15.3
33.0
28.1
25.8
18.2
15.9
10.3
11.9
12.4
9.4
4.5
4.6
3.6
32.3
68.7
58.5
54.6
35.8
35.8
31,3
24.7
24.3
17.4
12.7
7.9
7.0
Even higher concentrations (95-100%) in individual schools in Neukölln, Kreuzberg
16
16
Sociolinguistic Consequences
of Demographic Concentration of minorities
Adult immigrants can continue using Turkish in many situations.
Children’s input includes regional Turkish and non-native German
The co-presence of other ethnic groups has also fostered
multilingual proficiencies and polylingual languaging
in the minority populations
 and also among Germans, especially youth,
 the rise of „Kiez Deutsch“ (‘German in the hood’)
17
Verbal Repertoires of Turkish bilinguals in Europe
Monolingual
modes in
Bilingual / Polylingual Modes Monolingual
modes in
(LANGUAGING)
German
French
Dutch
Danish
Swedish
Norwegian
English
…
Turkish
Other languages:
•acquired outside school: (Kurdish, Arabic ... English)
•learned at school: (English, Spanish, French …)
18
Neighborhood Language Use of
Turkish 7th graders (1978)
(1) 7th grade boy (bd)
Türkisch, ich spreche auch gern Deutsch wenn ich deutsche Freunde habe, aber ich hab
keine deutsche Freunde, da in unser – Strasse oder wie -- da spreche ich immer Türkisch.
Turkish, I like to speak German too when I have German friends, but I don’t have
any German friends since in our -- street or whatever – I always speak Turkish
there.
in our – street or whatever – there I always speak Turkish.
(2) 7th grade girl, (aa)
Türkisch. Manche Tage spreche ich - ich weiss türkisches Wort nicht so genau – und
spreche ich dieses Wörter deutsch. Und meine Mutter versteht nicht Deutsch, sie versteht nicht, ich sage es mein
Vater. Manche Wörter spreche ich Deutsch.
Some days I speak – I don’t know (a) Turkish word exactly – and I say these words
in German. And my mother doesn’t understand German, she doesn’t understand, I
say it to my father. So
me words I say (in) German.
(3) 7th grade boy (bu)
F: Deutsche oder türkische Freunde?
A: Nee, arabische.
F: Welche Sprache sprichst du mit denen?
A: Die kann Deutsch.
Q: German or Turkish friends?
A: No, Arabic.
Q: What language do you speak with them?
A: They know German.
19
EKMAUS Study (1983-1986):
cross-sectional: 80 children ages 5 – 12
Bilinguals
• A
• B
• C
born in Berlin, little contact to German peers
born in Berlin, more contact to German peers
born in Turkey, started school in Turkey before immigrating
Monolinguals
• D
• E
Turkish children (Ankara 1983)
German children (Berlin 1985)
20
EKMAUS Elicitation Methods (all spoken)
social background – conversation about parents background and
language practices in family, school, after school
 Psycholinguistic tasks targeting specific linguistic featur

e.g case marking, prodrop, definite/indefinite reference
 Picture description – directed conversation
 Narratives of picture sequences
 Personal narratives – triggered by scenes from games
21
EKMAUS: Train station picture
directed conversation about scene in picture
prompts for personal narratives getting lost
prompts for travel experience (past, future) and family in Turkey
22
EKMAUS – Actions with Toys: Set 4
• 4-11: the boy gives the ball to the kangaroo (or dog).
• 4-12: the girl takes the ball from kangaroo (dog)
and gives it to the standing cow
• 4-13: the boy takes the ball from the standing cow
and gives it to the rearing horse
• 4-14: the kangaroo (dog) takes the ball from the
rearing horse, jumps over the standing cow
and gives the ball to the lying down cow.
