PiLOT PEN ~ Suki | Korea'lı Ayla Kerokerokeroppi - ACT 1

Language Adoption: Influence of Kazak on Learning & Development

click on the picture to watch it on youtube

SONGLINE: Ayla

YER: Auburn, Wombatistan

>>> aus terӧr, education fail, language adoption, language calibration

0097 SUKi-01 | 1:22 | 18 Jun 2021

>>> chain-linked item : study series

There was a notable increase in the adoption of words influenced from the Kazak direction in this series. Two main motivators drove this decision:

1. Kazak words resonated more deeply with me compared to their Türkiyenli equivalents, which felt foreign and unfamiliar. This is always the primary motivation. I'm only choosing words where the [meaning] is recognised & the passage of sound is closer-too-home for me. When I run into Türkiyenli words that are foreign to me, I don't feel any belonging with them. There is a clear signal that demonstrates «this is not from-of-me» - because my parents didn't use those words in the home. Those kind of words, are without meaning. It's not possible to break down the sounds to guess what they could mean. They are foreign & modern adoptions. Whether or not they are identified as Türk, is inconsequential. THey are just foreign to me, foreign to my family - in a «not from-of-my-tribe/clan» kind of way. It's evident my family's tongue, migrated from the far-east & further out. North of the Caucus, north of the Black Sea & Central Asia.

2. An adaptive process related to language calibration that's necessary for my learning style. I recognised words, but realised I had to pronounce them with an (s) instead of (ş). This transition connected the two sounds, revealing how they overlap. The difficulty of shifting from (ş-->s) contrasted with the ease of moving from (s-->ş), illustrating that (s) was always part of (ş). Geographically, (s) represents the north-east (towards Kazakhstan), while the direction of (ş) comes from the west (Türkiye). This directional mapping highlights how these sounds relate and diverged over time. This consciousness, makes me know I need to track this consonant phenomena, because there will be oher deviations that start to shape-shift into;
(ç, z, j ..and MORE!). The same phenomenon occurs with the adoption and recognition of suffixes. My map is based on the observations of my own journey through the languages, according to how I've encoded with Latin. Other people's maps will look different thorugh Latin, though the common sound clusters will be located in similar positions within the mouth, sharing similar (tongue, throat, nasal etc) dynamics.

I need to keep the rest of my notes brief in this series, focusing only on documenting the words and passages adopted. This exercise caused significant shifts in prosody. Although the timing felt awkward for me at times, it was an essential part of my language learning journey, which differs from traditional methods focused on rote consumption of vocabulary and grammar rules. That approach suits my brother and mother's learning style. I can't do that, because I need to process sounds through meanings I already understand - which requires flexible plasticity.

On the contextual side of the expression, it's a cultural commentary account of my best friend Suki & how that friendship forged a bond with Korea. The story of the Korean Ayla connected to Türkiye, reminded me of Suki. I noticed children in Central Asia playing the same game of jacks that Suki taught me. I was shocked when I saw that, because the children were using the same movements - because it was the same game. We shared a common ancestor. I also know the pen-twirling techniques Suki shared with me, will symbolize another form of directional connection like that. She was the only person of my kind I encountered. Her departure was a deep loss, but I dearly hoped she found significantly greener pastures.

stocktake:
bas'ştaltılan
bredtık
saç'ak
nemese'neyse kez kel'gen b'olur'durattaan
saç'şları sığır'lattaan büzüş'türdürütjü
ılğaldı'lığı
büyük'sşekdikte alteqay'da daha xoşum
iç'işki

>>> ACT 1 - Language Adoption: Influence of Kazak on Learning & Development [YOU ARE HERE]
>>> ACT 2 - When Education Falls Short: A Cultural Critique of Teaching Quality
>>> ACT 3 - From Math Misery to Toilet Woes: The Absurdity of Learning Calculus
>>> ACT 4 -  Left With The Crumbs: Navigating Loss and Learning In A Transient World

~ My Name Is Ayça, get used to it

<<<PREVIOUS | HOME | NEXT>>>