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Reading Proficiency and Acculturation Orientations of Turkish Bilingual Students in the Netherlands, Germany and France Demirel, Gözde

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Reading Proficiency and Acculturation Orientations of Turkish Bilingual Students in the Netherlands, Germany and France Demirel, Gözde Tilburg University Reading Proficiency and Acculturation Orientations of Turkish Bilingual Students in the Netherlands, Germany and France Demirel, Gözde Publication date: 2019 Document Version Publisher's PDF, also known as Version of record Link to publication in Tilburg University Research Portal Citation for published version (APA): Demirel, G. (2019). Reading Proficiency and Acculturation Orientations of Turkish Bilingual Students in the Netherlands, Germany and France. [s.n.]. 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Download date: 03. okt. 2021 LadZmj_Mfan]jkalq J]Y\af_HjgÚ[a]f[qYf\9[[mdlmjYlagf Gja]flYlagfkg^Lmjcak`:adaf_mYdKlm\]flkaf l`]F]l`]jdYf\k$?]jeYfqYf\>jYf[] ?¹r\]<]eaj]d READING PROFICIENCY AND ACCULTURATION ORIENTATIONS OF TURKISH BILINGUAL STUDENTS IN THE NETHERLANDS, GERMANY AND FRANCE Gözde Demirel READING PROFICIENCY AND ACCULTURATION ORIENTATIONS OF TURKISH BILINGUAL STUDENTS IN THE NETHERLANDS, GERMANY AND FRANCE PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Tilburg University op gezag van rector magnificus, prof.dr. E.H.L. Aarts, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de aula van de Universiteit op vrijdag 3 mei 2019 om 13.30 uur door Gözde Demirel geboren op 8 mei 1985 te Malatya, Turkije Promotores: prof. dr. Kutlay Yagmur prof. dr. Fons van de Vijver Promotiecommissie: prof. dr. Mehmet-Ali Akıncı prof. dr. Kees de Bot prof. dr. Ad Backus prof. dr. Andrea Schalley dr. Feyza Altınkamıú © Gözde Demirel, 2019 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the author. 