• 4-15: the standing horse gives the ball to the girl
Pfaff: Feb 11, 2011 Berkeley Language
Center
23
Examples – Actions Set 4 – Turkish
Hüsniye girl 7 şey böyle eğlimiş,
The thing bent down like this,
A S2 06
#?# bu yerde duruyo
#?# this is standing on the ground,
Set 4-12
#?# ayakta duranın atın
#?# the horse standing on its feet
Elif girl 8
duruyo ya o ineğe
It’s standing you know to that cow
B S6 04
Set 4-12
İshsan boy 6
köpek yuvarlaya yuvarlaya the dog rollingly rollingly put  beside
D S7 02
 yatan ineğin yanına
Set 4-14
koydu
the lying down cow
Pfaff: Feb 11, 2011 Berkeley Language
Center
24
Some Linguistic Features
in descriptions of Actions, Set 4
Hüsniye - Group A – little contact to German peers
Turkish: more developed syntax,
participial modification, evidential -mış
German: characteristics of early L2:
 articles, nonstandard gender
overgeneralization of regular to irregular verbs,
Elif - Group B – more contact to German peers
Turkish: restricted syntax: progressive, no modification
German: standard irregular verbs, standard case on pro
variation in case marking on art, esp. after prep
Pfaff: Feb 11, 2011 Berkeley Language
Center
25
KITA (pre-school day care) Project 1987-1992 :
5-year longitudinal study:
Sample: 34 children, aged 2-6 (+ follow up)
Subsample: 10 children,
Sub-subsample: 3 children, contrasting language dominance
Ilknur - Turkish-dominant girl born 1983 in Berlin
large extended family, remained Turkish-dominant throughout
Serkan - German-dominant boy born 1983 in Berlin
lived in German orphanage for 2 years, speaks Turkish but prefers German
Orhan – boy born 1986 in Berlin, Kurdish/Turkish background,
Turkish home language,
shifts from Turkish dominant to German dominant (some domains)
26
Elicitation with toys in KITA study
Kita Study Elicitation setting – FU-Info 17 Jan 1989, p. 7 (photo Pfaff)
27
Lady and the Tramp picture book:
different grammatical proficiency
“Darling” wife gets “Lady” as a Christmas present
İlknur: Turkish-dominant girl 5;06
burda Weihnachtsmannbaum yapmışlar
(they) made a Santa Claus tree here
Serkan: German-dominant boy 6;00
bu Weihnachten diye
this [= tree?, dog?] (is) for Christmas
Lexical strategies: Both use the same code-switched lexical items (cultural loan)
But differ in strategies for lexical incorporation
Grammatical categories:
Turkish-dominant child uses evidential, German dominant child does not 28
Lady and the Tramp picture book: comparison of 2 children --1
no code switching, different grammatical proficiency
“Aunt Sarah” chases “Lady” away
from the baby with a broom
İlknur Turkish-dominant girl 5;06
burda da köpek hemen koşturuyo burda da.
o da köpeğe vurmak istiyo.
‘and here the dog immediately runs here and
she wants to hit the dog'
Serkan German-dominant boy 6;00
SER: dövüyo
' (=aunt) is hitting  (=Lady)'
INT: neden dövüyo?
'why is  hitting ?
SER: bu bu bunu hiç görmedi diye
'because this (=aunt) has never seen this (=Lady) before'
SER: bu da korkmuş 'and this (=Lady) was afraid.
SER: sonra kaçıyo 'then  (=Lady) is running away'
29
Kita Study: Orhan – development of mixing 2;00-8;00
German and Turkish recordings (tokens)
Conversations in German
Conversations in Turkish
1600
1000
900
800
700
600
500
400
300
200
100
0
1400
1200
1000
800
600
400
200
2;0
6
2;0
8
3;0
0
3;0
3
3;0
6
3;0
7
3;0
8
4;0
2
5;0
8
7;0
2
8;0
0
0
2;06 2;07 2;10 2;11 3;06 4;03 7;02 8;00
Turkish words German words
Turkish words
German words
Frequency of Turkish in German declines, frequency of German in Turkish increases
Both are relatively low frequency – despite perception of speaking mixed
Pfaff 1998 “Changing patterns of mixing in a bilingual child”
30
Separation of grammatical systems
despite lexical mixing and alternation in KITA follow-up interview
Conversation with Turkish interlocutor about school sports: ORHAN, 8;00
Adult refers to a previous conversation with another graduate of the Kita about
primary school “athlete of the day”
INT:
ORH:
INT:
ORH:
siz de de var mı öyle bişey?
