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INTERGENERATIONAL LANGUAGE SHIFT TENDENCIES, LIMITATIONS, OPPORTUNITIES / THE CASE OF DİYARBAKIR SAME HOME DIFFERENT LANGUAGES Handan ÇAĞLAYAN English Translation: Agata Fortuna SAME HOME DIFFERENT LANGUAGES INTERGENERATIONAL LANGUAGE SHIFT TENDENCIES, LIMITATIONS, OPPORTUNITIES THE CASE OF DİYARBAKIR HANDAN ÇAĞLAYAN English Translation: Agata Fortuna DISA PUBLICATIONS DIYARBAKIR INSTITUTE FOR POLITICAL AND SOCIAL RESEARCH (DISA) SAME HOME DIFFERENT LANGUAGES / INTERGENERATIONAL LANGUAGE SHIFT Handan Çağlayan, received her PhD in 2006 from the Department of Political TENDENCIES, LIMITATIONS, OPPORTUNITES / THE CASE OF DİYARBAKIR Science and Public Administration at Ankara University. Until 2013 she worked at Education and Science Workers’ Union (Eğitim ve Bilim Emekçileri Sendikası/Eğitim Author: Handan Çağlayan Sen) as a gender equality expert. Currently, she gives lectures on gender related Project Management: Atalay Göçer issues. Çağlayan conducts studies on class, ethnicity and gender based inequality and interactions between them. Project Consultant: Şerif Derince English Translation: Agata Fortuna Published books Proof-reading: Esra Kaliber Analar, Yoldaşlar, Tanrıçalar/Kürt Hareketinde Kadınlar ve Kürt Kadın Kimliğinin İnşası [Mot- Publication Identity Design: Medyakom Kreatif Ajans hers, Companions, Goddesses/Women in Kurdish Movement and Construction of Kurdish Cover Design: Medyakom Kreatif Ajans Women’s Identity] Page Layout: Medyakom Kreatif Ajans Eğitim İşkolunda Çalışan Kadınların Sosyal Hakları ve İş Güvencesi (ed.) [Social Rights and Job Cover Photography: Mahmut Ula Security of Women Working in Education Sector] (together with Elif Akgül Ateş) Compilation Editor: Atalay Göçer, DİSA Ne Değişti?/Kürt Kadınların Zorunlu Göç Deneyimi [What has changed?/Kurdish Women’ For- Printing: Berdan Matbaacılık Davutpaşa Cad. Güven San. Sit. ced Migration Experience] (together with Şemsa Özar and Ayşe Tepe Doğan) C Blok No: 215/216 Topkapı/İSTANBUL Tel: 0212 613 12 11 Kürt Kadınların Penceresinden: Resmi Kimlik Politikaları, Milliyetçilik ve Barış Mücadelesi [From Kurdish Women’s Perspective: Official Identity Policies, Nationalism and Struggle for Peace] First Edition: September 2014 ISBN: 978-605-5458-23-2 Same Home Different Languages/Intergenerational Language Shift/Tendencies, Limitations, Opportunities/The Case of Diyarbakır report was prepared as a part The translated title of this book is proposed by its author and project consultant themselves. of the Mother Tongue First: Mother Tongue and Multilingualism in Education pro- ject supported by the Diyarbakır Institute for Political and Social Research (DISA), Open Society Foundation, Diyarbakır Chamber of Commerce and Industry (DTSO), Eğitim Sen, Association of Common Solution in Education (Eğitimde Ortak Çözüm Copyright © May 2014 Derneği - EOÇD), Heinrich Böll Stiftung Association (HBSD) and Kurdish Education All rights reserved. No part of this publication may be reproduced without the and Language Movement (TZP Kurdî). The opinions presented in the report may not permission of Diyarbakır Institute for Political and Social Research (DISA). necessarily reflect the opinions of DİSA, Open Society Foundation, DTSO, Eğitim Sen, EOÇD, HBSD and TZP Kurdî. Prepared with cooperation and support of: Mimar Sinan Cad. Aslan Apt. B Blok No: 12 21100 Yenişehir/DİYARBAKIR Tel: +90 412 228 1442 Faks: +90 412 224 1442 www.disa.org.tr [email protected] ACKNOWLEDGEMENTS Completing this research was only possible with the diligent work and contributions of many people. First, I would like to thank Şemsa Özar and Şerif Derince. Their opinions, suggestions, criticism and evaluation were the guiding light at every stage of my work in this research including research design and writing stage. I would also like to thank Şerif Derince for preparing the preface and his contribution to the chapter related to the theoretical debate. Mürsel Yıldız, Songül Can and Berivan Alagöz were involved in the research process from the beginning to the end providing many valuable contributions. They mobilized in order to reach families for interviews. We did many of the interviews together and their evaluation of the research findings broadened its perspective. At the same time, Mürsel Yıldız and Berivan transcribed the interview recordings. Nurcan Baysal, Vahap Coşkun and Atalay Göçer provided valuable insights during the research. Interviews in Karabahçe and in the Kızılkuyu of Karaçdağ were possible thanks to Ramazan and Xezal Kızoğlu. Remziye Arslan and Zeri İnanç read the text of the research and provided stimulating suggestions, criticisms and evaluation. This study would not have been possible without the people of Diyarbakır who opened their homes and agreed to be interviewed, who