3ULQWHGE\5LGGHUSULQWZZZULGGHUSULQWQO ,6%1 Acknowledgements I would like to express my deepest gratitude to my supervisors Professor Kutlay Yagmur and Professor Fons van de Vijver who have always given guidance, encouragement and constructive comments during all stages of this dissertation. I would also like to thank Professor Fons Van de Vijver, who is an expert in advanced statistics, for his contributions on data analysis and interpretation. This dissertation has been one of the most important part of my life. I have been fortunate to have great advisors, colleagues and friends who provided support during this phase of my life. I’m grateful to Prof. Mehmet Ali Akıncı for providing contacts in France and Prof. Iúıl Duruçam Wegman for providing contacts with Turkish teachers in Germany. I would also like to thank Strasbourg, Lyon, Köln, Dortmund and Duisburg DITIB organizations and their principals for letting me have access to weekend schools to collect data. I am also thankful to MA students Aslı Koçak and Adnan Iskenderkaptanoglu in the Netherlands who collected data and evaluated the Dutch versions of the tests. I would like to extend my thanks to my German and French colleagues for scoring German and French tests. Data collection in Germany would be even harder if my dear friend Leyla Ceran had not given her valuable professional and personal support. I would also like to extend my thanks to my colleagues at Istanbul University for providing me with the opportunity to do this research. Finally, I wish to thank my family for their support and encouragement throughout this study. 