nein sie gratuliert
ne kim? anlamadım ama türkçe kobei Laufen, bei Lau ähmkoşuda on Runde'yi yapa/ yapanlara
INT: mhm
ORH: gratulieren yapıyo
INT: mhm kim yapıyo?
ORH: ähm öğretmen on Runde, weil wir
zehn Runden gemacht haben
Turkish syntax in Turkish matrix language
gratulieren yapıyo prodrop,
compound verb form:
infinitive + light verb
on Runde'yi
no plural marker on N
in plural quantified NP
Do you have something like that too?
no, she congratulates.
what? who? I didn’t understand but speak Turkish
when running, when ru- um
running to whoever does ten laps
mhm
(she) congratulate does
mhm who does that?
um the teacher, ten laps, because we’ve
done ten laps
German syntax in German matrix language
sie gratuliert
explicit subject pronoun
main verb with
person-number inflection
zehn Runden
plural marked N
in plural quantified NP
31
Conversational Strategies in Interaction
of Turkish-dominant and German-dominant Kita children
Turkish-dominant girl, Ilknur
in Turkish
in German
German-dominant boy, Serkan
in Turkish
in German
Initiates topics
Digresses to a different
activity or topic
rarely
frequently
(to personal narrative or
conversation)
very rarely
frequently
(to here & now activity)
rarely
frequently
(to here & now activity)
sometimes
frequently
(to personal narrative or
conversation)
Relies on scaffolding
little
much
much
little
frequently
(to sisters)
frequently
(to interviewer or
mother)
rarely
GLOBAL STRATEGIES
Delegates turn to another rarely
LOCAL STRATEGIES
Deictic reference
Specifies Detail
Questions interlocutor
some
frequently
rarely
frequent
rarely
rarely
very frequent
rarely
sometimes
(for vocabulary
some
frequently
sometimes
(for information)
Quotes direct speech
sometimes
frequently
(formulaic)
rarely
sometimes
Pfaff 2001 “The development of co-constructed narratives in bilingual children”
32
Later Language Development of Multilinguals (LLDM) and
MULTILIT Study (2007-2013)
cross sectional study of oral and written production
of 200+ late primary and secondary pupils
in Turkish, German and English
Background Questionnaire: family and language practices
in Germany and when visiting in Turkey
Elicitation of oral and written texts with video “everyday
problems in school” (Berman / Verhoeven cross-linguistic
study of L1 monolinguals in 7 languages
Group conversations in Turkish, German and English
33
Elicitation in late primary and in secondary settings
watching video on interpersonal problems in school
12th grade class in Berlin 2007
34
7th grade class in Berlin July 1, 2009
35
Stimulus Questions for Elicitation on Video
for production of oral and written texts
in 2 Genres in 3 languages
• Have you ever experienced anything like what
we’ve seen in the video? What happened?
--Personal narrative
• What is your opinion of this kind of behavior?
-- Expository Evaluation, Suggestions
36
Texts / Data Sets for each Participant in LLDM/MULTILIT Study
tr = Turkish, de = Deutsch, en = English
written
oral
on = oral narrative
oe = oral expository
on tr
on de
on en
Questionnaire
oe tr
oe de
wn = written narrative
we = written expository
wn tr
Pupil
oe en
wn de
wn en
we tr
we de
we en
Group diskussion
15
37
LLDM/MULTILIT: 2 of 200+ participants to date
Melih, 5th grade boy, age 11
• attends a Turkish/German bilingual class in Berlin-Wedding.
• speaks both Turkish and German in his family, listens to Turkish and
German radio programs, reads Turkish and German newspapers, finds
Turkish the most pleasant language to read and German the most pleasant
for computer games and group work.
