35.3490, Calls: Turkologentag 2025, Panel: Acquisition and Teaching of Turkish as Family/Heritage, Second and Foreign Language

Sat Dec 7 05:05:07 UTC 2024

LINGUIST List: Vol-35-3490. Sat Dec 07 2024. ISSN: 1069 - 4875.

Subject: 35.3490, Calls: Turkologentag 2025, Panel: Acquisition and Teaching of Turkish as Family/Heritage, Second and Foreign Language

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Date: 06-Dec-2024
From: Gulshen Sakhatova [gulshen.sakhatova at ucy.ac.cy]
Subject: Turkologentag 2025, Panel: Acquisition and Teaching of Turkish as Family/Heritage, Second and Foreign Language

Full Title: Turkologentag 2025, Panel: Acquisition and Teaching of
Turkish as Family/Heritage, Second and Foreign Language
Short Title: Turkologentag 2025

Date: 18-Sep-2025 - 20-Sep-2025
Location: Johannes Gutenberg University, Mainz, Germany
Contact Person: Gulshen Sakhatova
Meeting Email: gulshen.sakhatova at ucy.ac.cy

Linguistic Field(s): Language Acquisition

Call Deadline: 15-Dec-2024

Meeting Description:

Panel on Acquisition and Teaching of Turkish as Family/Heritage,
Second and Foreign Language at the Fifth European Convention on
Turkic, Ottoman and Turkish Studies (Turkologentag 2025) that will be
held at Johannes Gutenberg University Mainz, Germany from 18–20
September 2025.
The panel will explore the complex processes involved in acquiring
Turkish as a family/heritage language (TUFAH) as well as in teaching
Turkish a second or foreign language (TUSF).

Considering a family/heritage language as a sociopolitically minority
and/or minoritized language acquired as the first or one of the first
languages in a bilingual or multilingual context (Montrul 2016; Inan
et al., 2024; Özkaynak 2023; on literacy acquisition in context of
migration, see Sürig, Şımşek, Schröder, Boness 2016; Kunduz 2022;
papers in Bayram (ed.) Studies in Turkish as a Heritage Language,
2020; among others), the panel will bring together experts working on
Turkish as TUFAH in heritage/diasporic communities and multilingual
societies.

Teaching Turkish as a second/foreign language in global educational
settings brings a different set of challenges, particularly in
designing curricula that integrate literacy competence, intercultural
awareness, and technology-enhanced language learning. Across these
domains, the panel will include papers examining key didactic
principles such as learner-centeredness, teaching approaches and
materials, and the role of socio-cultural context in shaping effective
teaching practices. The discussions will encompass, but are not
limited to, the linguistic, cognitive, socio-cultural and
sociolinguistic factors, including attitudes toward Turkish in
different settings (Bıkmaz and Mızıkacı 2022; Gürel 2016; García &
Wei, 2014; Ellis, 2003; Sakhatova and Kaili 2023; inter alia).
Furthermore, the role of technologies, instructional methodologies,
and psycholinguistic factors in fostering proficiency, cultural and
emotional integration will be also addressed.

The objective of this panel is, therefore, to facilitate an expert
exchange and discussion regarding our comprehension of the acquisition
and learning of Turkish and its applications to pedagogy, educational
policy, and cross-cultural communication. This will be achieved by
integrating theoretical insights with practical strategies.

Bibliography (selected)
Bayram, Fatih (ed.) (2020). Studies in Turkish as a Heritage Language.
Amsterdam: John Benjamins Publishing Company.
Bıkmaz, F., Mızıkacı, F. (2022). Curriculum, Teachers and Technology
in the Turkish and International Contexts. Cambridge Scholars
Publishing.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford
University Press.
García, O., and Wei, L. (2014). Translanguaging: Language,
Bilingualism and Education. Palgrave Macmillan.
Gürel, Ayşe (2016). Second Language Acquisition of Turkish.
Netherlands: John Benjamins Publishing Company.
Inan, Seyma & Azize, A. Nişancı & Yvette, Harris. (2024). Preserving
Heritage Language in Turkish Families in the USA. Languages 9(2)
https://doi.org/10.3390/languages9020056
Kunduz, Aylin Coşkun (2022). Heritage Language Acquisition and
Maintenance of Turkish in The United States: Challenges to Teaching
Turkish as a Heritage Language. Dilbilim(38), 41-60.
https://doi.org/10.26650/jol.2022.1129254
Montrul, S. (2016). The Acquisition of Heritage Languages. Cambridge
University Press.
Özkaynak, Onur (2023). ‘I don’t want them to be monolingual like
Americans’: family language policies of Turkish parents in the United
States. Journal of Multilingual and Multicultural Development. doi:
10.1080/01434632.2023.2277228
Sakhatova, Gulshen and Kaili, Hasan (eds.) (2023). Different Aspects
in Teaching and Learning Turkish as a Foreign Language. Harrassowitz
Verlag. Veröffentlichung der Societas Uralo-Altaica, Hasselblatt, C.
und Röhrborn, K. (Hrs.). Band 98. Wiesbaden: SUA Harrassowitz Verlag.

Call for Papers:

Panel on Acquisition and Teaching of Turkish as Family/Heritage,
Second and Foreign Language at the Fifth European Convention on
Turkic, Ottoman and Turkish Studies (Turkologentag 2025) that will be
held at Johannes Gutenberg University Mainz, Germany from 18–20
September 2025.
Panel chairs: Gulshen Sakhatova, Katerina Antonio Karantoki
(University of Cyprus, Cyprus)

Deadline for title submission: 13 December 2024
Deadline for abstracts (200-250 words): 30 January 2025

Panel languages: English, Turkish

The panel will explore the complex processes involved in acquiring
Turkish as a family/heritage language (TUFAH) as well as in teaching
Turkish a second or foreign language (TUSF).

Considering a family/heritage language as a sociopolitically minority
and/or minoritized language acquired as the first or one of the first
languages in a bilingual or multilingual context (Montrul 2016; Inan
et al., 2024; Özkaynak 2023; on literacy acquisition in context of
migration, see Sürig, Şımşek, Schröder, Boness 2016; Kunduz 2022;
papers in Bayram (ed.) Studies in Turkish as a Heritage Language,
2020; among others), the panel will bring together experts working on
Turkish as TUFAH in heritage/diasporic communities and multilingual
societies.

Teaching Turkish as a second/foreign language in global educational
settings brings a different set of challenges, particularly in
designing curricula that integrate literacy competence, intercultural
awareness, and technology-enhanced language learning. Across these
domains, the panel will include papers examining key didactic
principles such as learner-centeredness, teaching approaches and
materials, and the role of socio-cultural context in shaping effective
teaching practices. The discussions will encompass, but are not
limited to, the linguistic, cognitive, socio-cultural and
sociolinguistic factors, including attitudes toward Turkish in
different settings (Bıkmaz and Mızıkacı 2022; Gürel 2016; García &
Wei, 2014; Ellis, 2003; Sakhatova and Kaili 2023; inter alia).
Furthermore, the role of technologies, instructional methodologies,
and psycholinguistic factors in fostering proficiency, cultural and
emotional integration will be also addressed.

The objective of this panel is, therefore, to facilitate an expert
exchange and discussion regarding our comprehension of the acquisition
and learning of Turkish and its applications to pedagogy, educational
policy, and cross-cultural communication. This will be achieved by
integrating theoretical insights with practical strategies.

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