Akademik Veri Yönetim Sistemi
Psycholinguistics, cilt.36, sa.2, ss.147-170, 2024 (ESCI)
Purpose. This study investigates the sociopsycholinguistic dynamics among Kurdish native speakers who are proficient in Turkish and English, focusing on English teachers and students in English Language Teaching (ELT) and English Language and Literature (ELL) programs. Participants. A total of 114 participants, aged between 18 and 55, were surveyed to explore their language use, switching behaviors, and perceptions of language in various social contexts. Results. The demographic analysis revealed a balanced representation of genders and a strong cultural homogeneity, with all participants identifying as Kurdish. The study identified distinct patterns in language use, with Kurdish primarily spoken at home (35.1%), English predominantly used at work or school (52.6%), and a mix of Kurdish and Turkish in social gatherings and with friends. Code-switching was notably frequent, with a significant portion of participants reporting often or always switching languages at home (60.5%), at work or school (43.0%), and in social settings (47.4%). The survey further highlighted the participants' perceptions of language as a reflection of social identity and power. A majority (43.0%) agreed or strongly agreed that their language use mirrors their social identity, while 56.2% concurred that language choice influences others' perceptions of their social power. These perceptions were underpinned by personal experiences and cultural influences, illustrating the profound impact of multilingualism on social interactions and identity formation. Conclusions. The insights gleaned from this research are vital for addressing issues of language preservation, fostering cultural identity, and promoting social empowerment within Kurdish-speaking communities.