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Exploring Family Language Policy: Parental Perspectives in Homshetsma-Speaking Families

Yıl 2025, Cilt: 36 Sayı: 3 - Türkiye'de Tehlikedeki Diller Özel Sayısı (Konuk Editörler: Mehmet Akkuş, Çiğdem Sağın Şimşek) / Special Issue - Endangered Languages in Turkey (Guest Editors: Mehmet Akkuş, Çiğdem Sağın Şimşek), 69 - 95, 27.01.2026

Gülay Akın

https://doi.org/10.18492/dad.1582700

Öz

The preservation of heritage languages often relies on family language policies (FLP), shaped by parental attitudes and practices (Fishman, 1991). This study investigates FLP in Homshetsma-speaking families, focusing on the endangered status of the language. Using Spolsky’s (2004) model, in-depth interviews and observations with five bilingual families in Hopa and Kemalpaşa explore FLP in three areas: language ideology, practice, and management. Homshetsma is widely regarded as a symbol of Hemshinli identity, but parental language policies vary. Some parents prioritize maintaining Homshetsma for cultural preservation, while others emphasize Turkish for better education and economic opportunities. Language practices also differ: some families actively use Homshetsma, while others are less committed to passing it down. Limited educational resources further complicate language management. The study's findings offer important insights for practitioners, policymakers, and researchers, emphasizing the necessity for targeted interventions and resources to support endangered languages like Homshetsma, both in Turkey and worldwide.

Anahtar Kelimeler

family language policy heritage language Homshetsma language endangered language language maintenance

