The analysis of the views of Turkish children who live in Switlzerland on Turkish language and assesment of their speaking skills

The aim of this study was to determine the views of Turkish children who live in Switzerland and go to Turkish schools on Turkish language, and to analyze their speaking skills. Mixed method was applied in this study. The part in which the children's views regarding the lessons were analyzed makes up the qualitative part of the study while the part in which the children's speaking abilities were demonstrated and are affiliated with demographic features makes up the quantitative part of the study. The sample group was 30 voluntary students from Zürich, Bern, Luzern, Zug, Filibourg, Solothurn, Basel-Stadt, Basel Landschaft, St. Gallen, Aargau, Thurgau, Vaud and Geneva cantons in Switzerland during 2018-2019 school year. Both qualitative and quantitative data collecting methods were applied in the study. "Personal Information Form" was used to obtain personal information about the children and the parents, "Student Interview Form" was used to determine the children's views on Turkish, and "Speaking Skills Evaluation Form" was used to reveal their speaking skills. In order to analyze the data collected from the children, both qualitative and quantitative data analysis techniques were applied. Data collected via semi-structured interview form were analyzed by content analysis and categorical analysis. Whether the speaking skills of the children vary demographically or not was either analyzed by T-Test and One-Way Analysis of Variance (ANOVA) in situations when independent variable exhibited a normal distribution depending on the number of categories; or analyzed by Mann-Whitney U Test and Kruskal Wallis H Test in cases where the independent variable did not exhibit a normal distribution. For significant differences in ANOVA analysis, Bonferroni Test was used to determine which group or groups caused these differences. Kruskal Wallis H Test results showed no significant differences; therefore, no tests were applied to find out which group or groups caused the differences. As a result of the study, the following information was obtained: Most of the children who live in Switzerland and go to Turkish schools there stated that speaking Turkish outside home was not viewed positively by the society. They found themselves insufficient in speaking Turkish. They found it beneficial to learn Turkish language and culture, and they faced problems during Turkish language and culture lessons. They further stated that they were eager to develop their skills in Turkish language and that they learn Turkish because they preferred to learn it, not because their families wanted them to learn. It was revealed that almost all of the children see Turkish as their mother tongue. It was concluded that the children were not satisfied with the Turkish language and culture education they received at the Turkish schools and that they had problems speaking Turkish or adapting to Turkish culture when they visited Turkey. Those children also stated that knowing Turkish language helps them become more successful in the lessons in Swiss schools. The children's speaking skills were analyzed and it was shown that the speaking level average grades were average level. The children's language levels were demonstrated to be sufficient at using the vocabulary correctly within their levels, making dialogues within a framed context, telling events using appropriate sequencers, pronouncing Turkish sounds correctly, making use of vocabulary with the correct meaning of words, speaking without any preparations, speaking within the frame of a main topic, and avoiding repetitions, unintelligible sounds, and hesitations. Furthermore, the children's language levels were observed to be insufficient in terms of expressing their ideas on a certain topic, paying attention to stress and intonation while speaking, making use of appropriate linkers and conjunctions in spoken language, and structuring sentences. For the relationship between demographic features and speaking skills, gender, time allocated weekly for reading Turkish texts, the language mostly prefered online, were found to lead to statistically significant differences in the children's speaking skills scores. It was further revealed that age, type of family, educational and occupational background of the parents, the number of family members, the language used at thome, total hours of attendance to Turkish language and culture lessons, the frequency of visits to Turkey, and the time spent in Turkey on their visits were not found to lead to statistically significant differences in speaking skill scores of the children. In this context, recommendations were made to researchers, to Turkish families living in Switzerland, to those who prepare materials and content for Turkish Language and culture lessons.