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Monolingualism-the idea that having just one language is the norm is only a recent invention, dating to late-eighteenth-century Europe. Yet it has become a dominant, if overlooked, structuring principle of modernity. According to this monolingual paradigm, individuals are imagined to be able to think and feel properly only in one language, while multiple languages are seen as a threat to the cohesion of individuals and communities, institutions and disciplines. As a result of this view, writing in anything but one's \"mother tongue\" has come to be seen as an aberration. Beyond the Mother Tongue demonstrates the impact of this monolingual paradigm on literature and culture but also charts incipient moves beyond it. Because newer multilingual forms and practices exist in tension with the paradigm, which alternately obscures, pathologizes, or exoticizes them, this book argues that they can best be understood as \"postmonolingual\" that is, as marked by the continuing force of monolingualism. Focused on canonical and minority writers working in German in the twentieth century, Beyond the Mother Tongue examines distinct forms of multilingualism, such as writing in one socially unsanctioned \"mother tongue\" about another language (Franz Kafka); mobilizing words of foreign derivation as part of a multilingual constellation within one language (Theodor W. Adorno); producing an oeuvre in two separate languages simultaneously (Yoko Tawada); writing by literally translating from the \"mother tongue\" into another language (Emine Sevgi Ozdamar); and mixing different languages, codes, and registers within one text (Feridun Zaimoglu). Through these analyses, Beyond the Mother Tongue suggests that the dimensions of gender, kinship, and affect encoded in the \"mother tongue\" are crucial to the persistence of monolingualism and the challenge of multilingualism

When both France and Holland rejected the proposed constitution for the European Union in 2005, the votes reflected popular anxieties about the entry of Turkey into the European Union as much as they did ambivalence over ceding national sovereignty. Indeed, the votes in France and Holland echoed long standing tensions between Europe and Turkey. If there was any question that tensions were high, the explosive reaction of Europe's Muslim population to a series of cartoons of Mohammed in a Danish newspaper put them to rest.Cosmopolitical Claimsis a profoundly original study of the works of Sten Nadonly, Emine Sevgi Özdamar, Feridun Zaimoglu, and 2006 Nobel prize in literature recipient Orhan Pamuk. Rather than using the proverbial hyphen in \"Turkish-German\" to indicate a culture caught between two nations, Venkat Mani is interested in how Turkish-German literature engages in a scrutiny of German and Turkish national identity.Moving deftly from the theoretical literature to the texts themselves, Mani's groundbreaking study explores these conflicts and dialogues and the resulting cultural hybridization as they are expressed in four novels that document the complexity of Turkish-German cultural interactions in the late twentieth and early twenty-first centuries. His innovative readings will engage students of contemporary German literature as well as illuminate the discussion of minority literature in a multicultural setting.As Salman Rushdie said in the 2002 Tanner Lecture at Yale, \"The frontier is an elusive line, visible and invisible, physical and metaphorical, amoral and moral. . . . To cross a frontier is to be transformed.\" It is in this vein that Mani's dynamic and subtle work posits a still evolving discourse between Turkish and German writers.

The civil war in Syria resulted in the displacement of 5.7 million civilians between 2011 and 2018. Approximately four million of these civilians started to live in Turkey as refugees trying to integrate themselves into the labor market. The present research is a case study regarding the obstacles faced by Syrian refugee women’s access to the labor market in Şanlıurfa, Turkey. To this end, a survey was carried out on a population of 341 migrants under a temporary protection regime comprising 207 women. The results obtained indicate numerous problems and show the needs of Syrian women. For example, Turkish language fluency and low education and skill levels are among the largest barriers for employment. Moreover, the opacity of bureaucratic procedures and non-computerized work permit applications are shown to be another slowing factor in this process. Compared with their home countries, Syrian women are more active in Turkey. However, a majority is involved in precarious and seasonal jobs. The problems of childcare and the feudal (male-dominated) nature of many homes deter Syrian women from contributing economically, and despite being a generally young population, most hold seasonal jobs, which leave little opportunity for career development. It is recommended that, to overcome structural barriers in accessing the labor market, Syrian refugee women need long-term training rather than restrictive policies.

This study investigates whether advanced second language (L2) learners of a nonnull subject language (Dutch) are influenced by their null subject first language (L1) (Turkish) in their offline and online resolution of subject pronouns in L2 discourse. To tease apart potential L1 effects from possible general L2 processing effects, we also tested a group of German L2 learners of Dutch who were predicted to perform like the native Dutch speakers. The two L2 groups differed in their offline interpretations of subject pronouns. The Turkish L2 learners exhibited a L1 influence, because approximately half the time they interpreted Dutch subject pronouns as they would overt pronouns in Turkish, whereas the German L2 learners performed like the Dutch controls, interpreting pronouns as coreferential with the current discourse topic. This L1 effect was not in evidence in eye-tracking data, however. Instead, the L2 learners patterned together, showing an online processing disadvantage when two potential antecedents for the pronoun were grammatically available in the discourse. This processing disadvantage was in evidence irrespective of the properties of the learners' L1 or their final interpretation of the pronoun. Therefore, the results of this study indicate both an effect of the L1 on the L2 in offline resolution and a general L2 processing effect in online subject pronoun resolution.

