Micro Aggression in Teaching Turkish to Foreigners: Secondary School Example

Language is the carrier of culture. The transmission of culture from generation to generation is achieved through language. Learning cultural items makes learning the language easier. Foreign language teaching cannot be considered separately from culture teaching. While learning a language, cultural elements of that language are also learned. The language teacher also transfers culture. However, while trying to transfer culture, attention should be paid not to give negative messages and not to create psychological and emotional pressure against the target language. The person should be able to make comparisons between the culture of the language learned and his own culture. Every language, every culture is precious and special. Discrimination between languages and cultures is wrong.Micro-aggression is a concept related to discrimination. As in every field, there are micro-aggression in foreign language education. Micro-aggression is at a point to be considered in teaching Turkish as a foreign language. The aim of this study is to reveal data on in micro-aggression teaching Turkish as a foreign language. For this purpose, case study, one of the qualitative research models, was used. The study group consists of foreign students in Ekrem İnci Secondary School, which is studying in the 2018-2019 academic year. Microagression Survey in Teaching Turkish as a Foreign Language developed by Er (2018) to access research data from different countries (Egypt, Syria, Tunisia, Iraq, Afghanistan, Iran, Uzbekistan, Turkmenistan, Palestine, Russia, Azerbaijan, Yemen, Lebanon, Jordan, Algeria) It was applied to a total of 91 students. In the analysis process of the data, content analysis was used. According to the results of the research, it can be said that students generally do not experience micro-aggression. The resulting results are discussed within the framework of the relevant literature.


Micro-aggression, teaching Turkish to foreigners, secondary school.

Author : Züleyha ER -Neslihan KARAKUŞ
Number of pages: 223-239
DOI: http://dx.doi.org/10.29228/ijla.45678
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International Journal of Language Academy
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