Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Cilt: 6 Sayı: 2, 204 - 217, 24.09.2024
https://doi.org/10.47806/ijesacademic.1454440

Öz

Kaynakça

  • American Councils for International Education. (2017). National K-12 Foreign Language Enrollment Survey Report. Available at https://www.americancouncils.org/sites/default/files/FLE report-June17.pdf
  • Batterbury, S. C. (2014). Democratising policy theories: Enhancing prospects for language justice for sign language peoples. Policy & Politics, 42(4), pp. 547-564. https://doi.org/10.1332/030557312X655701
  • Birinci, F. G. (2014). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL (Unpublished master thesis). Hacettepe University, Ankara, Türkiye.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood.
  • Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Harvard University Press.
  • Cankuvvet, N., Doğan, M., & Gürgür, H. (2015). Investigation of parental expectations about cochlear implantation. Journal of Qualitative Studies in Education, 3(1), pp. 54-73. https://doi.org/10.14689/issn.2148-2624.1.3c1s3m Celebi, M., D. (2006). Mother tongue education and foreign language education in Turkey. Journal of Social Science Institute, 21(2), pp. 285-307. http://www.acarindex.com/dosyalar/makale/acarindex-1423879786.pdf
  • Constitution of the Republic of Türkiye (1982). Available at https://global.tbmm.gov.tr/docs/constitution_en.pdf
  • Constitution of the State of New York. (1821). Available at https://www.dos.ny.gov/info/pdfs/Constitution%20January%202015%20amd.pdf
  • Csizer, K. & Kontra, E. H. (2020). Foreign language characteristics of deaf and severely hard of hearing students. The Modern Language Journal, 104(1). https://doi.org/10.1111/modl.12630
  • Doherty, M. (2012). Policy and practice in deaf education: Views and experiences of teachers, and of young people who are deaf in Northern Ireland and Sweden. European Journal of Special Needs Education, 27(3), pp. 281-299. https://doi.org/10.1080/08856257.2012.678663
  • Donnelly, J. (2013). International human rights (4th ed.). Westview Press.
  • Evarrs, S., B. & Knotek, S., E. (2015). Foreign language and special education. In A. L. Heining Boynton (Ed.), American Council on Teaching of Foreign Languages, 2005-2015: Realizing our vision of languages for all (pp. 117-133). Pearson.
  • Fairclough, N. (2013). Critical discourse analysis: The critical study of language (2nd ed.). Routledge.
  • Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd Ed.). Routledge.
  • Gordin, M. D. (2015). Tongue-tied nation, The Chronicle of Higher Education, 61(28). https://www.chronicle.com/article/Tongue-Tied-Nation/228591
  • Ilkbasaran, D. (2015). Literacies, mobilities and agencies of deaf youth in Turkey: Constraints and opportunities in the 21st century (Doctoral dissertation). ProQuest. (1656169535).
  • Individuals with Disabilities Education Act. (2004). Available at http://idea.ed.gov/
  • Ishay, M., R. (2008). The history of human rights: From ancient times to the globalization era. University of California Press.
  • Johnson, D., C. (2009). Ethnography of language policy. Language Policy, 8, pp. 139-159. https://doi.org/10.1007/s10993-009-9136-9
  • Karasu, H., P. (2014). Individual literacy activities with hearing-impaired children in the preschool period. Educational Research and Reviews, 9(22), pp. 1239-1249. https://doi.org/10.5897/ERR2014.1851
  • Kuzeci, D. (2015). Choice of foreign language and politics of foreign languages, Journal of Kazim Karabekir Education Faculty, 30, pp. 13-26. http://dergipark.gov.tr/download/article-file/31610
  • Kuzu, D. (2016). The politics of identity, recognition, and multiculturalism: The Kurds in Turkey. Nations and Nationalism, 22(1), pp.123-142. https://doi.org/10.1111/nana.12139
  • Law on Individuals with Disabilities. (2005). https://www.mevzuat.gov.tr/MevzuatMetin/1.5.5378.pdf
  • McLeod, S., & Marshall, J. (2023). Communication for all and the Sustainable Development Goals. International Journal of Speech-Language Pathology, 25(1), pp. 1-8. https://doi.org/10.1080/17549507.2022.2160494
  • Murray, J. J. (2015). Linguistic human rights discourse in deaf community activism. Sign Language Studies, 15(4), pp. 379-410. https://doi.org/10.1353/sls.2015.0012
  • New York State Education Department (2016). Regulations of the Commissioner of Education. http://www.p12.nysed.gov/specialed/lawsregs/part200.htm
  • O’Rourke, P., Zhou, Q., & Rottman, I. (2016). Prioritization of K-12 world language education in the United States: State requirements for high school graduation. Foreign Language Annals, 49(4), pp. 789-800. https://doi.org/10.1111/flan.12232
