Social studies teachers' views on language pollution in terms of national consciousness

Culture, the sum of the material and spiritual values developed by societies throughout history, is a dynamic structure that emerges as a result of human interaction with its environment. Culture, which shapes individuals' identities and social structures, maintains its continuity by being passed down from generation to generation. In this process, language plays a central role as the carrier and medium of cultural codes. Language degradation is a problem that can threaten cultural continuity. In recent years, language pollution has been increasing, particularly with the proliferation of words of foreign origin, damaging the natural structure of the Turkish language in areas such as media, education, and communication. Therefore, preserving and using the language correctly should be considered not only an individual responsibility but also a social duty. The purpose of this study is to determine the views of Social Studies teachers on language pollution in terms of national consciousness. Language is one of the fundamental elements that constitute a nation's cultural identity and plays a central role in the transmission of social memory. However, the use of foreign words in Turkish, semantic shifts under the guise of simplification, and structural distortions due to factors such as globalization, technology, and media have brought about the problem of language pollution. The study employed a qualitative, phenomenological design. Data were collected using a semi-structured interview form developed by the researcher. Volunteer face-to-face interviews were conducted with 11 Social Studies teachers working at various middle schools in the city center of Elazığ. With the participants' permission, the interviews were recorded with a voice recorder and later transcribed and analyzed using content analysis. Participants believed that there is a strong connection between language and culture. Therefore, it is impossible to convey Turkish history and culture without using accurate and effective Turkish. Language is the most important component reflecting identity. Participants mentioned the significant pollution of the Turkish language, and the media and the internet were the primary causes of this pollution. Another contributing factor to this language pollution was the weakening of the reading culture. Participants also emphasized that Social Studies teachers, due to their responsibility as transmitters of Turkish history and culture, should make it their duty to preserve the Turkish language. According to participants, the pollution of the language, which is an integral part of national heritage, leads to the degeneration of national culture. Language degradation will weaken cultural values passed down to the future and create gaps between generations. Participants emphasized the importance of addressing language pollution, which paves the way for multifaceted social problems such as alienation, cultural contamination, the erosion of values, and intergenerational conflict.