• He wants to become a football player or astronomer .
Hâle, 12th grade girl, age 18
• Attends a Gymnasium in Berlin-Kreuzberg, advanced English
• uses Turkish with her mother, both Turkish and German with her father
and mixes with her siblings. She enjoys mixing.
• Watches/listens to Turkish and German TV, radio reads Turkish and
German magazines, but has not had formal instruction in Turkish
• She intends to study and wants to become an architect.
Pfaff: Feb 11, 2011 Berkeley Language
Center
38
Untersuchungsmuster: Merih, schreibt, liest, versteht „sehr gut“ D/T/E, liest türk. Zeitungen, dt. Zeitschriften, am
angenehmsten ist ihm beim Lesen Türkisch, beim Computerspielen u. bei der Gruppenarbeit Deutsch.
Schriftlicher Text
(Erzählung/Türkisch)
Schriftlicher Text
(Erzählung/Deutsch)
Schriftlicher Text
(Erzählung/Englisch)
Ben Dollnick öğretmenime
reportacımda birşeyler
söyledim: Z.b. ben dövüş
etmeyi görmüştüm çok fena
dövüşmüştüler. Bir kız
görmüştüm parayı aldı, ben
dedim parayı bana ver ben
parayı öğretmene veririm.
Yada fotoğraf çekiminde bir
oğlan beni sinir etti ve ben
hemen öğretmene gittim ve
söyledim: „Öğretmen şu
oğlan beni sinir ediyor.“!
Sonra öğretmen o çocuğa
kızdı. Evet bu benim
gördüklerim ve Dollnick
öğretmenime anlattığım
şeylerdi.
Ich habe Christin erzählt:
Dass einmal zwei Jungen sich gestritten haben,
und ich ein Lehrer holen wollte, aber ich habe
keinen gefunden. Einpaar Minuten später haben
sie sich geprügelt, aber dann habe ich auch
jemanden gefunden undzwar ein Lehrer. Den
habe ich dann gerufen und er hat die zwei Kinder
getrennt.
Oder z. B. bei dem Foto da hatte mich ein Junge
genärft. Dann bin ich zum Lehrer gegangen und
habe gesagt: „Endschuldigung dieser Junge hat
mich genärft, dann hat der Lehrer den Jungen wo
anders sitzen lassen aber nicht in meiner nähe
und das war nun meine Lösung.
Oder einmal ist eine Lehrerin vorbei gegangen
und wollte ihr Portmoune aus der Tasch raus
holen aber dabei ist ein 50€ Schein runter
gefallen und neben mir der Junge hat den 50€
Schein genommen, und ist rennent nach Hause
gegangen. Ich wollte der Lehrerin bescheid
sagen, aber die war auch schon weg. Naja ich
konnte in diesem Moment nichts machen.
Yes I (hatte) a problem with the
photo. We are go in the room
300. And we have a photo. My
friend nerv my, and I say: Wahts
your problem! And (dann) I going
to my teacher and I say: The
people nerv my! Can you my help.
The Teacher say: Yes I can help
you. And (dann) is the Teacher to
the boy going and say: You don‘t
nerv M., it is not good. (Dann)
(wäre) my problem not a
problem. End
I (hatte) a problem with my friend
too. My class have a history test.
And my friend is in front of my. It
is a boy. My friend cheating my
history test! And (dann) I say my
fiend: You don‘t cheating my
history test! And (dann) is my
problem in the sky of high.
Directed by M. Y.
Producted by M. Y.