  • Peters, S. J. (2007). “Education for all?” A historical analysis of international inclusive education policy and individuals with disabilities. Journal of Disability Policy Studies, 18(2), pp. 98-108. https://doi.org/10.1177/10442073070180020601
  • Polat, F. (2003). Factors affecting psychosocial adjustment of deaf students. Journal of Deaf Studies and Deaf Education, 8(3), pp. 325-339. https://doi.org/10.1093/deafed/eng018
  • Pufahl, I., & Rhodes, N. C. (2011). Foreign language instruction in U.S. schools: Results of a national survey of elementary and secondary schools. Foreign Language Annals, 44(2), pp. 258-288. https://doi.org/10.1111/j.1944-9720.2011.01130.x
  • Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), pp. 196–213. https://doi.org/10.1111/1467-9481.00111
  • Sari, H. (2005). An analysis of the relationship between identity patterns of Turkish deaf adolescents and the communication modes used in special residential schools for the hearing impaired and deaf. Deafness & Education International, 7(4), pp. 206-222. https://doi.org/10.1002/dei.9
  • Shohamy, E. (2007). Reinterpreting globalization in multilingual contexts. International Multilingual Research Journal, 1(2), pp. 127-133. https://doi.org/10.1080/19313150701495421
  • Skutnabb-Kangas, T. (2008). Bilingual education and sign language as the mother tongue of deaf children. In C. J. K. Bidoli & E. Ochse (Eds.), English in International Deaf Communication (pp. 75-97). Peter Lang AG.
  • Skutnabb-Kangas, T. (2012). Linguistic human rights. In P. M. Tiersma & L. Solan (Eds.), The Oxford Handbook of Language and Law (pp. 235-248). Oxford University Press.
  • Statista Research Department (2019). Hearing loss in the U.S.-Statistics & Facts. Available at https://www.statista.com/topics/3491/hearing-loss-in-the-us/
  • Taşdemir, H. & Gürbüz, N. (2021). An investigation into the cultural dimension in EFL classes: Turkish instructors’ views and practices. Canadian Journal of Applied Linguistics, 24(1), pp. 54–74. https://doi.org/10.37213/cjal.2021.30667
  • Turkish Ministry of National Education (2006). Regulations for Foreign Language Education. Available at https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-3.htm
  • Turkish Ministry of National Education General Directorate of Special Education and Counseling Services (2018). Special Education Regulations. Available at https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • Turkish Republic Fundamental Law of National Education (1973). Available at http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf
  • Turkish Statistical Institute (2021). The bulletin of statistics for persons with disabilities and the elderly. Available at https://www.ailevecalisma.gov.tr/media/73073/eyhgm_istatistik_bulteni_subat2021.pdf
  • United States Census Bureau. (2019). Selected characteristics of the foreign-born population by period of entry into the United States. Available at https://data.census.gov/cedsci/table?q=center%20of%20immigration&hidePreview=true&tid=ACSST1Y2018.S0502&vintage=2019
  • United States Department of Education (1973). Section 504 of the Rehabilitation Act of 1973. Available at https://www2.ed.gov/policy/speced/leg/rehab/rehabilitation-act-of-1973-amended-by-wioa.pdf
  • United States Department of Education (2015). Every Student Succeeds Act. Available at https://www.ed.gov/essa?src=policy
  • United States Department of Education (2015). Elementary and Secondary Education Act. Available at https://www2.ed.gov/documents/essa-act-of-1965.pdf
  • United Nations Educational, Scientific and Cultural Organization (1996). Universal Declaration on Linguistic Rights. Available at http://www.unesco.org/cpp/uk/declarations/linguistic.pdf
  • van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), pp. 249-283. https://doi.org/10.1177/0957926593004002006
  • Wee, L. (2007). Linguistic human rights and mobility. Journal of Multilingual and Multicultural Development, 28(4), pp. 325-338. https://eric.ed.gov/?id=EJ884573
  • Wight, M., C., S. (2015). Students with learning disabilities in the foreign language learning environment and the practice of exemption, Foreign Language Annals, 48(1), pp. 39 55. https://doi.org/10.1111/flan.12122
  • Wodak, R., & Meyer, M. (2016). Critical discourse studies: History, agenda, theory, and methodology. In R. Wodak & M. Meyer (Eds.), Method of critical discourse studies (pp. 1–22). Sage.
  • Zeshan, U. (2003). Aspects of Turkish sign language. Sign Language & Linguistics, 6(1), pp. 43-75. https://doi.org/10.1075/sll.6.1.04zes

