Seventh Heritage Language Research Institute Chicago , June 17-21, 2013

1. Sociolinguistic and Psycholinguistic Research on Heritage Language SpeakersPerspectives from studies of children and adolescents with Turkish background in Germany Carol W. Pfaff FreieUniversität Berlin jfkilxpf@zedat.fu-berlin.de John F. Kennedy Institute for North American Studies Seventh Heritage Language Research Institute Chicago, June 17-21, 2013

2. Outline 1. Background Motivations, Academic Orientations of my work on Turkish/German Turkish-speaking population in Germany and other European countries 2. My Studies of Turkish/German in Berlin  EKMAUS ages 5-12 (pre)primary school  KITA ages 1 - 8 preschool and early school years  LLDM/MULTILIT ages 11-21 late primary, secondary school 3. Psycho- and sociolinguistic methods employed in the studies 4.Selected Findings • Language Mixing • Linguistic Convergence / Separation of systems • Interaction in the Heritage Language Turkish Conclusions and Perspectives

3. Academic Background of My Research in Berlinon development of varieties of Turkish, German, and English Sociology of Language, migration, social contexts of the speakers Sociolinguistics  variation and change in languages, particularly in contact settings; AnthropoliticalLinguistics  political and educational implications of multilingualism Psycholinguistics  cross-linguistic studies of specific features at different ages Historical Linguistics  language change in childhood and history Anthropolitical Linguistics  political and educational implications of multilingualism

4. Background: My Social and Linguistic Motivation for work on Turkish/German My prior work in the USA on linguistic variation in Black English in Los Angeles and Spanish/English code-switching in California & Texas. Social motivations: Migrants from Turkey are the largest minority population Educationally and socially disadvantaged Linguistic motivation: Turkish and German (and other Northern European languages) are genetically unrelated, typologically distant and lexically distant, Ideal for investigation of  language contact phenomena • development of diaspora varieties • Comparison across European countries with Turkish migrants

5. Heritagelanguageand l2 issues Relationship of Acquisition Context and Language Practices to Proficiency in Turkish (and German) Use of Turkish in family and neighborhood Family and community instruction in Turkish Turkish foreign language instruction in publicschools Selected aspects of Turkish (and German) development in the Berlin Studies Language choice, language shift Language mixing Linguistic convergence / separation of grammatical systems Language attrition / Language change Explanations (multiple) Input in (contact varieties) of Turkish, Input in other languages (Kurdish, Arabic, Greek, …) Input in (contact varieties) German Cognitive and Linguistic “universals” of language acquistion, change

6. Overviewof PfaffStudies in Berlin 1978-2013…

7. Linguistic FocusTypologicalCharacteristicsofTurkish, German & English syntaxmorphology / markedcategories TurkishSOV agglutinative, regularpostpositionsdefaccusative ,othercasesuffixes Ø definite articlenogendermarking Ø copulaevidential-mIş prodrop GermanSVO/SOV inflectional/fusional ,reg& irregular prepositonsgender (natural & grammatical) def & indefarticlescase/gendersyncretism: art & pro non-prodrop EnglishSVO inflectional/analytic, reg & irreg prepositionscasemarking on pronounsonly def & indefarticles non-prodrop

8. SociolinguisticRange ofElicitationInvestigation ofcontextswithincontexts

9. Background: The Turkish Speaking Populations of Germany and other European Countries Guest Workers (Gastarbeiter) – labor recruits – 1960s Family members (spouses, children, others) entered under family reunification, increasingly restricted Refugees – especially members of ethnic minority Children, adolescents, adults born in the diaspora

10. Labor recruitment agreements between Turkey and European countries and estimates of current population of Turks (2009, 2010)

11. Immigration to European Countries of Refugees from Turkey Source: Hecker 2006 Focus Migration: Turkey

12. Western European Countries Populaton of Turkish Citizens (2003) Source: Hecker 2006 Focus Migration: Turkey NOTE – graphshowsTurkishcitizensonly with German citizenswithTurkishmigrationbackground, estimated 4 million total in Germany

13. Population of Germany:by Migration Status andCitizenshipMicrocensus: 2005, 2010

14. Requirements for German citizenship German citizenshipthrough descent from a German parent. (jus sanguinis) Revised Citizenship Law 2000 (jus soli). Children born in or after the year 2000 to long-term residents of Germanycan have double citizenship at birth. Must decide at 18 or 23 which citizenship to retain. Naturalization: After 8 years of habitual residence in Germany, map apply to German citizenship if they prove adequate knowledge of German: • language test (B1 / C1 European Reference Framework • admission to high level secondary school or German university degree • passing the German test of an “Integration Course”