Kaynakça

  • Akın, G. (2023). Ethnolinguistic Vitality of the Hemshin Language [Unpublished doctoral dissertation]. Middle East Technical University.
  • Akkuş, M. (2025). Denizin Kıyısındaki Fısıltılar: Doğu Karadeniz’de Konuşulan Tehlike Altındaki Diller. Eleştirel Pedagoji Dergisi 77, 361-370.
  • Anttonen, A. (2017). Zuhang Language Vitality. A sociolinguistic survey based on the ELDIA EuLaViBar Model [Master thesis]. University of Helsinki.
  • Aslan, T. (2006). Hemşinlilerde Sosyal Yapı ve Kültürel Kimlik [Master thesis]. Istanbul University.
  • Berardi-Wiltshire, A. (2017). Parental ideologies and family language policies among Spanish-speaking migrants to New Zealand. Journal of Iberian and Latin American Research, 23(3), 271-285.
  • Bezcioğlu-Göktolga, I., & Yağmur, K. (2022). Intergenerational differences in family language policy of Turkish families in the Netherlands. Journal of Multilingual and Multicultural Development, 43(9), 891–906.
  • Brenzinger, M., Yamamoto, A., Aikawa, N., Koundiouba, D., Minasyan, A., Dwyer, A., Grinevald, C., Krauss, M., Miyaoka, O., Sakiyama, O., Smeets, R. & Ofelia, Z. (2003). Language vitality and endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10-12 March 2003.
  • Büyükkantarcıoğlu, S. N. (2014). Some Socio-Psychological And Sociıo-Cognitive Notes on the Gagauz Language in Atu Of Gagauzia. Tehlikedeki Diller Dergisi-ISSN: 2148-130X, 3(1).
  • Büyükkürkciyan, T. (2011). Hemşinlilerde Unutarak ve Gizlenerek Var Olmak [Master thesis]. Istanbul Bilgi University.
  • Canagarajah, Suresh A. (2008). Language shift and the family: Questions from the Sri- Lankan Tamil diaspora. Journal of Sociolinguistics 12(2), 143-176.
  • Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24(4), 369– 384.
  • Clyne, M. G. (1991). Community languages: the Australian experience. Cambridge: Cambridge University Press.
  • Cummins, J. (1991). Introduction. The Canadian Modern Language Review, 47(4), 601– 605
  • Cummins, J. (2005). A Proposal for Action: Strategies for Recognizing Language Competence as a Learning Resource within the Mainstream Classroom. Modern Language Journal, 89, 585–591.
  • Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8, 351–375.
  • Curdt-Christiansen, X. L. (2013). Family language policy: sociopolitical reality versus linguistic continuity. Language policy, 12(1).
  • Curdt-Christiansen, X. L. (2018). Family Language Policy. In J. Tollefson, and M. Perez- Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp.420–442). Oxford: Oxford University Press.
  • De Cat, C. (2021). Socio-economic status as a proxy for input quality in bilingual children? Applied Psycholinguistics, 42, 301–324.
  • Dağdeviren Kırmızı, G. (2021). “Gagauzya Between the Past and Tomorrow: An Analysis of Linguistic Landscape.” Türk Bilig 2: 241–252.
  • Dağdeviren Kırmızı, G., and K. İnan. (2022). “‘They are Asking Me Why I Am Speaking Gagauz’: Family Language Practices and the Level of Linguistic (in) Security of Adolescents Speaking an Endangered Language.” Journal of Multilingual and Multicultural Development,1–17.
  • Dağdeviren Kırmızı, G. (2023). Family language policy in an endangered heritage language context: Gagauz mothers’ perspectives. Journal of Multilingual and Multicultural Development, 1-17.
  • Eberhard, D. M., Simons, G.F. & Fennig, C. D. (Eds.) (2023). Ethnologue: Languages of the World, 26th edition. Dallas, Texas: SIL International
  • Ecke, P. (2004). Language attrition and theories of forgetting: A cross-disciplinary review. International Journal of Bilingualism, 8(3), 321-354.
  • Edwards, J. (1985). Language, society and identity. Oxford and New York: Basil Blackwell.
  • Edwards, J. (1992) Sociopolitical aspects of language maintenance and loss: Towards a typology of minority language situations. In W. Fase, K. Jaspaert and S. Kroon (eds), Maintenance and Loss of Minority Languages (pp. 37 54). Amsterdam: John Benjamins.
  • Edwards, J. (2006). Language attitudes. In Brown (Ed.), Encyclopedia of Language & Linguistics (pp.324–331). Elsevier.
  • Farr, J., Blenkiron, L., Harris, R., & Smith, J. A. (2018). It’s My Language, My Culture, and it’s Personal! Migrant Mothers’ Experience of Language Use and Identity Change in Their Relationship With Their Children: An Interpretative Phenomenological Analysis. Journal of Family Issues, 39(11), 3029-3054.
  • Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters.
  • Fishman, J. A. (2001). 300-plus Years of Heritage Language Education in the United States. In J. K. Peyton, D. A. Ranard, and S. McGinnis (Eds.), Heritage Languages in America: Preserving a National resource (pp.81–98). Washington, DC: Center for Applied Linguistics & DeltaSystems.
  • Garibova, J. & Zeynalov, I. (2023). Language change, language attrition and ethnolinguistic vitality of Khinalug in Azerbaijan: Is the quietly approaching threat reversible? JofEL/TDD, 13(22).
  • Grenoble, L. A. and L. J. Whaley (2006). Saving languages: An introduction to language revitalization. Cambridge: Cambridge University Press.
  • Karan, M. E. (2011) Understanding and forecasting Ethnolinguistic Vitality. Journal of Multilingual and Multicultural Development, 32 (2), 137-149.
  • Kaya, N. (2014). Hopa Hemshinlis: History, language and identity (Master thesis).
  • Sabancı University.
  • Kheirkhah, M., & Cekaite, A. (2015). Language maintenance in a multilingual family: Informal heritage language lessons in parent–child interactions. Multilingua, 34(3), 319-346.
  • King, K., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International journal of bilingual education and bilingualism, 9(6), 695-712.