A Comparative Policy Analysis on Foreign Language Education for K-12 Deaf Students: A Case Study of Türkiye and the United States

Yıl 2024, Cilt: 6 Sayı: 2, 204 - 217, 24.09.2024
https://doi.org/10.47806/ijesacademic.1454440

Öz

Foreign languages are linguistic tools that allow access to various resources in the global world. However, access to foreign language education for K-12 deaf students is restricted because deaf students are often disqualified from foreign language courses based on presumed disability status. This study identifies ideologies underpinning education policies that limit foreign language education for K-12 deaf students and compares Türkiye and the United States. The study employs a qualitative approach and analyzes both countries' constitutions, education laws, and education regulations through critical discourse analysis based on the theories of linguistic human rights and Bourdieu’s forms of capital. Findings reveal ideological contradictions concerning deafness and language education for deaf learners, restricting access to foreign language education for K-12 deaf students in both countries.

Kaynakça

  • American Councils for International Education. (2017). National K-12 Foreign Language Enrollment Survey Report. Available at https://www.americancouncils.org/sites/default/files/FLE report-June17.pdf
  • Batterbury, S. C. (2014). Democratising policy theories: Enhancing prospects for language justice for sign language peoples. Policy & Politics, 42(4), pp. 547-564. https://doi.org/10.1332/030557312X655701
  • Birinci, F. G. (2014). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL (Unpublished master thesis). Hacettepe University, Ankara, Türkiye.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood.
  • Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Harvard University Press.
  • Cankuvvet, N., Doğan, M., & Gürgür, H. (2015). Investigation of parental expectations about cochlear implantation. Journal of Qualitative Studies in Education, 3(1), pp. 54-73. https://doi.org/10.14689/issn.2148-2624.1.3c1s3m Celebi, M., D. (2006). Mother tongue education and foreign language education in Turkey. Journal of Social Science Institute, 21(2), pp. 285-307. http://www.acarindex.com/dosyalar/makale/acarindex-1423879786.pdf
  • Constitution of the Republic of Türkiye (1982). Available at https://global.tbmm.gov.tr/docs/constitution_en.pdf
  • Constitution of the State of New York. (1821). Available at https://www.dos.ny.gov/info/pdfs/Constitution%20January%202015%20amd.pdf
  • Csizer, K. & Kontra, E. H. (2020). Foreign language characteristics of deaf and severely hard of hearing students. The Modern Language Journal, 104(1). https://doi.org/10.1111/modl.12630
  • Doherty, M. (2012). Policy and practice in deaf education: Views and experiences of teachers, and of young people who are deaf in Northern Ireland and Sweden. European Journal of Special Needs Education, 27(3), pp. 281-299. https://doi.org/10.1080/08856257.2012.678663
  • Donnelly, J. (2013). International human rights (4th ed.). Westview Press.
  • Evarrs, S., B. & Knotek, S., E. (2015). Foreign language and special education. In A. L. Heining Boynton (Ed.), American Council on Teaching of Foreign Languages, 2005-2015: Realizing our vision of languages for all (pp. 117-133). Pearson.
  • Fairclough, N. (2013). Critical discourse analysis: The critical study of language (2nd ed.). Routledge.
  • Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd Ed.). Routledge.
  • Gordin, M. D. (2015). Tongue-tied nation, The Chronicle of Higher Education, 61(28). https://www.chronicle.com/article/Tongue-Tied-Nation/228591
