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1 Graduate School of Education the Role of 'The Language of the Other' Graduate School of Education The role of ‘the language of the other’ in the segregated education system of Cyprus as a vehicle for developing intercultural dialogue for reconciliation and peace through education Submitted by Afet Guney to the University of Exeter as a thesis for the degree of Doctor of Philosophy in Education April 2019 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. 1 ABSTRACT The conflict in Cyprus is rooted in identity, and the importance of the island’s languages to conflicted groups has become a contentious subject. This study explored the various roles that language plays in the island’s post-conflict context: the potential to bring an intercultural dimension to teaching the ‘language of the other’, and understanding what it means to employ the language of a former enemy, along with its relationship to identity, across the divide in public education. After Cyprus joined the EU in May 2004, the Northern Cypriot authorities (TRNC) partially lifted the border in Nicosia, the last divided capital in Europe, and the Republic of Cyprus (RoC) in the South introduced optional Turkish in schools for the first time. Turkish and Greek language students’ and teachers’ experiences shed light on challenges for language policymaking post-conflict, and implications for peace education in the future. I interviewed seven Turkish teachers of Greek and six Greek teachers of Turkish. I interviewed 25 secondary school students in the North and 27 in the South. Students’ motivation to study Greek and Turkish includes the political aspect of learning the language of the former enemy; they are aware of the importance of language for future peace on the island. Students’ views should guide top-down educational policymakers, teachers, and unions, for why and how to develop and promote learning the language of the other. Given that no lasting solution has been reached in Cyprus, such language learning to bring about understanding is essential for political future, for security, and for daily use. 2 Acknowledgements First and foremost, I wish to express my deep gratitude to both my supervisors Prof. Salah Troudi and Prof. Wendy Robinson for their wise counsel since my MSc in Education (2012). The meticulous and immediate feedback of Prof. Troudi on my work was constructive, inspiring and thought-provoking. His emotional and intellectual support was invaluable. I would like to express my deepest gratitude to MoEC, RoC KEEA office for their assistance in the process. Since I was in the UK during my application to MoEC, RoC they managed to help me in processing my application. I would like to thank all the participating schools, school heads, Turkish and Greek language teachers who did their best to meet me with their students. Special thanks to Prof. Ofilia Garcia, whom I met at the City University of New York as a Fulbright grantee in 2009 for an interview regarding language policy and planning. She inspired me when she heard about the conflict-affected context of Cyprus and my interest to research the role of languge in confict-affected contexts. Finally, I would like to express my love and gratitude to my family, whose support and care made this journey possible. I would also like to thank my special friend, Merve Yilmaz, for standing by me and supporting me completely at the write-up stage. Your support was greatly appreciated. I would also like to thank Esra Dasci. Your support was invaluable. And, dear Sleiman Jabal and Melike Jenkabash, you are amazing people, I am glad to call you my friends. 3 Table of Contents ABSTRACT .............................................................................................................. 2 Acknowledgements ................................................................................................ 3 Table of Contents ................................................................................................... 4 List of Tables ........................................................................................................ 11 List of Figures ....................................................................................................... 12 List of Abbrevations and Acronyms ................................................................... 14 Chapter One: Introduction ................................................................................... 16 1.1 Introduction ................................................................................................. 16 1.2. Inspiration ................................................................................................... 16 1.3 Language and diversity .............................................................................. 20 1.4 Language within inherited diversity .......................................................... 21 1.5 Nature of the Problem ................................................................................. 24 1.6 Statement of the Problem ........................................................................... 27 1.7 Research aims and purposes .................................................................... 30 1.8 Objectives of the study ............................................................................... 31 1.9 Research Questions: .................................................................................. 31 1.10 Significance of the study .......................................................................... 33 1.10.1 Local significance ............................................................................... 33 1.11 Structural organization of the thesis ....................................................... 35 1.12 Summary .................................................................................................... 36 Chapter Two: Sociopolitical context of the study ............................................. 37 2.1 Introduction ................................................................................................. 37 2.2 Country profile: geographic structure of Cyprus .................................... 38 2.2.1 Demographic structure of Cyprus ...................................................... 39 2.2.2 Linguistic profile ................................................................................... 41 2.2.3 Timeline of Cyprus history .................................................................. 43 2.2.4 Religion and ethnicity as elements of identity construction in Cyprus during the Ottoman and British periods ........................................ 44 2.2.5 Language and Education under the Ottoman Period in Cyprus .... 47 2.2.6 (In)visible Spread of Greek and Turkish Languages under the Britain in Mixed villages/towns in Cyprus (1878-1960 ............................................ 48 2.2.7 Language Education under Britain in Cyprus (1878-1960) ............... 52 4 2.3 Official Languages in Cyprus under the Republic of Cyprus (De Jure) 1960 Constitution before Division ................................................................... 60 2.3.1 Inter-communal conflicts between Greek and Turkish Cypriots and partition of the Island .................................................................................... 61 2.3.2 Official Language in Cyprus under Turkish Republic and Northern Cyprus (TRNC) in 1983 .................................................................................. 62 2.3.3 Integration into the European Union and the present situation ....... 63 2.3.4 Implication of the conflict-ridden context of Cyprus on its educational systems ..................................................................................... 64 2.4 Summary ...................................................................................................... 68 Chapter Three: Literature Review ....................................................................... 69 3.1 Introduction ................................................................................................. 69 3.2 The context of Language Policy and Language Education Policy ......... 70 3. 2.1. Framework(s) of Language Planning and Policy ............................. 76 3.3. Status planning .......................................................................................... 83 3.4. Function of status planning ...................................................................... 85 3.5. Acquisition planning: status of language in education ......................... 86 3.6 Language and identity ................................................................................ 88 3.7 Stereotyping and Prejudice ........................................................................ 91 3.8 Nations as imagined communities ............................................................ 92 3.9 Emergence of nationalistic discourse: language and Identity in the conflict-ridden context of Cyprus .................................................................... 94 3.10 Empirical research on language, identity and ethnicity in Cyprus ...... 96 3.10.1 Language and Culture ........................................................................ 98 3.10.2
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