  • King, K. A., Fogle, L., & Logan‐Terry, A. (2008). Family language policy. Language and linguistics compass, 2(5), 907-922.
  • Kravin, H. (1992). Erosion of a language in bilingual development. Journal of Multilingual and Multicultural Development, 13, 307–325.
  • Lao, C. (2004). Parents’ attitudes toward Chinese-English bilingual education and Chinese language use. Bilingual Research Journal, 28(1), 99–121.
  • Lewis, M. Paul, & G. F. Simons (2010). Assessing endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique, 55, 103-20.
  • Li, G. (2006). Biliteracy and trilingual practices in the home context: Case studies of Chinese Canadian children. Journal of Early Childhood Literacy, 6(3), 355–381.
  • Lising, L. (2022). “I want her to be able to think in English”: challenges to heritage language maintenance in a monolingual society. Multilingua, 41(5), 549-569.
  • Margaryan, A., Harutyunyan, A., Khachatryan, Z., Khudoyan, A., & Yepiskoposyan, L. (2012). Paternal Lineage Analysis Supports an Armenian Rather Than a Central Asian Genetic Origin of the Hamshenis. Human Biology, 84(4), 405 422.
  • Moseley, C. (2010). Atlas of the World’s Languages in Danger. Third Edition. Paris: UNESCO. Online version. Accessed September 14 2015. http://www.unesco.org/new/en/communication-and-information/access-to knowledge/ linguistic-diversity-and-multilingualism-on-internet/atlas-of languages- in-danger/.
  • Özkan, M. (2017). Hemşin Öyküleri. İstanbul: Aras Yayıncılık.
  • Özkan, M. (2023). Hamşentsnag/Hemşince: A Grammar Book of Hemşince. İstanbul: Aras Yayıncılık.
  • Özsoy, A. S. (2017). The Death of a Language: The Case of Ubykh. In Endangered Languages of the Caucasus and Beyond (pp. 151-165). Brill.
  • Pauwels, A. (2004). Language maintenance. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 719–737). Maldon: Blackwell.
  • Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147-164.
  • Pınarbaşı, E. (2017). Sosyo-Politik Tutum ve Davranışların Sosyal Dışlanma Kavramı Ekseninde İncelenmesi: Hopa Örneği. Karadeniz Araştırmaları, 14 (56), 1-23
  • Prevoo, M. J., Mesman, J., Van Ijzendoorn, M. H., & Pieper, S. (2011). Bilingual toddlers reap the language they sow: ethnic minority toddlers' childcare attendance increases maternal host language use. Journal of Multilingual and Multicultural Development, 32(6), 561-576.
  • Prevoo, M. J., Malda, M., Mesman, J., Emmen, R. A., Yeniad, N., van Ijzendoorn, M. H.,&Linting, M. (2014). Predicting ethnic minority children’s vocabulary from socioeconomic status, maternal language and homereading input: Different pathways for host and ethnic language. Journal of Child Language, 41, 963–984.
  • Rothman, J. (2009). Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages. International journal of bilingualism, 13(2), 155-163.
  • Rumberger, R. W., & Larson, K. A. (1998). Toward explaining differences in educational achievement among Mexican American language-minority students. Sociology of education, 71, 68-92.
  • Sallabank, J. (2011). Endangered Languages. In R. Wodak, B. Johnstone, and P. E. Kerswill (eds.), The SAGE Handbook of Sociolinguistics (pp. 496–513). London: Sage.
  • Schiffman, H., & Ricento, T. (2006). Language policy and linguistic culture. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp.111-125). USA: Blackwell Publishing
  • Schwartz, M. (2008). Exploring the relationship between family language policy and heritage language knowledge among second generation Russian–Jewish immigrants in Israel. Journal of Multilingual and Multicultural Development, 29(5), 400-418.
  • Schwartz, M., & Verschik, A. (eds.). (2013). Successful family language policy: Parents, children and educators in interaction. Dordrecht: Springer.
  • Simonian, H. (2007). The Hemshin: History, Society, and Identity in the Highlands of Northeast Turkey. London: Routledge.
  • Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.
  • Spolsky, B. (2012). Family language policy– the critical domain. Journal of Multilingual and Multicultural Development,33(1),3–11.
  • Tannenbaum, M., & Howie, P. (2002). The association between language maintenance and family relations: Chinese immigrant children in Australia. Journal of multilingual and multicultural development, 23(5), 408-424.
  • Tran, V. H., McLeod, S., Verdon, S., & Wang, C. (2024). Vietnamese-Australian parents: Factors associated with language use and attitudes towards home language maintenance. Journal of Multilingual and Multicultural Development, 45(2), 489- 506.
  • Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic teaching professionals. In O. Kagan & B. Rifkin (Eds.), The learning and teaching of Slavic languages and cultures (pp. 375-403). Bloomington, IN: Slavica.
  • Vaux, B.& Hachikian, H. (1996). The Black Sea Armenians. Manuscript, Harvard University.
  • Vaux, B. (2007). Homshetsma: The language of the Armenians of Hamshen. In H. H. Simonian (Ed.), The Hemshin: History, society, and identity in the Highlands of Northeast Turkey (pp. 257-278). USA and Canada: Routledge
  • Wei, L. (2012). Language policy and practice in multilingual, transnational families and beyond. Journal of Multilingual and Multicultural Development, 33(1), 1-2.
  • Yağmur, K. (2009). Language use and ethnolinguistic vitality of Turkish compared with the Dutch in the Netherlands. Journal of Multilingual and Multicultural Development, 30(3), 219–233.
  • Yenı̇Gül, A. (2021). Küreselleşen Dünyada Kaybolan Dillerin Hayatta Kalma Uğraşlarında Çevirinin Rolü: Hemşince (Ph.D. Thesis). Yıldız Teknik University, Istanbul.