15. Concentration of non-Germans in Berlin districts

16. School Population in Berlin byDistrict 2009/2010 Percent non-German & non-German Heritage Language 16 Even higher concentrations (95-100%) in individual schools in Neukölln, Kreuzberg

17. Sociolinguistic Consequences of Demographic Concentration of minorities Adult immigrants can continue using Turkish in many situations. Children’s input includes regional Turkish and non-native German The co-presenceofotherethnicgroupshas also fostered multilingual proficienciesandpolylinguallanguaging in theminoritypopulations  and also among Germans, especiallyyouth,  theriseof „Kiez Deutsch“ (‘German in the hood’)

18. Verbal Repertoires ofTurkishbilinguals in Europe

19. Neighborhood Language UseofTurkish 7thgraders (1978) (1) 7th grade boy (bd) Türkisch, ich spreche auch gern Deutsch wenn ich deutsche Freunde habe, aber ich hab keine deutsche Freunde, da in unser – Strasse oder wie -- da spreche ich immer Türkisch. Turkish, I like to speak German too when I have German friends, but I don’t have any German friends since in our -- street or whatever – I always speak Turkish there. in our – street or whatever – there I always speak Turkish. (2) 7th grade girl, (aa) Türkisch. Manche Tage spreche ich - ich weiss türkisches Wort nicht so genau – und spreche ich dieses Wörter deutsch. Und meine Mutter versteht nicht Deutsch, sie versteht nicht, ich sage es mein Vater. Manche Wörter spreche ich Deutsch. Some days I speak – I don’t know (a) Turkish word exactly – and I say these words in German. And my mother doesn’t understand German, she doesn’t understand, I say it to my father. So me words I say (in) German. (3) 7th grade boy (bu) F: Deutsche oder türkische Freunde? Q: German or Turkish friends? A: Nee, arabische. A: No, Arabic. F: Welche Sprache sprichst du mit denen? Q: What language do you speak with them? A: Die kann Deutsch.A: They know German.

20. EKMAUS Study (1983-1986): cross-sectional: 80 children ages 5 – 12 Bilinguals • A born in Berlin, little contact to German peers • B born in Berlin, more contact to German peers • C born in Turkey, started school in Turkey before immigrating Monolinguals • D Turkish children (Ankara 1983) • E German children (Berlin 1985)

21. EKMAUS Elicitation Methods (all spoken) social background– conversation about parents background and language practices in family, school, after school • Psycholinguistic tasks targeting specific linguistic featur • e.g case marking, prodrop, definite/indefinite reference • Picture description – directed conversation • Narratives of picture sequences • Personal narratives – triggered by scenes from games

22. EKMAUS: Train station picturedirected conversation about scene in pictureprompts for personal narratives getting lostprompts for travel experience (past, future) and family in Turkey

23. EKMAUS – Actions with Toys: Set 4 • 4-11: the boy gives the ball to the kangaroo (or dog). • 4-12: the girl takes the ball from kangaroo (dog) and gives it to the standing cow • 4-13: the boy takes the ball from the standing cow and gives it to the rearing horse • 4-14: the kangaroo (dog) takes the ball from the rearing horse, jumps over the standing cow and gives the ball to the lying down cow. • 4-15: the standing horse gives the ball to the girl Pfaff: Feb 11, 2011 Berkeley Language Center

24. Examples – Actions Set 4 – Turkish Pfaff: Feb 11, 2011 Berkeley Language Center

25. Some Linguistic Features in descriptions of Actions, Set 4 Hüsniye - Group A – little contact to German peers Turkish: more developed syntax, participial modification, evidential -mış German: characteristics of early L2:  articles, nonstandard gender overgeneralization of regular to irregular verbs, Elif - Group B – more contact to German peers Turkish: restricted syntax: progressive, no modification German: standard irregular verbs, standard case on pro variation in case marking on art, esp. after prep Pfaff: Feb 11, 2011 Berkeley Language Center

