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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.

Turkic languages present particularly rich sources of data for the study of language contact, given the number and diversity of languages with which they have been in contact. Many common, false generalisations are laid bare and the methodology used in evaluating particular instances of language contact can also be used with profit by students of languages other than the Turkic.

Sign language recognition (SLR) aims to bridge speech-impaired and general communities by recognizing signs from given videos. However, due to the complex background, light illumination, and subject structures in videos, researchers still face challenges in developing effective SLR systems. Many researchers have recently sought to develop skeleton-based sign language recognition systems to overcome the subject and background variation in hand gesture sign videos. However, skeleton-based SLR is still under exploration, mainly due to a lack of information and hand key point annotations. More recently, researchers have included body and face information along with hand gesture information for SLR; however, the obtained performance accuracy and generalizability properties remain unsatisfactory. In this paper, we propose a multi-stream graph-based deep neural network (SL-GDN) for a skeleton-based SLR system in order to overcome the above-mentioned problems. The main purpose of the proposed SL-GDN approach is to improve the generalizability and performance accuracy of the SLR system while maintaining a low computational cost based on the human body pose in the form of 2D landmark locations. We first construct a skeleton graph based on 27 whole-body key points selected among 67 key points to address the high computational cost problem. Then, we utilize the multi-stream SL-GDN to extract features from the whole-body skeleton graph considering four streams. Finally, we concatenate the four different features and apply a classification module to refine the features and recognize corresponding sign classes. Our data-driven graph construction method increases the system’s flexibility and brings high generalizability, allowing it to adapt to varied data. We use two large-scale benchmark SLR data sets to evaluate the proposed model: The Turkish Sign Language data set (AUTSL) and Chinese Sign Language (CSL). The reported performance accuracy results demonstrate the outstanding ability of the proposed model, and we believe that it will be considered a great innovation in the SLR domain.

With global developments, the need for the use of technology in almost every field increases on a daily basis. In particular, foreign language teaching is no longer possible using only traditional methods without including innovative technology applications. In this study, the difference between the use of the traditional method and the technology-based method in Turkish language teaching is compared based on the results of the scales applied to the experimental and control groups. This study aims to evaluate the impact of technology-based foreign language teaching on students’ knowledge, skills, attitudes, and motivational development. In addition, it is also aimed to reveal how technology-based foreign language teaching contributes to the retention and sustainability of the language studied. The research included two groups of foreign students who took the Turkish course at NEU’s Faculty of Medicine in the 2023–2024 academic year. For consistent results, the students were selected from 3 countries. In the study, language teaching was offered to the experimental group using a technology-based teaching method, and it was implemented in the control group with the traditional method. The results of the study revealed that the improvement of language learning in the experimental group was better than the control group, which highlights the significance of the integration of technology in language learning. In this study, it was determined that the motivation of the students in the experimental group, who were given technology-based teaching in the foreign language teaching process, increased more than the students in the control group, who received traditional teaching. It was also found that there was more development in the knowledge and skills of the students in the experimental group. According to the results of the study, the use of technology is effective in elevating the knowledge level of the language learners in foreign language teaching and making their learning permanent and sustainable, increasing their skill levels, and developing their attitudes and motivations. In addition, it is revealed that there can be progress in language learning when technological elements are used.

\"Extensive and up-to-date coverage of Turkish and English in a portable format, with a handy supplement of essential grammar points for each language. Designed for all those studying Turkish and English, whether at school, for travel or for business. It is ideal for anyone who needs a wealth of reliable information in a handy, compact format. Offers comprehensive and up-to-the-minute coverage of Turkish and English. Delivers the accuracy and reliability you expect from the Collins name. With natural, idiomatic example phrases, in-depth treatment of the most important core vocabulary and help to find the exact translation you want.\"--Provided by publisher.

The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study employed a cross-sectional survey design. Moderated mediation structural equation modeling was utilized to analyze the data. Results provided a moderate direct association between distributed leadership and teacher job satisfaction and an indirect relationship mediated by collective teacher efficacy. Researchers also found the moderating role of teacher commitment in the relationship between collective teacher efficacy and teacher job satisfaction to be positive and significant. Results provide evidence from a non-Western developing context and Turkish language teachers, contributing to the global knowledge base by confirming the positive and direct link between distributed leadership and teacher job satisfaction while highlighting the significant mediating role of collective teacher efficacy between these two constructs and the moderating role of teacher commitment in reflecting this role in teacher job satisfaction. Implications for policymakers and practitioners are discussed. Plain language summary The roles of collective teacher efficacy and commitment in the relationship between Turkish language teachers’ job satisfaction and school principal distributed leadership Our study is unique in that it examines the relationship between distributed leadership and teacher job satisfaction using collective teacher efficacy as a moderator. Furthermore, this study investigates the role of teacher commitment as a moderator in the relationship between collective teacher efficacy and teacher job satisfaction. Another distinguishing feature of our study that differs from general teacher interpretations is that Turkish language (TLT) teachers are expected to perform tasks that are not officially part of their job descriptions. Unlike other groups of teachers at the school, these teachers plan special days and weeks, promote school-family cooperation, and help students develop high-level communication skills. The curriculum, of course, aims to provide students with high-level communication skills, but TLT teachers aim to develop these skills to a higher level than the curriculum requires. Such circumstances necessitate strong distributed leadership, collective teacher efficacy, and job satisfaction. We used a cross-sectional survey design and data from 338 TLT teachers in Turkey to estimate the empirical links between our study variables using moderate mediation structural equation modeling. The findings revealed a moderate direct relationship between distributed leadership and teacher job satisfaction, as well as an indirect relationship mediated by collective teacher efficacy. Furthermore, teacher commitment plays a positive and significant moderating role in the relationship between collective teacher efficacy and teacher job satisfaction. This helps us to make a generalizable conclusion for teachers with high workload.