Contents
Preface / 7
Acknowledgments / 10
Introduction / 11
Terminology and a Few Notes / 12
Scar of Tongue in Summary / 13
Chapter 1: The Heterogeneity of Kurdish Students / 15
1.00. Gender, Mother Tongue and Schooling of Kurdish Girls / 15
1.10. The Kurdish Language and Gender / 17
1.11. Differences Between Villages, Rural Areas, and City Centers / 18
1.12. Class Differences / 18
1.13 Political Orientations of Families and the Use of Kurdish / 19
1.14 Levels of Multilingualism / 19
1.15 Migration / 20
1.16 Dialect and Subdialect Differences / 22
1.17 Differences in Believes / 25
1.20 Evaluation / 25
Chapter 2: Education and Multilingualism / 26
2.00. Education Systems in the World / 26
2.20 Types of Literacy and Critical Literacy / 27
2.30. The Use of Mother Tongue in Education and Common Models / 29
2.40 Multilingualism and Multicompetence as a Dynamic Process versus Monolingualism / 36
2.50 Teacher Training on Linguistic and Cultural Differences / 37
2.60 Parent Participation / 38
2.70. Foundations of Multilingual Education / 39
Chapter 3: Mother Tongue-Based Multilingual and Multidialectal Dynamic Education Models for the Schooling of the Kurdish Students in Turkey / 41
3.00- Questions and Issues That Should Be Addressed by the Models / 43
3.10 Mother Tongue-Based Multilingual and Multidialectal Dynamic Education Models for Different Contexts / 45
Model 1- Kurdish-Based Gradual Multilingual and Multidialectal Education / 46
Model 2- Kurdish-Turkish Balanced Gradual Multilingual and Multidialectal Education / 49
Model 3- Turkish-Based Gradual Multilingual and Multidialectal Education / 52
Model 4- Language Revitalization Program for the Kurdish Students Whose First Language has Become Turkish / 55
3.20 Kurdish Education in the Transition Period / 57
Conclusion / 58
Bibliography / 59
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