Aile Dili Politikasının Araştırılması: Hemşince Konuşan Ailelerde Ebeveyn Görüşleri

Yıl 2025, Cilt: 36 Sayı: 3 - Türkiye'de Tehlikedeki Diller Özel Sayısı (Konuk Editörler: Mehmet Akkuş, Çiğdem Sağın Şimşek) / Special Issue - Endangered Languages in Turkey (Guest Editors: Mehmet Akkuş, Çiğdem Sağın Şimşek), 69 - 95, 27.01.2026

Gülay Akın

https://doi.org/10.18492/dad.1582700

Öz

Miras dillerinin korunması genellikle aile dil politikalarına (ADP) bağlıdır ve bu politikalar ebeveyn tutumları ve uygulamalarıyla biçimlenir (Fishman, 1991). Bu çalışma, Hemşince konuşurlarının ADP’yi, dilin tehdit altındaki durumuna odaklanarak araştırmaktadır. Spolsky’nin (2004) modelini kullanarak, Hopa ve Kemalpaşa’daki beş, iki dilli aile ile yapılan derinlemesine görüşmeler ve gözlemler, ADP’yi üç alanda incelemektedir: Dile karşı tutum, uygulama ve yönetim. Hemşince, Hemşinli kimliğinin bir sembolü olarak büyük ölçüde kabul görmekte, ancak ebeveyn dil politikaları değişkenlik göstermektedir. Bazı ebeveynler, Hemşinceyi kültürel koruma amacıyla sürdürmeyi önceliklendirirken, diğerleri daha iyi eğitim ve ekonomik fırsatlar için Türkçeyi vurgulamaktadır. Dil uygulamaları da farklılık göstermektedir: Bazı aileler Hemşinceyi aktif olarak kullanırken, diğerleri dilin gelecek nesillere aktarımı konusunda daha az kararlıdır. Sınırlı eğitim kaynakları da dil yönetimini daha karmaşık hale getirmektedir. Çalışma; uygulayıcılar, politikacılar ve araştırmacılar için önemli bilgiler sunmakta ve Hemşince gibi tehdit altındaki dilleri desteklemek için hem Türkiye’de hem de dünya genelinde yapılabilecek müdahale ve kaynakların gerekliliğini vurgulamaktadır.

