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EXPLORING THE LINGUISTIC LANDSCAPE OF NORTH CYPRUS AND ITS USE IN ELT CLASSROOMS A THESIS SUBMITTED TO THE BOARD OF GRADUATE PROGRAMS OF MIDDLE EAST TECHNICAL UNIVERSITY, NORTHERN CYPRUS CAMPUS BY BURÇİN ÖNAL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE ENGLISH LANGUAGE TEACHING PROGRAM JUNE 2014 Approval of the Board of Graduate Programs __________________________________ Prof. Dr. Tanju Mehmetoğlu Chair Person I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. __________________________________ Assist. Prof. Dr. Scott Boyd Program Coordinator This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts. __________________________________ Assist. Prof. Dr. Mary Ann Walter Supervisor Examining Committee Members Assist. Prof. Dr. Scott Boyd (METU NCC/ELT) _________________ Assist. Prof. Dr. Mary Ann Walter (METU NCC/ELT) _________________ Dr. Çise Çavuşoğlu (NEAR EAST UNIVERSITY ELT) _________________ ii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last Name: Burçin Önal Signature: iii ABSTRACT EXPLORING THE LINGUISTIC LANDSCAPE OF NORTH CYPRUS AND ITS USE IN ELT CLASSROOMS Önal, Burçin M.A., English Language Teaching Program Supervisor: Assist. Prof. Dr. Mary Ann Walter June, 2014, 204 pages In the field of ELT, there have not been many studies on North Cyprus particularly describing language policy, linguistic landscape (LL), whose practice may differ from language policy, and the use of LL in ELT. In this study, the LL of North Cyprus, especially around Güzelyurt and Girne, was explored in terms of the languages that were included, the addressees that were aimed at, and the underlying messages of the texts in which English was used. Data for the study was collected first by the author— for purposes of comparison with students’ findings— and then by students through photographing LL items to be analyzed. The study consists of the researcher’s and participants’ analysis of the items considering the current language policy and its daily practice, and the uses of English in LL depending on what it is associated with. Another purpose of the study was to explore the pedagogical benefits of engaging students with publicly displayed texts in their local LLs for the sake of encouraging them to realize different functions of English using LL. Beginner level students at English preparatory school and two groups of TEFL freshmen students took pictures of LL items where English was used in their neighborhood for four weeks. Two of the three groups had interviews with their teacher except the second group of TEFL program students, and all participants wrote weekly paragraphs commenting on their pictures that were to be presented at the end of the four-week data collection process. To get the thoughts of the students about the effectiveness of the experience, students answered a few questions given by their teacher at the conclusion of the project. The study revealed that students were able to analyze LL items with a wide perspective, explore how and why English, and also other languages, were used on signs and identify the functions that English gained in time in the northern Cyprus. With the analysis of students’ impressions of the LL, the benefits of using LL in ELT and students’ attitudes towards LL projects were identified. The results of the study indicated that students felt positive about LL projects in general. iv Keywords: Benefits of LL in ELT, English Language Teaching, Language Policy of North Cyprus, Linguistic Landscape, LL items, Uses of English v ÖZ KUZEY KIBRIS “DİLBİLİM ÇEVRESİ” ARAŞTIRMASI VE YABANCI DİL ÖĞRETİMİ SINIFLARINDA KULLANIMI Önal, Burçin Yüksek Lisans, İngilizce Öğretmenliği Tez Yöneticisi: Assist. Prof. Dr. Mary Ann Walter Haziran 2014, 204 sayfa İngilizce dil öğretimi alanında, özellikle Kuzey Kıbrıs’ın dil politikalarını, uygulamada dil politikasından farklılık gösterebilecek olan dilbilimsel alanını ve dilbilimsel alanın İngilizce öğretiminde kullanımını sunan çok çalışma olmamıştır. Bu çalışmada, kullanılan diller, bu dillerin kullanımıyla hedeflenen kitle ve İngilizce içeren dilbilimsel göstergelerde esas verilmek istenilen mesajlar bakımından Kuzey Kıbrıs’ın dilbilim alanı, özellikle Güzelyurt ve Girne civarı, incelenmiştir. Çalışma için veri, öğrencilerin bulgularının karşılaştırmalı olarak değerlendirilmesi amacıyla, katılımcı öğrenciler ve onların öğretmeni tarafından, analiz edilecek dilbilimsel alan göstergelerinin fotoğraflandırılmasıyla elde edilmiştir. Mevcut dil politikası, bu politikanın uygulamadaki hali, ve ne gibi çağrışımlarla ilşkilendirildiğine bağlı olarak İngilizce’nin dilbilimsel alanda kullanımları göz önünde bulundurularak, katılımcı öğrenciler ve onların öğretmeni tarafından yapılan analizler, çalışmanın temelini oluşturmaktadır. Çalışmanın bir diğer amacı, dilbilimsel alanda İngilizce’nin farklı kullanımlarnı farketmeleri amacıyla öğrencilerin teşvik edilmesi için, öğrencilerin kendi dilbilimsel alanlarındaki göstergeler üzerinde analiz yapmalarının pedagojik faydalarını araştırmaktır. Çalışma dahilinde, bir grup İngilizce Hazırlık Programı başlangıç seviyesi ve iki grup İngilizce Dil Öğretmenliği Bölümü öğrencileri, dört hafta boyunca, yaşadıkları veya ziyaret ettikleri bölgelerde, İngilizce’nin kullanıldığı dilbilimsel alan göstergelerini fotoğraflamışlardır. İkinci grup İngilizce Dil Öğretmenliği Bölümü öğrencileri hariç, katılımcılar düzenli olarak çalışmayı yönlendiren öğretmen ile haftalık görüşmeler