ABSTRACT
This chapter focuses on Turkish language teaching in Greek-Cypriot schools and adult institutes. It describes three different approaches used by Greek-Cypriots teaching. First, the Turkish as a code approach sought to depoliticise Turkish learning by decontextualising the language and disconnecting it from Turkish people, culture and from its political and emotional associations. Then localising Turkish approach took the opposite path to the first: rather than emptying the language of its cultural associations, teachers presented Turkish as part of local Cypriot life. The cosmopolitanising Turkish approach is emerged in the 2012 dataset, and it refigured Turkish as a contemporary language located in the broader context of a multilingual Europe and globalised modern world, just like any other European national language. It presents a sketch of securitisation theory and identifies several different contexts in which language teaching is substantially affected by heightened insecurity. The chapter also describes the grounds for seeing the Turkish classes as part of a larger-scale de-securitisation process.