  • Ilkbasaran, D. (2015). Literacies, mobilities and agencies of deaf youth in Turkey: Constraints and opportunities in the 21st century (Doctoral dissertation). ProQuest. (1656169535).
  • Individuals with Disabilities Education Act. (2004). Available at http://idea.ed.gov/
  • Ishay, M., R. (2008). The history of human rights: From ancient times to the globalization era. University of California Press.
  • Johnson, D., C. (2009). Ethnography of language policy. Language Policy, 8, pp. 139-159. https://doi.org/10.1007/s10993-009-9136-9
  • Karasu, H., P. (2014). Individual literacy activities with hearing-impaired children in the preschool period. Educational Research and Reviews, 9(22), pp. 1239-1249. https://doi.org/10.5897/ERR2014.1851
  • Kuzeci, D. (2015). Choice of foreign language and politics of foreign languages, Journal of Kazim Karabekir Education Faculty, 30, pp. 13-26. http://dergipark.gov.tr/download/article-file/31610
  • Kuzu, D. (2016). The politics of identity, recognition, and multiculturalism: The Kurds in Turkey. Nations and Nationalism, 22(1), pp.123-142. https://doi.org/10.1111/nana.12139
  • Law on Individuals with Disabilities. (2005). https://www.mevzuat.gov.tr/MevzuatMetin/1.5.5378.pdf
  • McLeod, S., & Marshall, J. (2023). Communication for all and the Sustainable Development Goals. International Journal of Speech-Language Pathology, 25(1), pp. 1-8. https://doi.org/10.1080/17549507.2022.2160494
  • Murray, J. J. (2015). Linguistic human rights discourse in deaf community activism. Sign Language Studies, 15(4), pp. 379-410. https://doi.org/10.1353/sls.2015.0012
  • New York State Education Department (2016). Regulations of the Commissioner of Education. http://www.p12.nysed.gov/specialed/lawsregs/part200.htm
  • O’Rourke, P., Zhou, Q., & Rottman, I. (2016). Prioritization of K-12 world language education in the United States: State requirements for high school graduation. Foreign Language Annals, 49(4), pp. 789-800. https://doi.org/10.1111/flan.12232
  • Peters, S. J. (2007). “Education for all?” A historical analysis of international inclusive education policy and individuals with disabilities. Journal of Disability Policy Studies, 18(2), pp. 98-108. https://doi.org/10.1177/10442073070180020601
  • Polat, F. (2003). Factors affecting psychosocial adjustment of deaf students. Journal of Deaf Studies and Deaf Education, 8(3), pp. 325-339. https://doi.org/10.1093/deafed/eng018
  • Pufahl, I., & Rhodes, N. C. (2011). Foreign language instruction in U.S. schools: Results of a national survey of elementary and secondary schools. Foreign Language Annals, 44(2), pp. 258-288. https://doi.org/10.1111/j.1944-9720.2011.01130.x
  • Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), pp. 196–213. https://doi.org/10.1111/1467-9481.00111
  • Sari, H. (2005). An analysis of the relationship between identity patterns of Turkish deaf adolescents and the communication modes used in special residential schools for the hearing impaired and deaf. Deafness & Education International, 7(4), pp. 206-222. https://doi.org/10.1002/dei.9
  • Shohamy, E. (2007). Reinterpreting globalization in multilingual contexts. International Multilingual Research Journal, 1(2), pp. 127-133. https://doi.org/10.1080/19313150701495421
  • Skutnabb-Kangas, T. (2008). Bilingual education and sign language as the mother tongue of deaf children. In C. J. K. Bidoli & E. Ochse (Eds.), English in International Deaf Communication (pp. 75-97). Peter Lang AG.
