The Interplay of Ethnocultural Identity and Language: Perceptions and Experiences of Turkish Immigrant Mothers in Home–School–Society Relational Spaces

ABSTRACT

Immigrants’ linguistic resources and proficiency have received attention in politics and academia; however, families’ views about using the host country’s language alongside their heritage language requires further research. By applying a socio-spatial approach connected to Critical Race Theory, this paper examines how mothers of Turkish origin in Germany perceive and experience their language use in home-school-society relational spaces and how this interacts with their ethnocultural identities. Qualitative interviews conducted with 22 mothers were analysed using qualitative content analysis. The findings illustrate that respondents’ linguistic competencies and attitudes towards their heritage language and the German language are linked to their ethnocultural identities and influence their parenting in home, school, and societal spaces. However, the standing of their heritage language in schools and society influences how mothers position themselves within society, which in turn affects their home and school spaces. The findings can inform policies addressing education and social inclusion.

KEYWORDS:

• Critical Race Theory
• education
• identity
• language
• migration
• parenting

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplemental data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/15348458.2022.2106230

Additional information

Funding

The study is part of the ‘Inclusive Education and Social Support to Tackle Inequalities in Society’ (ISOTIS) project, supported by the European Union’s Horizon 2020 research and innovation programme [grant agreement No. 727069].

Notes on contributors

Hande Erdem-Möbius

Hande Erdem-Möbius is a PhD candidate in Educational Science at the Free the University of Berlin and a research fellow at the Chair of Early Childhood Education at the University of Bamberg, Germany. Her research interests include migration, identity, and social and educational inequalities. In her research, she mainly adopts an interdisciplinary, socio-spatial approach.

Özen Odağ

Özen Odağ is a full professor of psychology at Touro College Berlin, Germany. She has a specialisation in media, intercultural and industrial psychology. In her research, she adopts an advocacy perspective, aiming to empower marginalized and at-risk social groups in society.

Yvonne Anders

Yvonne Anders is a full professor of education and the head of the Chair of Early Childhood Education at the University of Bamberg, Germany. Her research focuses on the quality of early childhood education and care and its impact on children’s development.