The USA and Beyond: Bilingual Education for Turkish Minority Children in German Public Schools

By Yusuf Incetas.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Bilingual education programs for Turkish minority
students in Germany are very limited.
The sociocultural factors such as race, ethnicity, diverse
home practices, as well as negative perceptions and images
in the media against Turkish culture play a key role on this
lack of attention. The outcome is the erosion of Turkish and
a void of Turkish-German bilingual education in the German
public school system. Negative attitudes also surface in
schools as high drop-out rates among Turkish minority
students, unjust placements of those students in low level,
low track education institutes such as in schools for
special education students and in vocational schools. The
gap can be filled with a sociocritical literacy program that
employs a sound instructional approach where the individual,
societal, and cultural differences of minorities are
acknowledged properly. In order to do this, I intend to
integrate the use of the Turkish language by applying the
cultural practices of Turkish families at home into
educational practices that occur in German public schools.
There is research showing the success of such culturally
inclusive bilingual education practices in the United States
public
schools. This provides evidence that similar results can be
achieved in Germany as well.

Keywords: Multiculturalism, Turkish Minority, German Public Education, Bilingualism

The International Journal of Learning, Volume 18, Issue 1, pp.35-44. Article: Print (Spiral Bound). Article: Electronic (PDF File; 810.240KB).

Dr. Yusuf Incetas

PhD Candidate, Curriculum and Instruction Department, College of Education, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA

I am particularly interested in exploring the cultural effects the home and school environments have on non-native students’ first language literacy skills development. My focus is mainly on third generation Turkish minority children attending public pre-K and K-12 schools in Germany. I examine the perceptions about the sub-Turkish culture by the German school staff and personnel, and cross-cultural resources and programs created and applied for the Turkish minority children to help them perform at grade level standards. In addition, I look into the impact of the dominant German culture on Turkish minority students at home, school, and in social life.

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