26. KITA (pre-school day care) Project 1987-1992 : 5-year longitudinal study: Sample: 34 children, aged 2-6 (+ follow up) Subsample: 10 children, Sub-subsample: 3 children, contrasting language dominance Ilknur - Turkish-dominant girlborn1983 in Berlin large extendedfamily, remainedTurkish-dominant throughout Serkan - German-dominant boyborn 1983 in Berlin lived in German orphanagefor 2 years, speaksTurkish but prefers German Orhan – boyborn 1986 in Berlin, Kurdish/Turkishbackground, Turkishhomelanguage, shiftsfromTurkish dominant to German dominant (somedomains)

27. Elicitation with toys in KITA study Kita Study Elicitation setting – FU-Info 17 Jan 1989, p. 7 (photo Pfaff)

28. İlknur: Turkish-dominant girl 5;06 burdaWeihnachtsmannbaumyapmışlar (they) made a Santa Claus tree here Serkan: German-dominant boy 6;00 buWeihnachtendiye this [= tree?, dog?] (is) for Christmas Lady and the Tramp picture book: different grammatical proficiency “Darling” wife gets “Lady” as a Christmas present • Lexical strategies: Both use the same code-switched lexical items (cultural loan) • But differ in strategies for lexical incorporation • Grammatical categories: • Turkish-dominant child uses evidential, German dominant child does not

29. Lady and the Tramp picture book: comparison of 2 children --1no code switching, different grammatical proficiency “Aunt Sarah” chases “Lady” away from the baby with a broom İlknur Turkish-dominant girl 5;06 burda da köpekhemenkoşturuyoburda da. o da köpeğevurmakistiyo. ‘and here the dog immediately runs here and she wants to hit the dog' Serkan German-dominant boy 6;00 SER: dövüyo' (=aunt) is hitting  (=Lady)' INT: nedendövüyo? 'why is  hitting ? SER: bububunuhiçgörmedidiye 'because this (=aunt) has never seen this (=Lady) before' SER: bu da korkmuş'and this (=Lady) was afraid. SER: sonrakaçıyo'then  (=Lady) is running away'

30. Kita Study: Orhan – developmentofmixing 2;00-8;00German andTurkishrecordings (tokens) Conversations in German Conversations in Turkish Frequency of Turkish in German declines, frequency of German in Turkish increases Both are relatively low frequency – despite perception of speaking mixed Pfaff 1998 “Changing patterns of mixing in a bilingual child”

31. Separation of grammatical systems despite lexical mixing and alternation in KITA follow-up interview Conversation with Turkish interlocutor about school sports: ORHAN, 8;00 Adult refers to a previous conversation with another graduate of the Kita about primary school “athlete of the day”

32. Conversational Strategies in Interactionof Turkish-dominant and German-dominant Kita children Pfaff 2001 “The development of co-constructed narratives in bilingual children”

33. Later Language Development of Multilinguals (LLDM) and MULTILIT Study (2007-2013)cross sectional study of oral and written production of 200+ late primary and secondary pupilsin Turkish, German and English Background Questionnaire: family and language practices in Germany and when visiting in Turkey Elicitation of oral and written texts with video “everyday problems in school” (Berman / Verhoeven cross-linguistic study of L1 monolinguals in 7 languages Group conversations in Turkish, German and English

34. Elicitation in lateprimaryand in secondarysettingswatchingvideo on interpersonal problems in school12th grade class in Berlin 2007

35. 7th grade class in Berlin July 1, 2009

36. Stimulus Questions for Elicitation on Videofor production of oral and written textsin 2 Genres in 3 languages • Have you ever experienced anything like what we’ve seen in the video? What happened? --Personal narrative • What is your opinion of this kind of behavior? -- Expository Evaluation, Suggestions

38. LLDM/MULTILIT: 2 of 200+ participantstodate Melih, 5th grade boy, age 11 • attends a Turkish/German bilingual class in Berlin-Wedding. • speaks both Turkish and German in his family, listens to Turkish and German radio programs, reads Turkish and German newspapers, finds Turkish the most pleasant language to read and German the most pleasant for computer games and group work. • He wants to become a football player or astronomer . Hâle, 12th grade girl, age 18 • Attends a Gymnasium in Berlin-Kreuzberg, advanced English • uses Turkish with her mother, both Turkish and German with her father and mixes with her siblings. She enjoys mixing. • Watches/listens to Turkish and German TV, radio reads Turkish and German magazines, but has not had formal instruction in Turkish • She intends to study and wants to become an architect. Pfaff: Feb 11, 2011 Berkeley Language Center