shared their feelings and opinions. In addition to them, I would like to express my gratitude individually to the people whom I consulted with regarding the field and topic of the research. On that note I would like to thank: Hikmet Korkmaz (branch director) and Sidar Gülen (member) from Eğitim Sen in Diyarbakır; Leyla Bağatır, Pelda Yalçın and Gûlan Bingöl - teachers working in the educational support centers governed by the local authorities; Zeynep Demir - social services expert; Naşide Buluttekin and Nevim Yakut from Umut Işığı Cooperative for Women, Environment and Culture; Fatma Yıldırım from the Department of Public Relations of Metropolitan Municipality, Ahwelat Turhallı Altın, Sadiye Bulut, Müzeyen Aydın Anık and Makbule Altuntaş for their contributions. I would like to emphasize the role of the participants of the panel discussion in developing this work. They shared their opinions and reviews during the discussion panel that was organized on the 22nd of February 2014 to present the findings. When coping with problems during the research preparation process and especially when writing it, I have always felt the moral support of Beril Eyüpoğlu and Minu İnkaya. They supported me with their friendship and constant encouragement. CONTENTS PREFACE.............................................................................................11 INTRODUCTION..................................................................................19 A. FIELD, SCOPE AND METHODOLOGY OF THE RESEARCH...............................26 B. REACHING THE INTERVIEWEES AND THE LANGUAGE OF INTERVIEWS..................................................................................30 C. DIFFICULTIES ENCOUNTERED............................................................................32 D. EVALUATING THE FINDINGS TOGETHER WITH THE INTERVIEWEES...........34 E. FRAMEWORK OF THE REPORT............................................................................34 F. REPRESENTATIVENESS OF THE RESEARCH.......................................................35 CHAPTER ONE CONCEPTS AND APPROACHES TO MOTHER TONGUE, BILINGUALISM AND MONOLINGUALISATION.......................................37 A. CONCEPTS AND APPROACHES............................................................................37 B. MULTILINGUALISM AND OFFICIAL LANGUAGE POLICIES IN TURKEY........49 CHAPTER TWO GENERATIONS AND LANGUAGES.........................................................57 A. DIYARBAKIR: A MULTILINGUAL CITY................................................................57 B. GENERAL TENDENCIES IN LANGUAGE USE AMONG DIFFERENT GENERATIONS....................................................................................63 1. Persistence of the First Generation....................................................64 2. Caillou, Pepe and Keloğlan...................................................................71 3. Bridging Role of the Second Generation...........................................73 4. Learning Turkish for the Sake of Grandchildren..............................77 5. Which Language Where?.....................................................................83 6. A Bilingual Life.....................................................................................83 7. Language of Emotions..........................................................................86 8. The Last Shelter of Mother Tongue: Secret Talks.............................87 C. MIGRATION AND MOTHER TONGUE: FROM XWEYLIN TO ADANA AND ÇORLU..............................................................89 1. Xweylin: A Village Concealed in a Multitude of Historical Names.................................................................................89 ACRONYMS AND ABBREVIATIONS 2. Şakirpaşa in Adana: Ben u Sen’s Projection in Adana....................92 3. Education, Employment, Social Circles and DDKO Devrimci Doğu Kültür Ocakları (Revolutionary Eastern Cultural Hearths) Mother Tongue in Çorlu...........................................................................93 Eğitim-Sen Bilim ve Eğitim Emekçileri Sendikası (Education and Science D. SCHOOL IN ANOTHER LANGUAGE..................................................................96 Workers Union) 1. Starting School......................................................................................98 KCK Koma Civakên Kurdistan (Kurdistan Communities Union) 2. Curriculum and Teachers...................................................................100 PKK Partiya Karkeren Kurdistan (Worker’s Party of Kurdistan) E. LANGUAGE, IDENTITY, TRAUMA......................................................................107 TİP Türkiye İşçi Partisi (Worker’s Party of Turkey) 1. To Fear and Love.................................................................................108