Abstract
Turkish instruction has entered the school system in Berlin in the 1980s as a response to the increase in the school-age children within the Turkish community. In neighborhoods with a high population of Turkish residents, schools at various levels have come to offer Turkish as an elective foreign language. Moreover, Turkish is offered as one of the subjects on the secondary school finishing exams (MSA) and beyond that, the university prep programs (Abitur) in some high schools. My focus in this paper is one such school in the district of Kreuzberg, with an overwhelming majority of its student body Turkish in descent. Reporting on classroom ethnography in a 9th grade Turkish class, I focus on two major discourses in circulation: the standard Turkish discourse and the Ottoman Turkish discourse. Through microethnographic analysis, I demonstrate how these discourses are constructed, enacted, and received in the Turkish classroom.
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