Anahtar Kelimeler

aile dili politikası miras dil Hemşince tehlike altındaki dil dil sürdürme

Kaynakça

  • Akın, G. (2023). Ethnolinguistic Vitality of the Hemshin Language [Unpublished doctoral dissertation]. Middle East Technical University.
  • Akkuş, M. (2025). Denizin Kıyısındaki Fısıltılar: Doğu Karadeniz’de Konuşulan Tehlike Altındaki Diller. Eleştirel Pedagoji Dergisi 77, 361-370.
  • Anttonen, A. (2017). Zuhang Language Vitality. A sociolinguistic survey based on the ELDIA EuLaViBar Model [Master thesis]. University of Helsinki.
  • Aslan, T. (2006). Hemşinlilerde Sosyal Yapı ve Kültürel Kimlik [Master thesis]. Istanbul University.
  • Berardi-Wiltshire, A. (2017). Parental ideologies and family language policies among Spanish-speaking migrants to New Zealand. Journal of Iberian and Latin American Research, 23(3), 271-285.
  • Bezcioğlu-Göktolga, I., & Yağmur, K. (2022). Intergenerational differences in family language policy of Turkish families in the Netherlands. Journal of Multilingual and Multicultural Development, 43(9), 891–906.
  • Brenzinger, M., Yamamoto, A., Aikawa, N., Koundiouba, D., Minasyan, A., Dwyer, A., Grinevald, C., Krauss, M., Miyaoka, O., Sakiyama, O., Smeets, R. & Ofelia, Z. (2003). Language vitality and endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10-12 March 2003.
  • Büyükkantarcıoğlu, S. N. (2014). Some Socio-Psychological And Sociıo-Cognitive Notes on the Gagauz Language in Atu Of Gagauzia. Tehlikedeki Diller Dergisi-ISSN: 2148-130X, 3(1).
  • Büyükkürkciyan, T. (2011). Hemşinlilerde Unutarak ve Gizlenerek Var Olmak [Master thesis]. Istanbul Bilgi University.
  • Canagarajah, Suresh A. (2008). Language shift and the family: Questions from the Sri- Lankan Tamil diaspora. Journal of Sociolinguistics 12(2), 143-176.
  • Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24(4), 369– 384.
  • Clyne, M. G. (1991). Community languages: the Australian experience. Cambridge: Cambridge University Press.
  • Cummins, J. (1991). Introduction. The Canadian Modern Language Review, 47(4), 601– 605
  • Cummins, J. (2005). A Proposal for Action: Strategies for Recognizing Language Competence as a Learning Resource within the Mainstream Classroom. Modern Language Journal, 89, 585–591.
  • Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8, 351–375.
  • Curdt-Christiansen, X. L. (2013). Family language policy: sociopolitical reality versus linguistic continuity. Language policy, 12(1).
  • Curdt-Christiansen, X. L. (2018). Family Language Policy. In J. Tollefson, and M. Perez- Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp.420–442). Oxford: Oxford University Press.
  • De Cat, C. (2021). Socio-economic status as a proxy for input quality in bilingual children? Applied Psycholinguistics, 42, 301–324.
  • Dağdeviren Kırmızı, G. (2021). “Gagauzya Between the Past and Tomorrow: An Analysis of Linguistic Landscape.” Türk Bilig 2: 241–252.
  • Dağdeviren Kırmızı, G., and K. İnan. (2022). “‘They are Asking Me Why I Am Speaking Gagauz’: Family Language Practices and the Level of Linguistic (in) Security of Adolescents Speaking an Endangered Language.” Journal of Multilingual and Multicultural Development,1–17.
  • Dağdeviren Kırmızı, G. (2023). Family language policy in an endangered heritage language context: Gagauz mothers’ perspectives. Journal of Multilingual and Multicultural Development, 1-17.
  • Eberhard, D. M., Simons, G.F. & Fennig, C. D. (Eds.) (2023). Ethnologue: Languages of the World, 26th edition. Dallas, Texas: SIL International
  • Ecke, P. (2004). Language attrition and theories of forgetting: A cross-disciplinary review. International Journal of Bilingualism, 8(3), 321-354.
  • Edwards, J. (1985). Language, society and identity. Oxford and New York: Basil Blackwell.
  • Edwards, J. (1992) Sociopolitical aspects of language maintenance and loss: Towards a typology of minority language situations. In W. Fase, K. Jaspaert and S. Kroon (eds), Maintenance and Loss of Minority Languages (pp. 37 54). Amsterdam: John Benjamins.
