Abstract
The value judgments held by teachers responsible for instructing Turkish to children of Turkish origin in Germany’s multicultural context warrant rigorous analysis. This study seeks to critically examine the role these educators play in perpetuating the Turkish language among new generations, following the mass migration of Turkish citizens to Germany since 1961, and to evaluate the impact of these value judgments on the students’ linguistic and cultural development. The value judgments of teachers are posited as a significant factor in the formation of students’ cultural identities and the preservation of their mother tongue, underscoring the profound influence of educators’ attitudes on students’ language acquisition and cultural integration. In a diverse society like Germany, the preservation and development of cultural identity among Turkish students is imperative for their social integration and personal development. This research aims to contribute to the formulation and enhancement of educational policies for teachers of Turkish abroad by elucidating the effect of teachers’ cultural value judgments on students’ value perceptions. Furthermore, this study aspires to serve as a critical reference for shaping educational strategies for children of Turkish origin in Germany. Keywords: Germany, Turkish, Bilingualism, Value Judgments, Turkish Language Teachers
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