2 Table of Contents Acknowledgements v Table of Contents 2 Introduction 1 ϭ͘ϭ /ŶƚƌŽĚƵĐƚŝŽŶ ϭ ϭ͘Ϯ ĂĐŬŐƌŽƵŶĚŽĨƚŚĞƌĞƐĞĂƌĐŚ Ϯ ϭ͘ϯ dŚĞƌĂƚŝŽŶĂůĞŽĨĂĐƌŽƐƐͲŶĂƚŝŽŶĂůĚĞƐŝŐŶ ϯ ϭ͘ϰ DĂĐƌŽͲƐŽĐŝŽůŝŶŐƵŝƐƚŝĐĨĂĐƚŽƌƐŝŵƉĂĐƚŝŶŐďŝůŝŶŐƵĂůŝƐŵŽĨŝŵŵŝŐƌĂŶƚĐŚŝůĚƌĞŶ ϲ ϭ͘ϰ͘ϭdŚĞůŝŶŬďĞƚǁĞĞŶĂĐĐƵůƚƵƌĂƚŝŽŶŽƌŝĞŶƚĂƚŝŽŶƐĂŶĚĞĚƵĐĂƚŝŽŶĂůŽƵƚĐŽŵĞƐ ϴ ϭ͘ϰ͘ϮĐĐƵůƚƵƌĂƚŝŽŶĂŶĚĞĚƵĐĂƚŝŽŶĂůĂĐŚŝĞǀĞŵĞŶƚ ϭϬ ϭ͘ϱ dŚĞƌĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶŚĞƌŝƚĂŐĞůĂŶŐƵĂŐĞĂŶĚŵĂŝŶƐƚƌĞĂŵůĂŶŐƵĂŐĞƐŬŝůůƐ ϭϭ ϭ͘ϲ /ŶƚĞƌŶĂƚŝŽŶĂůƚĞƐƚŝŶŐƉƌŽŐƌĂŵƐĂŶĚŝŵŵŝŐƌĂŶƚƐƚƵĚĞŶƚƐ ϭϲ ϭ͘ϳ ZĞƐĞĂƌĐŚƋƵĞƐƚŝŽŶƐ ϭϵ ϭ͘ϴ ĞƐŝŐŶŽĨƚŚĞƐƚƵĚLJ ϮϬ ϭ͘ϴ͘ϭ DĞĂƐƵƌĞƐ Ϯϭ ϭ͘ϴ͘Ϯ >ĂŶŐƵĂŐĞƵƐĞͲĐŚŽŝĐĞĂŶĚĂĐĐƵůƚƵƌĂƚŝŽŶƐƵƌǀĞLJ ϮϮ ϭ͘ϴ͘ϯ 'ĞŶĞƌĂůƉƌŽĐĞĚƵƌĞƐ Ϯϯ ϭ͘ϵ ^ƚƌƵĐƚƵƌĞŽĨƚŚĞĚŝƐƐĞƌƚĂƚŝŽŶ Ϯϰ The relationship between heritage language and Dutch reading skills of Turkish-Dutch bilingual students and their acculturation orientations 21 Ϯ͘ϭ /ŶƚƌŽĚƵĐƚŝŽŶ Ϯϭ Ϯ͘Ϯ ^ĐŚŽŽůĂĐŚŝĞǀĞŵĞŶƚĂŶĚŝƚƐƌĞůĂƚŝŽŶƐŚŝƉƚŽůĂŶŐƵĂŐĞƉƌŽĨŝĐŝĞŶĐLJϮϱ Ϯ͘ϯ dĞĂĐŚĞƌƐĂƚƚŝƚƵĚĞƐĂŶĚŽƉŝŶŝŽŶƐƚŽǁĂƌĚƐŝŵŵŝŐƌĂŶƚďŝůŝŶŐƵĂůŝƐŵ Ϯϵ Ϯ͘ϰ WŽůŝĐŝĞƐŽŶŵƵůƚŝůŝŶŐƵĂůŝƐŵŝŶƚŚĞƵƚĐŚĐŽŶƚĞdžƚ ϯϬ Ϯ͘ϱ dŚĞdƵƌŬŝƐŚĐŽŵŵƵŶŝƚLJŝŶƚŚĞEĞƚŚĞƌůĂŶĚƐ ϯϯ Ϯ͘ϱ͘ϭ ĞŵŽŐƌĂƉŚŝĐĐŚĂƌĂĐƚĞƌŝƐƚŝĐƐ ϯϰ Ϯ͘ϱ͘Ϯ ^ŽĐŝĂůŶĞƚǁŽƌŬƐ ϯϲ Ϯ͘ϱ͘ϯ &ŝƌƐƚůĂŶŐƵĂŐĞƚĞĂĐŚŝŶŐ ϯϴ Ϯ͘ϱ͘ϰ ^ŽĐŝĂůďĂĐŬŐƌŽƵŶĚŽĨďŝůŝŶŐƵĂůdƵƌŬŝƐŚƐƉĞĂŬĞƌƐĂŶĚƚŚĞŝƌƐĐŚŽŽůƉĞƌĨŽƌŵĂŶĐĞ ϯϵ Ϯ͘ϲ dŚĞŶĞĞĚĨŽƌĞŵƉŝƌŝĐĂůĞǀŝĚĞŶĐĞ ϰϮ Ϯ͘ϳ ZĞƐĞĂƌĐŚĚĞƐŝŐŶ ϰϯ Ϯ͘ϳ͘ϭ WĂƌƚŝĐŝƉĂŶƚƐ ϰϰ Ϯ͘ϳ͘Ϯ WƌŽĐĞĚƵƌĞ ϰϲ Ϯ͘ϴ ZĞƐƵůƚƐ ϰϳ Ϯ͘ϴ͘ϭ WƐLJĐŚŽŵĞƚƌŝĐƉƌŽƉĞƌƚŝĞƐĂŶĚĞdžƉůŽƌĂƚŽƌLJĨĂĐƚŽƌĂŶĂůLJƐĞƐ ϰϴ Ϯ͘ϴ͘Ϯ ŽŵƉĂƌŝƐŽŶŽĨƚŚĞdƵƌŬŝƐŚĂŶĚƵƚĐŚƐĐŽƌĞƐŽŶW/Z>^ĂŶĚW/^ ϰϵ Ϯ͘ϴ͘ϯ WĂƚŚĂŶĂůLJƐŝƐůŝŶŬŝŶŐĂĐĐƵůƚƵƌĂƚŝŽŶƚŽĞĚƵĐĂƚŝŽŶĂůĂĐŚŝĞǀĞŵĞŶƚ ϱϭ Ϯ͘ϵ ŝƐĐƵƐƐŝŽŶĂŶĚĐŽŶĐůƵƐŝŽŶ ϱϯ The relationship between heritage language and German reading skills of Turkish-German bilingual students and their acculturation orientations 56 ϯ͘ϭ /ŶƚƌŽĚƵĐƚŝŽŶ ϱϲ ϯ͘Ϯ /ŵŵŝŐƌĂƚŝŽŶŚŝƐƚŽƌLJŽĨdƵƌŬƐŝŶ'ĞƌŵĂŶLJĂŶĚ'ĞƌŵĂŶŶĂƚŝŽŶĂůƉŽůŝĐLJĨŽƌŝŵŵŝŐƌĂŶƚƐ ϱϵ ϯ͘ϯ ĐĐƵůƚƵƌĂƚŝŽŶŽƌŝĞŶƚĂƚŝŽŶƐŽĨdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐŝŶ'ĞƌŵĂŶLJ ϲϭ ϯ͘ϰ dŚĞ'ĞƌŵĂŶĞĚƵĐĂƚŝŽŶƐLJƐƚĞŵĂŶĚĞĚƵĐĂƚŝŽŶĂůƉŽůŝĐŝĞƐŝŶ'ĞƌŵĂŶLJĐŽŶĐĞƌŶŝŶŐŝŵŵŝŐƌĂŶƚƐ ϲϯ ϯ͘ϰ͘ϭ dŚĞ'ĞƌŵĂŶĞĚƵĐĂƚŝŽŶƐLJƐƚĞŵ ϲϯ ϯ͘ϰ͘Ϯ dŚĞĞĚƵĐĂƚŝŽŶĂůƉŽůŝĐŝĞƐŝŶ'ĞƌŵĂŶLJĐŽŶĐĞƌŶŝŶŐŝŵŵŝŐƌĂŶƚƐ ϲϱ ϯ͘ϱ ĚƵĐĂƚŝŽŶĂůĂƚƚĂŝŶŵĞŶƚŽĨdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐŝŶ'ĞƌŵĂŶLJ ϲϳ ϯ͘ϱ͘ϭ dƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚĐŚŝůĚƌĞŶ͛ƐĞĂƌůLJĞĚƵĐĂƚŝŽŶĂůŽƵƚĐŽŵĞƐŝŶ'ĞƌŵĂŶLJ ϲϳ ϯ͘ϱ͘Ϯ dƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐƚƵĚĞŶƚƐ͛ůĂƚĞĞĚƵĐĂƚŝŽŶĂůŽƵƚĐŽŵĞƐŝŶ'ĞƌŵĂŶLJ ϲϴ ϯ͘ϱ͘ϯ WŽƐƐŝďůĞĨĂĐƚŽƌƐŝŶĨůƵĞŶĐŝŶŐdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐ͛ĞĚƵĐĂƚŝŽŶĂůĂƚƚĂŝŶŵĞŶƚ ϲϵ ϯ͘ϱ͘ϰ dƵƌŬŝƐŚͲ'ĞƌŵĂŶďŝůŝŶŐƵĂůƐ͛ĞĚƵĐĂƚŝŽŶĂůĂƚƚĂŝŶŵĞŶƚƐ ϳϬ ϯ͘ϲ ZĞƐĞĂƌĐŚĚĞƐŝŐŶ ϳϮ ϯ͘ϲ͘ϭ WĂƌƚŝĐŝƉĂŶƚƐ ϳϮ ϯ͘ϲ͘ϮWƌŽĐĞĚƵƌĞ ϳϱ ϯ͘ϳ ZĞƐƵůƚƐ ϳϲ ϯ͘ϳ͘ϭ WƐLJĐŚŽŵĞƚƌŝĐƉƌŽƉĞƌƚŝĞƐĂŶĚĞdžƉůŽƌĂƚŽƌLJĨĂĐƚŽƌĂŶĂůLJƐĞƐ ϳϳ ϯ͘ϳ͘Ϯ ŽŵƉĂƌŝƐŽŶŽĨƚŚĞdƵƌŬŝƐŚĂŶĚ'ĞƌŵĂŶƐĐŽƌĞƐŽŶW/Z>^ĂŶĚW/^ ϳϴ ϯ͘ϳ͘ϯ WĂƚŚĂŶĂůLJƐŝƐůŝŶŬŝŶŐĂĐĐƵůƚƵƌĂƚŝŽŶĂŶĚůĂŶŐƵĂŐĞƚŽĞĚƵĐĂƚŝŽŶĂůĂĐŚŝĞǀĞŵĞŶƚ ϴϬ ϯ͘ϴ ŝƐĐƵƐƐŝŽŶĂŶĚĐŽŶĐůƵƐŝŽŶ ϴϮ The relationship between heritage language and French reading skills of Turkish-French bilingual students in France and their acculturation orientations 86 ϰ͘ϭ /ŶƚƌŽĚƵĐƚŝŽŶ ϴϲ ϰ͘Ϯ /ŵŵŝŐƌĂƚŝŽŶŚŝƐƚŽƌLJŽĨdƵƌŬŝƐŚƉĞŽƉůĞŝŶ&ƌĂŶĐĞ ϴϴ ϰ͘ϯ >ĂŶŐƵĂŐĞƉŽůŝĐLJŝŶ&ƌĂŶĐĞ ϴϵ ϰ͘ϰ ĐĐƵůƚƵƌĂƚŝŽŶŽĨdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐŝŶ&ƌĂŶĐĞĂŶĚƚŚĞŝƌůĂŶŐƵĂŐĞŵĂŝŶƚĞŶĂŶĐĞ ϵϬ ϰ͘ϱ dŚĞƐƚĂƚƵƐŽĨŝŵŵŝŐƌĂŶƚůĂŶŐƵĂŐĞƐŝŶ&ƌĞŶĐŚ^ĐŚŽŽůƐ ϵϰ ϰ͘ϱ͘ϭ dŚĞůŝƚĞƌĂƚƵƌĞŽŶƚĞĂĐŚŝŶŐŚĞƌŝƚĂŐĞůĂŶŐƵĂŐĞƐŝŶƐĐŚŽŽů ϵϰ ϰ͘ϱ͘Ϯ &ƌĞŶĐŚƐĐŚŽŽůƐLJƐƚĞŵĂŶĚdƵƌŬŝƐŚůĞƐƐŽŶƐ ϵϱ ϰ͘ϱ͘ϯ dŚĞƐƚĂƚƵƐŽĨdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐƚƵĚĞŶƚƐĂƚ&ƌĞŶĐŚƐĐŚŽŽůƐ ϵϳ ϰ͘ϲ ZĞƐĞĂƌĐŚĚĞƐŝŐŶ ϵϵ ϰ͘ϲ͘ϭ WĂƌƚŝĐŝƉĂŶƚƐ ϭϬϬ ϰ͘ϲ͘ϮWƌŽĐĞĚƵƌĞ ϭϬϮ ϰ͘ϳ ZĞƐƵůƚƐ ϭϬϰ ϰ͘ϳ͘Ϯ WƐLJĐŚŽŵĞƚƌŝĐƉƌŽƉĞƌƚŝĞƐĂŶĚĞdžƉůŽƌĂƚŽƌLJĨĂĐƚŽƌĂŶĂůLJƐĞƐ ϭϬϰ ϰ͘ϳ͘Ϯ ŽŵƉĂƌŝƐŽŶŽĨƚŚĞdƵƌŬŝƐŚĂŶĚ&ƌĞŶĐŚƐĐŽƌĞƐŽŶW/Z>^ĂŶĚW/^ ϭϬϲ ϰ͘ϳ͘ϯ WĂƚŚĂŶĂůLJƐŝƐůŝŶŬŝŶŐĂĐĐƵůƚƵƌĂƚŝŽŶƚŽĞĚƵĐĂƚŝŽŶĂůĂĐŚŝĞǀĞŵĞŶƚ ϭϬϳ ϰ͘ϴ ŝƐĐƵƐƐŝŽŶĂŶĚĐŽŶĐůƵƐŝŽŶ ϭϭϬ Cross-national comparison of the relationship between first language and mainstream language reading skills of Turkish bilingual students and their acculturation orientations 114 ϱ͘ϭ /ŶƚƌŽĚƵĐƚŝŽŶ ϭϭϰ ϱ͘Ϯ ĐĐƵůƚƵƌĂƚŝŽŶĂŶĚůĂŶŐƵĂŐĞŵĂŝŶƚĞŶĂŶĐĞŽĨdƵƌŬŝƐŚŝŵŵŝŐƌĂŶƚƐŝŶ&ƌĂŶĐĞ͕'ĞƌŵĂŶLJĂŶĚƚŚĞ EĞƚŚĞƌůĂŶĚƐ ϭϭϱ ϱ͘ϯ 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1 CHAPTER 1 Introduction 1.1 Introduction Individual bilingualism or multilingualism is mostly seen as an asset across the globe. However, bilingualism in a less prestigious immigrant language and a mainstream language is not always valued. While German plus English or French is highly valued, German plus Turkish is not always valued. Language policies depend on the prevalent language ideology in the immigrant receiving society (Yagmur, 2017). As documented by Extra and Yagmur (2004), the legal status of immigrant minority groups within host societies is not as straightforward as that of regional minorities. In most immigration contexts, legally, socially, and
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