  • Edwards, J. (2006). Language attitudes. In Brown (Ed.), Encyclopedia of Language & Linguistics (pp.324–331). Elsevier.
  • Farr, J., Blenkiron, L., Harris, R., & Smith, J. A. (2018). It’s My Language, My Culture, and it’s Personal! Migrant Mothers’ Experience of Language Use and Identity Change in Their Relationship With Their Children: An Interpretative Phenomenological Analysis. Journal of Family Issues, 39(11), 3029-3054.
  • Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters.
  • Fishman, J. A. (2001). 300-plus Years of Heritage Language Education in the United States. In J. K. Peyton, D. A. Ranard, and S. McGinnis (Eds.), Heritage Languages in America: Preserving a National resource (pp.81–98). Washington, DC: Center for Applied Linguistics & DeltaSystems.
  • Garibova, J. & Zeynalov, I. (2023). Language change, language attrition and ethnolinguistic vitality of Khinalug in Azerbaijan: Is the quietly approaching threat reversible? JofEL/TDD, 13(22).
  • Grenoble, L. A. and L. J. Whaley (2006). Saving languages: An introduction to language revitalization. Cambridge: Cambridge University Press.
  • Karan, M. E. (2011) Understanding and forecasting Ethnolinguistic Vitality. Journal of Multilingual and Multicultural Development, 32 (2), 137-149.
  • Kaya, N. (2014). Hopa Hemshinlis: History, language and identity (Master thesis).
  • Sabancı University.
  • Kheirkhah, M., & Cekaite, A. (2015). Language maintenance in a multilingual family: Informal heritage language lessons in parent–child interactions. Multilingua, 34(3), 319-346.
  • King, K., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International journal of bilingual education and bilingualism, 9(6), 695-712.
  • King, K. A., Fogle, L., & Logan‐Terry, A. (2008). Family language policy. Language and linguistics compass, 2(5), 907-922.
  • Kravin, H. (1992). Erosion of a language in bilingual development. Journal of Multilingual and Multicultural Development, 13, 307–325.
  • Lao, C. (2004). Parents’ attitudes toward Chinese-English bilingual education and Chinese language use. Bilingual Research Journal, 28(1), 99–121.
  • Lewis, M. Paul, & G. F. Simons (2010). Assessing endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique, 55, 103-20.
  • Li, G. (2006). Biliteracy and trilingual practices in the home context: Case studies of Chinese Canadian children. Journal of Early Childhood Literacy, 6(3), 355–381.
  • Lising, L. (2022). “I want her to be able to think in English”: challenges to heritage language maintenance in a monolingual society. Multilingua, 41(5), 549-569.
  • Margaryan, A., Harutyunyan, A., Khachatryan, Z., Khudoyan, A., & Yepiskoposyan, L. (2012). Paternal Lineage Analysis Supports an Armenian Rather Than a Central Asian Genetic Origin of the Hamshenis. Human Biology, 84(4), 405 422.
  • Moseley, C. (2010). Atlas of the World’s Languages in Danger. Third Edition. Paris: UNESCO. Online version. Accessed September 14 2015. http://www.unesco.org/new/en/communication-and-information/access-to knowledge/ linguistic-diversity-and-multilingualism-on-internet/atlas-of languages- in-danger/.
  • Özkan, M. (2017). Hemşin Öyküleri. İstanbul: Aras Yayıncılık.
  • Özkan, M. (2023). Hamşentsnag/Hemşince: A Grammar Book of Hemşince. İstanbul: Aras Yayıncılık.
  • Özsoy, A. S. (2017). The Death of a Language: The Case of Ubykh. In Endangered Languages of the Caucasus and Beyond (pp. 151-165). Brill.
  • Pauwels, A. (2004). Language maintenance. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 719–737). Maldon: Blackwell.
  • Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147-164.
  • Pınarbaşı, E. (2017). Sosyo-Politik Tutum ve Davranışların Sosyal Dışlanma Kavramı Ekseninde İncelenmesi: Hopa Örneği. Karadeniz Araştırmaları, 14 (56), 1-23
  • Prevoo, M. J., Mesman, J., Van Ijzendoorn, M. H., & Pieper, S. (2011). Bilingual toddlers reap the language they sow: ethnic minority toddlers' childcare attendance increases maternal host language use. Journal of Multilingual and Multicultural Development, 32(6), 561-576.