  • Skutnabb-Kangas, T. (2012). Linguistic human rights. In P. M. Tiersma & L. Solan (Eds.), The Oxford Handbook of Language and Law (pp. 235-248). Oxford University Press.
  • Statista Research Department (2019). Hearing loss in the U.S.-Statistics & Facts. Available at https://www.statista.com/topics/3491/hearing-loss-in-the-us/
  • Taşdemir, H. & Gürbüz, N. (2021). An investigation into the cultural dimension in EFL classes: Turkish instructors’ views and practices. Canadian Journal of Applied Linguistics, 24(1), pp. 54–74. https://doi.org/10.37213/cjal.2021.30667
  • Turkish Ministry of National Education (2006). Regulations for Foreign Language Education. Available at https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-3.htm
  • Turkish Ministry of National Education General Directorate of Special Education and Counseling Services (2018). Special Education Regulations. Available at https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • Turkish Republic Fundamental Law of National Education (1973). Available at http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf
  • Turkish Statistical Institute (2021). The bulletin of statistics for persons with disabilities and the elderly. Available at https://www.ailevecalisma.gov.tr/media/73073/eyhgm_istatistik_bulteni_subat2021.pdf
  • United States Census Bureau. (2019). Selected characteristics of the foreign-born population by period of entry into the United States. Available at https://data.census.gov/cedsci/table?q=center%20of%20immigration&hidePreview=true&tid=ACSST1Y2018.S0502&vintage=2019
  • United States Department of Education (1973). Section 504 of the Rehabilitation Act of 1973. Available at https://www2.ed.gov/policy/speced/leg/rehab/rehabilitation-act-of-1973-amended-by-wioa.pdf
  • United States Department of Education (2015). Every Student Succeeds Act. Available at https://www.ed.gov/essa?src=policy
  • United States Department of Education (2015). Elementary and Secondary Education Act. Available at https://www2.ed.gov/documents/essa-act-of-1965.pdf
  • United Nations Educational, Scientific and Cultural Organization (1996). Universal Declaration on Linguistic Rights. Available at http://www.unesco.org/cpp/uk/declarations/linguistic.pdf
  • van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), pp. 249-283. https://doi.org/10.1177/0957926593004002006
  • Wee, L. (2007). Linguistic human rights and mobility. Journal of Multilingual and Multicultural Development, 28(4), pp. 325-338. https://eric.ed.gov/?id=EJ884573
  • Wight, M., C., S. (2015). Students with learning disabilities in the foreign language learning environment and the practice of exemption, Foreign Language Annals, 48(1), pp. 39 55. https://doi.org/10.1111/flan.12122
  • Wodak, R., & Meyer, M. (2016). Critical discourse studies: History, agenda, theory, and methodology. In R. Wodak & M. Meyer (Eds.), Method of critical discourse studies (pp. 1–22). Sage.
  • Zeshan, U. (2003). Aspects of Turkish sign language. Sign Language & Linguistics, 6(1), pp. 43-75. https://doi.org/10.1075/sll.6.1.04zes
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Cigdem Fidan 0000-0001-7353-0633

Erken Görünüm Tarihi 29 Haziran 2024
Yayımlanma Tarihi 24 Eylül 2024
Gönderilme Tarihi 27 Mart 2024
Kabul Tarihi 12 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 2

Kaynak Göster

APA Fidan, C. (2024). A Comparative Policy Analysis on Foreign Language Education for K-12 Deaf Students: A Case Study of Türkiye and the United States. International Journal of Educational Spectrum, 6(2), 204-217. https://doi.org/10.47806/ijesacademic.1454440

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