MULTILIT
39
Some Linguistic Features of Melih’s texts
Turkish: complex syntax, generally std morphosyntax
• nominalizations,
• Orthography, spelling as pronounced, influence from German
reportac (=röportaj) ‚reportage‘
German: complex syntax, generally std morphosyntax
• orthography, separation of words, capitalization
• spelling as pronunced genärft (=genervt), rennent (=rennend)
• influence of Turkish construction types ?(rennent nach Hause gegangen)
English: complex syntax but apparent transfer from German,
• Word order, capitalization, spelling (n.b. nerv not nerf)
• nst agreement and case of pronoun, my ‘my’ and ‘me‘,  aux verbs
• colloquial English input? what’s your problem, sky high
Pfaff: Feb 11, 2011 Berkeley Language
Center
40
Hâle 18;02 – oral text in Turkish
violence at school
… bizim okulda geçen sene olması lazım, öğretmen dövüldü,
küçük bir ilkokul öğrenci tarafından öğretmen dövüldü.
Falan. Böyle şeyler çok yaşanıyor son zamanlarda özellikle.
Eee Tabii bu da, biz Türkler olarak, genelde bunları
yabancılar yaptığı için, biz burda çok dışlanıyoruz. Hani
yabancılar böyle yapıyor diye. Aslında alakası yok. ... Ama
bizde suçlanıyoruz bunlar böyle yapınca.
‘... in our school, it must have been last year, a teacher was beaten up, by
a little primary school pupil a teacher was beaten up And so on. We
experience especially such things more frequently recently. Um, and that
naturally, we as Turks, since it’s mostly foreigners that do these things, we
are strongly discriminated against. Because foreigners act like this.
Actually it has nothing to do with that...But naturally we are accused,
when they act like that.’
Pfaff: Feb 11, 2011 Berkeley Language
Center
41
Hâle 18;02 – oral text in German - cheating
Also zu dem Thema Spicken kann ich eigentlich sagen, dass es wirklich in
der Schülerschaft ganz normal ist. Also wenn man eine Klausur schreibt,
dann spickt man halt, also das ist wirklich was ganz normales geworden,
und. Aber man musste ja vorher nachdenken, bei wem, welchem Lehrer
man spickt, weil es gibt Lehrer, die wirklich während der Klausur die
Videoüberwachung spielen, und es gibt auch Lehrer, die während der
Klausur sitzen und die Zeitung lesen, und bei den Lehrern überlegt man
sich, warum sollte ich mich zu Hause hinsetzen, fünf Stunden lernen,
während andere sich hinsetzen und ne halbe Stunde für 'n Sp-, Sp-, uhm,
für einen Spicker gebrauchen, und dann hinterher eine bessere Note
schreiben.
'On the topic of cheating I can say actually that it's completely normal among pupils. So whenever
you write an exam you cheat, that has really become something completely normal and. But you
have to think ahead of time about with whom, with which teacher you cheat because there are
teachers who really play video surveillance during the exam and there are also teachers who
during the exam sit and read the newspaper, and with those teachers you think, why should I sit
at home and study for five hours, while others use a half hour for a ch-, ch- um for a cheat sheet,
and then afterwards get a better grade.'
Pfaff: Feb 11, 2011 Berkeley Language
Center
42
Hâle 18;02 – oral text in English - ostracism
from my own experience I can tell you that we had a girl on
our class and me and two friends of mine, we didn't like her
really, and we always made jokes to her and we sometimes
exaggerate really, and I can remember that, that when we
four were, were, in a room, that we three laughed about
stories which she didn't know, and we xxxxxx xxxxxx and so
on. and, but she wants to be one of our best friends, but we
didn't like her, and, but she wasn't nasty, or so, she xxxxxx
quiet lovely girl, but we didn't like her, and now she gaved
up.
Pfaff: Feb 11, 2011 Berkeley Language
Center
43
Some Linguistic Features of Hâle’s texts
Turkish: Some nst morphology, transfer from German?
• missing compound ending ilkokul öğrencisi ‚primary school pupil‘.