  • Prevoo, M. J., Malda, M., Mesman, J., Emmen, R. A., Yeniad, N., van Ijzendoorn, M. H.,&Linting, M. (2014). Predicting ethnic minority children’s vocabulary from socioeconomic status, maternal language and homereading input: Different pathways for host and ethnic language. Journal of Child Language, 41, 963–984.
  • Rothman, J. (2009). Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages. International journal of bilingualism, 13(2), 155-163.
  • Rumberger, R. W., & Larson, K. A. (1998). Toward explaining differences in educational achievement among Mexican American language-minority students. Sociology of education, 71, 68-92.
  • Sallabank, J. (2011). Endangered Languages. In R. Wodak, B. Johnstone, and P. E. Kerswill (eds.), The SAGE Handbook of Sociolinguistics (pp. 496–513). London: Sage.
  • Schiffman, H., & Ricento, T. (2006). Language policy and linguistic culture. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp.111-125). USA: Blackwell Publishing
  • Schwartz, M. (2008). Exploring the relationship between family language policy and heritage language knowledge among second generation Russian–Jewish immigrants in Israel. Journal of Multilingual and Multicultural Development, 29(5), 400-418.
  • Schwartz, M., & Verschik, A. (eds.). (2013). Successful family language policy: Parents, children and educators in interaction. Dordrecht: Springer.
  • Simonian, H. (2007). The Hemshin: History, Society, and Identity in the Highlands of Northeast Turkey. London: Routledge.
  • Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.
  • Spolsky, B. (2012). Family language policy– the critical domain. Journal of Multilingual and Multicultural Development,33(1),3–11.
  • Tannenbaum, M., & Howie, P. (2002). The association between language maintenance and family relations: Chinese immigrant children in Australia. Journal of multilingual and multicultural development, 23(5), 408-424.
  • Tran, V. H., McLeod, S., Verdon, S., & Wang, C. (2024). Vietnamese-Australian parents: Factors associated with language use and attitudes towards home language maintenance. Journal of Multilingual and Multicultural Development, 45(2), 489- 506.
  • Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic teaching professionals. In O. Kagan & B. Rifkin (Eds.), The learning and teaching of Slavic languages and cultures (pp. 375-403). Bloomington, IN: Slavica.
  • Vaux, B.& Hachikian, H. (1996). The Black Sea Armenians. Manuscript, Harvard University.
  • Vaux, B. (2007). Homshetsma: The language of the Armenians of Hamshen. In H. H. Simonian (Ed.), The Hemshin: History, society, and identity in the Highlands of Northeast Turkey (pp. 257-278). USA and Canada: Routledge
  • Wei, L. (2012). Language policy and practice in multilingual, transnational families and beyond. Journal of Multilingual and Multicultural Development, 33(1), 1-2.
  • Yağmur, K. (2009). Language use and ethnolinguistic vitality of Turkish compared with the Dutch in the Netherlands. Journal of Multilingual and Multicultural Development, 30(3), 219–233.
  • Yenı̇Gül, A. (2021). Küreselleşen Dünyada Kaybolan Dillerin Hayatta Kalma Uğraşlarında Çevirinin Rolü: Hemşince (Ph.D. Thesis). Yıldız Teknik University, Istanbul.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Toplumsal Dilbilim
Bölüm Araştırma Makalesi
Yazarlar

Gülay Akın 0000-0001-6272-423X

Gönderilme Tarihi 10 Kasım 2024
Kabul Tarihi 16 Eylül 2025
Yayımlanma Tarihi 27 Ocak 2026
Yayımlandığı Sayı Yıl 2025 Cilt: 36 Sayı: 3 - Türkiye'de Tehlikedeki Diller Özel Sayısı (Konuk Editörler: Mehmet Akkuş, Çiğdem Sağın Şimşek) / Special Issue - Endangered Languages in Turkey (Guest Editors: Mehmet Akkuş, Çiğdem Sağın Şimşek)

Kaynak Göster

APA Akın, G. (2026). Exploring Family Language Policy: Parental Perspectives in Homshetsma-Speaking Families. Dilbilim Araştırmaları Dergisi, 36(3 - Türkiye’de Tehlikedeki Diller Özel Sayısı (Konuk Editörler: Mehmet Akkuş, Çiğdem Sağın Şimşek) / Special Issue - Endangered Languages in Turkey (Guest Editors: Mehmet Akkuş, Çiğdem Sağın Şimşek), 69-95. https://doi.org/10.18492/dad.1582700

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Dergi DOI:10.18492/dad