Abstract
This study tried to determine the errors in writing samples to clarify the proficiency and deficiency of writing in the mother tongue of Turkish children who live in France. Participants in the study included 25 students who studied Turkish and Turkish culture at the level of primary and secondary public schools in Lyon, France. In the research, document analysis method was used within the framework of the qualitative research model. Twenty-five writing papers collected after a writing task assigned by Turkish and Turkish culture teachers during the class including 4,695 words, constitute the data set of the research. Writing samples obtained from students were accepted as documents and subjected to content analysis. Content analysis was done through Nvivo 12 qualitative data analysis program, which is frequently used in qualitative research. Within the scope of the research, a total of 1669 error codes were obtained in four categories from the documents. It was seen that the highest number of errors occurred in the category of writing errors with the error code 656, followed by spelling errors with the error code 622, inter-language transfer errors with the error code 248, and punctuation errors with the error code 143. The result is that students in France should go through a more qualified learning process in their native language writing skills.
Highlights
Teaching Mother Tongue in EuropePeople have been displaced for many reasons throughout the history
Determination of The Writing Errors of Bilingual Turkish Students in France (Example of Lyon) V.Halitoğlu tendency for the second- and third-generation children to forget their mother tongue, and they have been oriented towards a second language since there have been less number of environments to use their mother tongue (Ozdemir, 2016; Pilanci, 2009)
It is observed that the difficulties in writing Turkish letters are overcome with the closest letters available in the second language, and the vowel harmony rule cannot be used properly despite the vowels in Turkish
Summary
Teaching Mother Tongue in EuropePeople have been displaced for many reasons throughout the history. According to the International Organization for Migration's report, the migrants were identified as refugees, victims of their cultural roots, or internally displaced persons (IOM, 2004), and as being interchangeable with economic reasons. After the signing of the first international migration treaty between Turkey and France in 1965, Turks started their departure for France (Yardim, 2017). A number of transition models and instructional programs have been introduced in Europe in the interest of immigrant children, to teach the language of the host country and to ensure the language adjustment of immigrant children. These can generally be expressed as follows (Baldik, 2018):
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