Heritage language bilingualism refers to contexts where a minority language spoken at home is (one of) the first native language(s) of an individual who grows up and typically becomes dominant in the societal majority language. Heritage language bilinguals often wind up with grammatical systems that differ in interesting ways from dominant-native speakers growing up where their heritage language is the majority one. Understanding the trajectories and outcomes of heritage language bilingual grammatical competence, performance, language usage patterns, identities and more related topics sits at the core of many research programs across a wide array of theoretical paradigms. The study of heritage language bilingualism has grown exponentially over the past two decades. This expansion in interest has seen, in parallel, extensions in methodologies applied, bridges built between closely related fields such as the study of language contact and linguistic attrition. As is typical in linguistics, not all languages are studied to the same degree. The present volume showcases what Turkish as a heritage language brings to bear for key questions in the study of heritage language bilingualism and beyond. In many ways, Turkish is an ideal language to be studied because of its large diaspora across the world, in particular Europe. The papers in this volume are diverse: from psycholinguistic, to ethnographic, to classroom-based studies featuring Turkish as a heritage language. Together they equal more than their subparts, leading to the conclusion that understudied heritage languages like Turkish provide missing pieces to the puzzle of understanding the variables that give rise to the continuum of outcomes characteristic of heritage language speakers.

The longitudinal study \"Multilingual Development: A Longitudinal Perspective\" (MEZ) follows two cohorts of secondary school students with monolingual German, German-Turkish and German-Russian language backgrounds over the course of three years. The project investigates language-based, personal, and contextual factors that influence students' multilingual development and examines how multilingual skills are related to other dimensions of educational success (e.g., transition decisions and processes in the educational system). The objective of MEZ is to identify starting points for developing strategies to increase young people's chances for educational success. (Orig.).

Zur Erschließung und Vertiefung des Lernstoffs im Unterricht sowie zur Bewältigung schriftlicher Tests bei der Leistungsstandsüberprüfung müssen Schüler*innen in der Lage sein, die von unterschiedlichen Kontexten abhängigen Anforderungen schriftlicher Aufgaben zu verstehen und die zur kontextangemessenen Bewältigung der Aufgabe notwendigen sprachlichen Ressourcen effektiv im Schreibprozess einzusetzen. Sie benötigen also sprachpragmatische Kompetenz. Ziel der vorliegenden Studie ist es, Erkenntnisse darüber zu liefern, wie sich die pragmatische Fähigkeit der Aufgabenbewältigung beim Schreiben in der Sekundarstufe in mehrsprachigen Repertoires der Schüler*innen mit und ohne Migrationshintergrund entwickelt. Analysiert wurden Testdaten zu mehrsprachigen Schreibfähigkeiten aus der Studie \"Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)\". Die Ergebnisse der vorliegenden Studie zeigen, dass die untersuchten Schüler*innen (n = 1773) eine zunehmende Entwicklung sprachpragmatischer Schreibfähigkeit über die Zeit in allen Sprachen aufweisen. Dabei wurden unterschiedliche sprachspezifische Entwicklungsverläufe und Muster auf unterschiedlichen Fähigkeitsniveaus festgestellt. Lebensweltlich einsprachige und mehrsprachige Schüler*innen wiesen ähnliche Entwicklungsverläufe auf. Unterschiede zwischen den Sprachen in der Aufgabenbewältigung wurden festgestellt, wobei Deutsch am besten und Französisch am schlechtesten bewältigt wurde. Die Ergebnisse bieten Einblicke in mehrsprachige Schreibentwicklung und betonen die Bedeutung von deren institutioneller Unterstützung. (DIPF/Orig.). To master writing as a key to educational success, students need to understand the requirements of a variety of written tasks in different contexts to effectively utilize the linguistic resources necessary to complete the task in writing. The present study aims to provide insights into how the linguistic-pragmatic writing ability of task mastery develops in multilingual repertoires of students with and without a migration background at secondary level. We analyzed test data on multilingual writing skills from the study \"Multilingual development: a longitudinal perspective (MEZ)\". The results of the present study show that the secondary school students (n = 1773) exhibit an increasing development of language-pragmatic writing skills over time in all languages. We identified different language-specific development trajectories and patterns at different ability levels. Monolingual and multilingual students showed similar developmental courses. Differences were found between the languages regarding task mastery, with German being the best and French being the worst. The results offer insights into multilingual writing development and emphasize the importance of its institutional support. (DIPF/Orig.).

„Kulturelle Vielfalt“, „interkulturelle Kompetenz“, „Community“ und „Respekt“ sind die Stichworte eines neuen identitären Antirassismus. Am Beispiel eines türkischen Community-Radios in Hamburg wird gezeigt, wie dieser kulturrelativistische Antirassismus die Migrationspolitik prägt und auch Komplizenschaften mit islamisierten Rechten produziert.