German: complex, essentially standard morphosyntax
English: quite complex, some “typical “ learner errors
•
•
Standard: case marking, gender, agreement, relative clauses , …
Nonstandard
– choice of preposition,
– overgeneralization of regular to irregular verb: gaved
Pfaff: Feb 11, 2011 Berkeley Language
Center
44
Selected Results – Language Practices of adolescents
LLDM- MULTILIT secondary pupils’ in Berlin
Language Choice with family and friends
Participant to interlocutors, interlocutors to participants
– in Germany
– in Turkey
 Self reported extent of language mixing
 Language in social media, literacy practices
45
Languages Practices:
Self reports of 10th and 12th graders (2007)
• Family language includes German
-- often with parents as well as siblings
• Language mixing is common, seen as normal
• Turkish media and trips to Turkey support maintenance
• Formal instruction of Turkish – supports Turkish maintenance
• But even without formal instruction, many learn to read (and
write) Turkish from relatives and friends.
46
Language choice in Germany
(Akıncı & Pfaff 2008)
(n=43)
Participant to Interlocutor
Interlocutor to Participant
German
only
Turkish
only
German
and
Turkish
No
answer
German
only
Turkish
only
German
and
Turkish
No
answer
Grandparents
0%
83.3%
16.7%
0%
0%
78.4%
13.5
8.1%
Mother
0%
35.7%
64.3%
0%
0%
50%
47.6%
2.4%
Father
2.3%
20.9%
74.4%
2.3%
7.5%
22.5%
67.5%
2.5%
Siblings
22%
0%
78.0%
0%
16.7%
0%
78.6%
4.8%
Friends
7.1%
16.7%
76.2%
0%
2.3%
14%
81.4%
2.3%
Interlocutors
“German and Turkish” includes both mixing Turkish & German as well as language alternation.
Additional languages not included in the table.
-Other languages spoken in Turkey Kurdish, Arabic or Greek especially with grandparents and/or parent(s)
-English (including with grandparents & parents)
47
Language choice in Turkey
(Akıncı & Pfaff 2008)
(n=43)
Participant to interlocutor
Interlocutor to Participant
German
only
Turkish
only
German
and
Turkish
No
answer
German
only
Turkish
only
German
and
Turkish
No
answer
Grandparents
0%
75.6%
9.8%
14.6%
0%
76.3%
10.5%
13.2%
Mother
0%
53.6%
39%
7.3%
0%
61.5%
30.8%
7.7%
Father
0%
37.2%
51.2%
11.6%
0%
45.2%
45.2%
9.5%
Siblings
2.4%
16.7%
69%
11.9%
2.8%
25.0%
63.9%
8.3%
Friends
7.3%
46.3%
29.3%
17.1%
7.3%
46.3%
29.3%
17.1%
Interlocutors
“German and Turkish” includes both mixing Turkish & German as well as language alternation.
Additional languages not included in the table.
-Other languages spoken in Turkey Kurdish, Arabic or Greek especially with grandparents and/or parent(s)
-English (including with grandparents & parents)
48
Conclusions 1: Maintenance / Shift / Change
in Turkish
Turkish has high ethnolinguistic vitality among immigrant
languages in Europe, particularly in ethnic enclaves such as
Berlin-Kreuzberg.
Over time, it will probably decline as communities shift to the
majority languages in educational and work domains.
But in the meantime, diaspora varieties are developing
(and stabilizing?)
Ongoing research of the TINWE Group of researchers on Turkish
in North Western Europe
49
Conclusions 2: The state of the Turkish language in Europe
Children and adolescents are increasingly bilingual. Some approach Germandominance, others remain Turkish-dominant, at least in their younger years.
Attrition / incomplete acquisition and decline in social domains of use affect
Turkish diaspora varieties,
Mixing and Code-switching doesn’t mean that the Turkish word has been lost..
Often the Turkish equivalent – or a Turkish paraphrase is used immediately after
the German word. Grammatical separation can be maintained despite mixing.
Structures: Most grammatical structures of Turkish are robustly maintained
– even without formal Turkish instruction.
Morphosyntactic diversity – Some decline is noticed speakers who have shifted
most to German, but in Nancy Dorian’s well known phrase,
Turkish if it’s dying, is dying with its morphological boots on.
Constructional and discourse patterns are changing, more empirical support for
the role of pragmatic transfer from German is still needed.