39. Untersuchungsmuster: Merih, schreibt, liest, versteht „sehr gut“ D/T/E, liest türk. Zeitungen, dt. Zeitschriften, am angenehmsten ist ihm beim Lesen Türkisch, beim Computerspielen u. bei der Gruppenarbeit Deutsch. MULTILIT

40. Some Linguistic Features of Melih’s texts Turkish: complex syntax, generally std morphosyntax • nominalizations, • Orthography, spelling as pronounced, influence from German reportac (=röportaj) ‚reportage‘ German: complex syntax, generally std morphosyntax • orthography, separation of words, capitalization • spelling as pronunced genärft (=genervt), rennent (=rennend) • influence of Turkish construction types ?(rennent nach Hause gegangen) English: complex syntax but apparent transfer from German, • Word order, capitalization, spelling (n.b. nerv not nerf) • nst agreement and case of pronoun, my ‘my’ and ‘me‘,  aux verbs • colloquial English input? what’s your problem, sky high Pfaff: Feb 11, 2011 Berkeley Language Center

41. Hâle 18;02 – oral text in Turkishviolence at school Pfaff: Feb 11, 2011 Berkeley Language Center

42. Hâle 18;02 – oral text in German -cheating Pfaff: Feb 11, 2011 Berkeley Language Center

43. Hâle 18;02 – oral text in English - ostracism Pfaff: Feb 11, 2011 Berkeley Language Center

44. Some Linguistic Features of Hâle’s texts Turkish: Some nst morphology, transfer from German? • missing compound ending ilkokul öğrencisi ‚primary school pupil‘. German: complex, essentially standard morphosyntax English: quite complex, some “typical “ learner errors • Standard: case marking, gender, agreement, relative clauses , … • Nonstandard • choice of preposition, • overgeneralization of regular to irregular verb: gaved Pfaff: Feb 11, 2011 Berkeley Language Center

45. Selected Results – Language Practices of adolescentsLLDM- MULTILIT secondary pupils’ in Berlin Language Choice with family and friends Participant to interlocutors, interlocutors to participants • in Germany • in Turkey • Self reported extent of language mixing • Language in social media, literacy practices

46. Languages Practices:Selfreportsof 10th and 12th graders (2007) • Family languageincludes German -- oftenwithparentsas well assiblings • Language mixingiscommon, seenas normal • Turkishmediaandtripsto Turkey supportmaintenance • Formal instructionofTurkish– supportsTurkishmaintenance • But evenwithout formal instruction, manylearntoread (andwrite) Turkishfrom relatives andfriends.

47. Language choice in Germany(Akıncı & Pfaff 2008) “German and Turkish” includes both mixing Turkish & German as well as language alternation. Additional languages not included in the table. -Other languages spoken in Turkey Kurdish, Arabic or Greek especially with grandparents and/or parent(s) -English (including with grandparents & parents) 47

48. Language choice in Turkey(Akıncı & Pfaff 2008) “German and Turkish” includes both mixing Turkish & German as well as language alternation. Additional languages not included in the table. -Other languages spoken in Turkey Kurdish, Arabic or Greek especially with grandparents and/or parent(s) -English (including with grandparents & parents)

49. Conclusions 1: Maintenance / Shift / Change in Turkish Turkish has high ethnolinguistic vitality among immigrant languages in Europe, particularly in ethnic enclaves such as Berlin-Kreuzberg. Over time, it will probably decline as communities shift to the majority languages in educational and work domains. But in the meantime, diaspora varieties are developing (and stabilizing?) Ongoing research of the TINWE Group of researchers on Turkish in North Western Europe

50. Conclusions 2: The stateoftheTurkishlanguage in Europe Children and adolescents are increasingly bilingual. Some approach German-dominance, others remain Turkish-dominant, at least in their younger years. Attrition / incomplete acquisition and decline in social domains of use affect Turkish diaspora varieties, Mixing and Code-switching doesn’t mean that the Turkish word has been lost.. Often the Turkish equivalent – or a Turkish paraphrase is used immediately after the German word. Grammatical separation can be maintained despite mixing. Structures: Most grammatical structures of Turkish are robustly maintained – even without formal Turkish instruction. Morphosyntactic diversity – Some decline is noticed speakers who have shifted most to German, but in Nancy Dorian’s well known phrase, Turkish if it’s dying, is dying with its morphological boots on. Constructional and discourse patterns are changing, more empirical support for the role of pragmatic transfer from German is still needed.