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 |