50
Thank you!
Comments and questions are most welcome
[email protected]
51
Selected References
•
Akıncı, Mehmet-Ali and Carol W. Pfaff 2008 “Language Choice, Cultural and Literacy practices of Turkish bilingual
adolescents in France and in Germany” International Association for Applied Linguistics (AILA) Essen.
Akıncı M.-A., M. Dollnick, C. W. Pfaff and S. Yılmaz. 2010. “Development of lexical richness in Turkish written texts
of bilingual children in Germany” International Conference on Turkish Linguistics 15.
•
Backus, Ad, Jens Normann Jørgensen and Carol W. Pfaff (2010) "Linguistic effects of immigration: Language choice,
codeswitching and change in Western European Turkish" LINCOM Language and Linguistics Compass. 4/7 (2010):
481–495, 10.1111/j.1749-818x.2010.00215.x
•
Berman, R & L. Verhoeven 2002. “Developing text-production abilities across languages, genre and modality.
Written Languages and Literacy, 5,1, 1-43.
•
Hayasi, Tooru, Carol W Pfaff & Meral Dollnick (2012) "Continuity and contact-induced-change in varieties of
Turkish in Berlin: grammatical judgments and production of demonstrative pronouns of Turkish/German
bilinguals" (with Tooru Hayasi and Meral Dollnick). Paper presented at SS19 panel Relating the Productions of
Multilingual Children and Adolescents in their Languages. Berlin, Germany.
•
Pfaff, Carol W. 1991a. "Turkish in contact with German: language maintenance and loss among immigrant children
in West Berlin". International Journal of the Sociology of Language 90. 97-129.
•
Pfaff, Carol W. 1991b. "Mixing and linguistic convergence in migrant speech communities: linguistic constraints,
social conditions and models of acquisition". Code-switching and Language Contact: Constraints, Conditions and
Models. Strassbourg: European Science Foundation. 120-153.
52
References cont’.
•
Pfaff, Carol W. 1993. "Turkish language development in Germany. In: G. Extra and L. Verhoeven
(eds.) Immigrant Languages in Europe. Clevedon: Multilingual Matters. 119-146.
•
Pfaff, Carol W. 1998 "Changing patterns of language mixing in a bilingual child" In: Extra, G. and L.
Verhoeven (eds.) Bilingualism and Migration. Berlin: Mouton de Gruyter. 97-121.
•
Pfaff, Carol W. (2000b)."Bilingual verbal repertoires as represented in the speech of Turkish / Danish
and Turkish / German bilingual children in the Køge and Kita projects". In Anne Holmen and
Normann Jørgensen (eds.). Det er Conversation 801 Değil mi?. Perspectives on the Bilingualism of
Turkish Speaking Children and Adolescents in North Western Europe. Køge Series K7. Copenhagen:
Royal Danish School of Educational Studies. pp. 195-229.
•
Pfaff, Carol W. (2001) "The development of co-constructed narratives of Turkish children in
Germany". In Ludo Verhoeven & Sven Strömquist (eds.). Narrative Development in a Multilingual
Context. Studies in Bilingualism 23. Amsterdam/Philadelphia: Benjamins, pp. 153-188.
•
Pfaff, Carol W. 2011. Multilingual Development in Germany in the Crossfire of Ideology and Politics:
Monolingual and Multilingual Expectations, Polylingual Practices. TRANSIT on line publication.
University of California Berkeley. http://german.berkeley.edu/transit/2011/articles/Pfaff.html
•
Pfaff, Carol W. 2012. “Sociolinguistic Practices and Language Policies for Migrants in Germany”. In
Annikki Koskensalo, John Smeds, Rudolf de Cillia & Ángel Huget (eds.) LANGUAGE: Competence Change - Contact. SPRACHE: Kompetenz - Kontakt - Wandel Dichtung – Wahrheit – Sprache Bd. 11,
2012. Berlin-Münster-Wien-Zürich-London: LIT Verlag. pp. 103-118.
53