Yabancılara Türkçe Öğretiminde Kültürlerarası İletişim ve Mikro Saldırganlık
Özet
Interdisciplinary studies are very important in terms of integrating knowledge from different fields and scientific richness. Studying the research problems carried out with the partnership of different disciplines in the field of teaching Turkish to foreigners will bring new perspectives to the field. International student mobility is increasing every year and this mobility constitutes an important cultural interaction area. The places where this interaction is the most intense are the language teaching classrooms. Cultural communication and interaction in language teaching classes, which are the meeting areas of cultures in the field of teaching Turkish to foreigners, stands before us as one of the issues that should be emphasized. Besides communicating, language carries and transmits cultural codes. In addition to developing basic language skills, language teaching also has functions that provide interculturality. Both individual and national cultural codes in language teaching classes naturally create a multicultural environment. Many social structures such as race, nationality, gender, language, religion that make up this multiculturalism are also the groups and belongings that enable individuals to form their identities in social life. These identities bring differences with them and can sometimes pave the way for cultural conflicts. Today, although there is a decrease in racial-based discrimination and yet an increasing awareness about the issue, it is observed that discriminatory, sexist and marginalizing behaviors do not disappear, they only change shape. These discriminatory and marginalizing behaviors called micro-aggression can be one of the biggest barriers to language learning and teaching by preventing in-class communication.
This study discusses the micro-aggressive behaviors seen or to be seen between the learner-teacher or the learner-learner in the context of classroom communication and their effects on the language learning process. First of all, in order to define the phenomenon of "microaggression", a literature review was conducted and behaviors that could be indicators of microaggression were tried to be determined. The study was designed in accordance with the mixed method research technique.
As a result of the study; It has been determined that the orientation programs should accelerate the cultural adaptation process of the learners, the establishment of guidance services in language teaching centers, new regulations on the training and awareness of the instructors, the implementation of the concept of intermediation, as well as the language teaching materials and social media applications used in teaching should not contain micro-aggressive elements.
