Beliefs & Investment of Undergraduate Students Learning Turkish as a Foreign Language

Abstract

Considering the global and economic need for foreign language interactions, various educational institutes have incorporated foreign language teaching (FLT) into the curriculum. The languages offered include German, Arabic, Chinese, and Turkish (recently). To reconnoiter different aspects of Chinese language learning in Pakistan, research has been conducted in the context (see for example, Khan et al, 2023 and Aftab et al, 2022). However, the topical surge in learning Turkish as a foreign language (TFL) resulting from the cultural exchange programs, scholarship opportunities, Turkish dramas broadcast in Pakistan, and most significantly the strong Pak-Turk relationships have led education institutions to offer TFL at the undergraduate level. To explore the beliefs, imagined identity, and investment (Norton, 2001) of undergraduate students for TFL, a qualitative study was conducted. Since, the study probed into the beliefs, imagined identities, and investment of the students, narrative inquiries fit the objectives of the research. 4 participants volunteered to retell their experiences cogitating the temporality, sociality, and spatiality of the experience. The findings show that learners enrolled in the TFL course believed and imagined getting a better job and business opportunities, acting as a translator and diplomat with proficiency in foreign language. The learners imagined exploring educational opportunities for scholarships and higher studies in the future. Additionally, TFL learners foresee the Turkish language as a means of cultural and social identity, learning for tourism, and socialization with natives. The participants manifested these beliefs to invest in their imagined identities as TFL for professional identity, multilingual identity, and social identity. TFL beliefs and investment provide insights into learners’ perspectives and their future imagined identity in the broader scope of shifting foreign language education policy.