Reimagining Turkic/Turkish Language Education in the Decline of the Humanities
RoundTable II-02, sponsored byAmerican Association of Teachers of Turkic Languages (AATT), 2024 Annual Meeting
On Monday, November 11 at 2:30 pm
RoundTable Description
In light of the recent language enrollment data published by MLA at the end of 2023, this roundtable will seek to collaboratively envision new or revised pedagogical approaches to strengthen Turkish and Turkic language course/programs. Complementing the MLA Language Enrollment Database 1958-2021, the AATT surveys show that the Turkish & Turkic language enrollments have been in decline, albeit unsteadily, since their peak in 2011. In the press release, the executive director of MLA, Paula M. Krebs underlined “robust institutional and financial support” among pedagogical reconsiderations in the outstanding success of Korean. In the absence of such institutional support, however, instructors are left with inventing curricular solutions at best (in case their programs haven’t already ceased to exist.) Considering such institutional constraints, we invite participants to think through best and/or “failed” practices for Turkic and Turkish language program retention and improvement including but not limited to
• Proficiency based teaching and learning and new methodological approaches
• Culture courses in English (including the diaspora)
• Articulation between summer intensive and AY programs
• Inter-institutional collaborations beyond course-share
• Study abroad programs and federal or private grants
• Student engagement via community involvement projects
• STEM (dis)connection
Designing Cultural Studies Courses to Support your Language Program:
Instructors of Turkish and other Less Commonly Taught Languages (LCTLs) are often responsible for their language programs’ marketing, curricular development, course sequence articulation, and overall maintenance. Some are lucky enough to have colleagues in related disciplines who regularly offer courses in Turkish or Ottoman history, political science, literature, film and/or cultural studies. Others have no such area studies support, and when language course enrollment numbers drop, may be asked to offer a cultural studies course in English to “entice” students to the language program. This roundtable participant will discuss strategies for maximizing the impact of English-language courses meant to draw new students into the language program and increase the intercultural competence and knowledge base of students already taking the language. Using concrete examples, she will discuss the importance of needs assessment, backwards course design, (inter)disciplinary cross-listing, and effective course marketing.
Lessons from a Federally Funded Intensive Language Program
This presentation will discuss the enrollment focused outcomes of implementing the federally funded program TURFLI (Turkish Flagship Language Initiative) since 2020. TURFLI has been academically administered by UW-Madison (the University of Wisconsin-Madison) in partnership with American Councils since 2020. It hosts an intensive domestic program in the summer at UW-Madison for Boren Scholars and Fellows coming from different institutions to study the language, followed by an intensive overseas program in Baku, Azerbaijan.
Analyzing the enrollment and student survey datas between 2020 and 2023, the presentation will summarize the program’s impact on a) Turkish language enrollment numbers at UW-Madison during the summer and academic year; b) continuation of the Turkish language study after the program ends at home institution; c) increasing the visibility of Turkish in the US and presumed value of learning Turkish. In doing so, this presentation will evaluate the program’s long term implications on Turkish enrollment numbers both for the host institution and elsewhere.
Effective Blended Learning Models for Turkish Language Acquisition:
As language program enrollments experience a nationwide decline, educators are compelled to explore alternative strategies to attract students. This challenge is particularly pronounced for less commonly taught languages like Turkish, resulting in traditionally small Turkish programs within U.S. higher education institutions. In this discussion, I will outline our approach to addressing enrollment issues at Duke University. Beginning with the establishment of an interinstitutional program between Duke and UNC-Chapel Hill in 2015, the Turkish language program at Duke has transitioned to a hybrid format, leveraging advancements in online teaching methodologies and technological tools. This evolution has enabled the program to welcome students from four different institutions lacking Turkish language offerings, with which Duke has established agreements. During my presentation, I will first explore how blended learning models can effectively provide a flexible, interactive learning environment to enhance language acquisition outcomes in classrooms. Secondly, I will delve into innovative strategies for overcoming challenges such as fostering a sense of community among learners.
