Reclaiming Silenced Voices: Heritage Language Education in a Monolingual Nation-State

• In Event: Educational Battles and Bridges: Media, Curriculum, and Civic Engagement Across Contexts

Abstract

Linguistically minoritized communities in Turkey have limited access to heritage language education due to monolingual nation-state policies (Kurt, 2020). Since 2012, seven heritage languages have been offered only as electives at the middle school level (Curriculum for Elementary School Students, 2012), but research on how these elective heritage language courses are implemented is scarce. This study fills that gap by investigating the experiences of three Zazaki heritage-language teachers using a raciolinguistic framework (Rosa & Flores, 2017). Through thematic analysis of interviews, it reveals how monolingual ideologies and systemic neglect affect instruction, highlighting teachers’ strategies amid inadequate training and resources. This research offers critical insights into curriculum implementation and the reproduction of inequities in heritage language education (Garcia, 2009).

Author

• Nevin Durmaz, University of Wisconsin - Madison