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Reading proficiency and acculturation orientations of Turkish bilingual students in the Netherlands, Germany and France

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  1. Tez No: 641126
  2. Yazar: GÖZDE DEMİREL
  3. Danışmanlar: YRD. DOÇ. DR. DANIŞMAN YOK
  4. Tez Türü: Doktora
  5. Konular: Dilbilim, Eğitim ve Öğretim, Linguistics, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2019
  8. Dil: İngilizce
  9. Üniversite: Tilburg University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 221

Özet

In the current research project, the main goal was to investigate L1 – L2 relationship of Turkish immigrant children living in the Netherlands, Germany and France. The research is designed to answer the following research questions: Is there a link between first and second language reading proficiencies of Turkish immigrant students? Do the proficiency levels achieved in the first language predict the skills in the second language? What is the relationship between acculturation orientations and language proficiency (both L1 and L2) of Turkish immigrant students? The dependency level between the two languages were tested through the standardized tests which were PISA and PIRLS consisting of multiple choice and open-ended questions. Through the acculturation surveys the acculturation orientations and language use of students were analyzed in parallel with the reading achievement of students. There are a number of reasons for conducting this research. The previous research conducted by Arikan, van de Vijver, & Yagmur, 2017) on mathematics and reading performance differences of mainstream European and bilingual Turkish (immigrant) students in PISA 2009 gave insights about the need for further evidence on the relationship between first and second language skills of bilingual Turkish speakers. In the related literature about the performance gap between the immigrants and mainstream students in OECD countries, the comparisons include reading results only in the mainstream language. In the absence of data about the first language of students, the claims about the failure of immigrant students are based on incomplete picture of their abilities and therefore might lead to incomplete conclusions. In order to fill in the gap about the reading proficiency level of immigrants in both the first language and mainstream language of students, the current study was designed to investigate the relationship between the heritage and mainstream language reading skills of bilingual Turkish students. Our research questions focus on Cummins' (1979) interdependence hypothesis, which claims a relationship between L1 proficiency and L2 proficiency of bilingual children. According to this hypothesis, the language skills acquired in the second language is partly dependent on the skills acquired in the first language. Thus, this hypothesis is highly relevant for Turkish immigrant children who are exposed to Turkish at home from the birth and are totally exposed to mainstream language when they start school. At schools, the children receive very little or no support for their first language development. The design of the current research includes two age groups (10 and 15 year-old) in four different countries as well as measures such as reading tests and acculturation surveys. The reading tests used in the current study are from Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA). PIRLS evaluates reading skills of 10-year-old primary school children. The PIRLS assessment is composed of two different aims: reading purpose and comprehension process. PISA is an international assessment that measures skills of 15-year-old students' in reading, mathematics, and science domains. As for the accu lturation survey, the language use and acculturation survey is comprised of“The Ethnic and Mainstream Identification Scale”assessing feeling of having ethnic and mainstream identity and“The Language Use, Choice and Attitudes Scales”consisting of 4 sub-sections on: language use, language choice across topics; language attitudes; and on language use in the social media. To conduct the tests and surveys, the schools where Turkish students attend were contacted and after taking the permissions the children took the tests and surveys which lasted about three hours. The same data collection procedure was followed in all countries and the tests were applied in the same way. All data was analyzed through path analysis and ANOVA analysis on SPSS. In each country different conclusions were reached as each of them has different school systems, different language policies and different applications for bilingual Turkish children. Because Turkish bilingual children have similar backgrounds, the possible differences between the national contexts were assumed to be due to contextual factors. The overall findings of the current study are as follows. The research outcome in our Dutch context supported the hypothesis that students with a higher competence in the first language have also higher competence in the second language. The students who have low reading skills in the first language also have close level of achievement in the second language as well. The association between acculturation and achievement in Dutch was weak. Thus, it is concluded that a high score in both Dutch and Turkish does not negatively affect the integration or identity formation of the individuals in contrast to widely held belief that maintenance of first language may hamper the adaptation to the mainstream society and the proficiency in the mainstream language. The findings related to German context was also in line with the anticipation that first language achievement is predictive for second language achievement of children in both tests. In German context the predictive value for the interdependency of first language and second language was satisfactory. The achievement level in both test versions were close to each other. When the link between the background variables and achievement level in tests was evaluated, it has been concluded that there is not a strong correlation between those variables. The findings in France about reading achievement in the first language and the second language were again strongly correlated in both PISA and PIRLS tests. In France, reading achievement of PIRLS group in both languages are very close to each other. The achievement level in PISA was also close to each other in both versions of the tests as well. This suggests that the achievement level in both languages are very close to each other in French context and the students in both groups performed better in French than in Turkish. As for the acculturation surveys, the data demonstrated that Turkish language preference and dominance were not predictive of success in both PISA and PIRLS achievement in French and Turkish. In comparison with PIRLS group, the predictive power of background variables for reading performance in PISA group was higher. The results of both PIRLS and PISA in cross-national and cross-sectional context was also analyzed. First language and second language scores were compared in each country context with reference to monolingual data obtained from Turkish children living in Turkey. The obtained reading scores were also related with the acculturation orientations of children. It is concluded that Turkish monolinguals scored higher than bilingual Turkish children in the Netherlands, Germany and France. Bilingual children scored higher in mainstream reading tests than Turkish reading tests. Overall, background variables were not predictive of language achievement in all three contexts. Each country has its own way of dealing with immigrant children. Although they have similar immigration backgrounds, they have different educational outcomes in the international exams and the results of our research showed differences throughout the three European countries with the highest number of Turkish immigrant population. The results of the current research project suggest that the acquisition of the mainstream language may benefit from a rich concept development in the first language so that the acquisition of L2 becomes much easier. Moreover, these results suggest that regardless of the background of children (their family SES, ethnic background), the success of children largely depends on the schools' approach, characteristics of the school settings, language policy of the country, value given to the variety of cultures and quality of education.

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