yapmıştır, ve bütün öğrenciler, dört haftalık veri toplama sürecinin sonunda sunmak üzere, çektikleri fotoğraflara haftalık yorumlar yazmıştır. Çalışmanın etkin olup olmadığına dair öğrencilerin fikirlerini almak amacıyla, öğrenciler, çalışmanın sonunda projeyi yönlendiren öğretmen tarafından kendilerine verilen bir takım soruları cevaplamışlardır. Çalışma göstermiştir ki öğrenciler dilbilimsel alan göstergelerini geniş bir bakış açısıyla analiz edebilmiş, İngilizce’nin ve varsa diğer dillerin dilbilimsel göstergelerde nasıl ve neden kullanıldığını analiz edebilmiş ve İngilizce’nin Kuzey Kıbrıs’ta zaman içerisinde ne gibi kullanımlar kazandığını saptayabilmişlerdir. Öğrencilerin izlenimlerinin analizi sayesinde, dilbilimsel alan çalışmalarının İngilizce öğretiminde kullanımının faydaları ve öğrencilerin dilbilimsel alan projelerine dair yaklaşımları saptanmıştır. Çalışma, öğrencilerin bu tür projelere genel anlamda olumlu tavırlar sergilediklerini göstermiştir. vi Anahtar Kelimeler: İngilizce Öğretiminde Dilbilimsel Alan Çalışmalarının Faydaları, İngilizce Öğretimi, Kuzey Kıbrıs Dil Politikası, Dilbilimsel Alan, Dilbilimsel Alan Göstergeleri, İngilizce’nin Kullanımları vii To my beloved husband who has always stood by me and given me moral support viii ACKNOWLEDGEMENTS I would like to express the deepest appreciation and thanks to my advisor, Marry Ann Walter, who introduced me to Sociolinguistics and Linguistic Landscape, and has been a tremendous mentor for me with her guidance and persistent help. In addition, I would like to thank my committee members, Assist. Prof. Dr. Scott Boyd and Dr. Çise Çavuşoğlu for serving as my committee members. My sincere thanks also go to my colleagues at METU NCC , especially Tanyel Çerkez, Demet Gür and Esra Özbay, who supported me in writing and incented me to strive towards my goal. Last but by no means least, a special thanks to my parents, my parents-in-law and my sister for being very motivating in all the time of research and writing of this thesis. You have been greatly tolerant and supportive. ix TABLE OF CONTENTS ETHICAL DECLARATION..iii ABSTRACT…………………………...………………………………….............................................iv ÖZ……………………………...…………………………………………............................................vi DEDICATION………………………………..……………………..…….........................................viii ACKNOWLEDGMENTS…………………………...…………………………………........................ix TABLE OF CONTENTS………………………………………………..………………………...……x CHAPTER 1. INTRODUCTION….................................................................................................................1 1.1. Primary and Secondary Research Questions………………………...……….……...…...2 2. LITERATURE REVIEW………………………………….………..………………………...3 2.1. Language Policy………………………………………………………...…………..........3 2.2. What to Do in a Multicultural Context? ………………………………………………....7 2.3. Language Policies around the World……………………………...……………...............8 2.4. Ethnography and Language Policy…………………………...………………................10 2.5. The Background of Language Policies in Cyprus…………………………...………….14 2.5.1. Historical Background…...……………………………………………….14 2.5.2. The Linguistic Context in North Cyprus ………………..……….……….15 2.5.3. Status of Turkish and English…………………………...………….…….16 2.5.4. Language in the Constitution and Teaching of English in Schools of North Cyprus.........................................................................................................17 2.5.5. Background Information on Girne, Lefkoşa, Güzelyurt and Kalkanlı………..……………………………………………………….…21 2.5.6. The Linguistic Situation at Middle East Technical University in Northern Cyprus Campus……………………………………...……………………22 2.6.
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  • Participation and Language Use

    Participation and Language Use

    Stichproben. Wiener Zeitschrift für kritische Afrikastudien Nr. 21/2011, 11. Jg., 63‐117. Participation and language use Irmi Maral‐Hanak First published as chapter 4 in: Maral‐Hanak, Irmi. 2009. Language, discourse and participation: Studies in donor‐ driven development in Tanzania. Wien / Münster: Lit‐Verlag, 115‐156. Multilingualism, colonialism, racism ʺThe term ʹexpatriateʹ itself is an interesting one, on the one hand distinguishing a certain group of people clearly from ʹimmigrantsʹ and other dark‐skinned arrivals, and on the other locating their identity not as ʹforeignersʹ or ʹoutsidersʹ in a host community […] but rather as people whose identity is defined a decontextualized English/American etc. person overseas. Being an ʹexpatriateʹ locates one not as an outsider in a particular community but a permanent insider who happens for the moment to be elsewhere. The very use of this term puts into play a host of significant discoursesʺ (Pennycook 1994:219, endnote to chapter one). Sociolinguistic enquiry focuses on variants in speech and the association of these variants with social factors. A sociolinguistic approach is promising where insights on the implications of language use in society are at stake, such as why ‘development experts’ or ‘beneficiaries’ choose to communicate in one language or variety rather than another, and how the use of a particular language is related to social discrimination and exclusion. From the linguistic vantage point, the object of investigation is the plurality of languages and variations, while from the perspective of social categories it is age, sex and social class (constituted by factors such as education, profession, housing, and others).