Interview with Dr. Erkan Gürsoy
Dr. Erkan Gürsoy works at the department of German as a second language at the university of Duisburg-Essen (UDE) in Germany, and he has been involved in YLC! as a partner since the beginning of the project.
Could you describe your role and your responsibilities in the “Your Language Counts!” project?
Together with Tobias Schroedler, I took on the leadership for the UDE team within the project. Tobias was primarily responsible for overseeing the evaluation, and I supported him in an advisory capacity. We also assisted our colleague Clarissa Diekmann in formulating the questions for the HL-teachers. This group is highly marginalised and works under precarious conditions, which always makes it challenging for researchers to approach them. It was particularly important to me to gain insights in a sensitive and appreciative manner. In my view, we succeeded in doing this quite well.
Our second major task was [the compilation of] the handbook. Here, Tatjana Atanasoska took the lead in the editorial work, and again, I acted in an advisory role.
In addition, we were responsible for organising the YLC-Conference, in which I was very actively involved.
What was a particularly memorablemoment for you in the project?
I was particularly impressed by the willingness of the HS teachers to participate in this project despite their initial fears.The interviews showed us that we had succeeded in giving this unique group a voice. Afterwards, we also received very positive feedback from the teachers regarding the interviews, which were truly special moments.
Another highlight of the project was the YLC Conference. It was great to have the project team together and to meet the teachers in person. At the same time, I greatly appreciated the first meeting in Uppsala in January 2024 and the meeting in Athens in May 2025. On site we were able to discuss issues much more intensively and clarify several questions that are sometimes difficult to resolve in our online meetings.
What do you consider the greatest achievements of the project?
I always have ambivalent feelings about this. On the one hand, the project contributed to the transnationalisation of the HLE landscape, particularly regarding specific HL. On the other hand, it also revealed that social inequalities are transnational within Europe. All teachers work under extremely precarious conditions, even in places where HSE is well established.
However, the results of the student survey were very positive. They show that learners highly value this educational space and that their sense of well-being in HLE is immense. For me, this is tied to the fact that HLE is the only context in which multilingual children are seen as multilingual subjects.
Which milestones have been achieved?
I believe a major milestone was achieved by the Goethe-Institut Sweden by including HL in their work. This reflects a newly emerging interest that goes beyond foreign language teaching. At the same time, it expresses appreciation for marginalised migrant languages. This perspective demonstrates a sustainable future vision for the Goethe-Institut — one that shows interest in contemporary issues. I see this as a milestone in the European development of the Goethe-Institut, with the Swedish branch taking on a pioneering role. I hope this paradigm shift will continue at other Goethe-Institut locations and in the international promotion of German.
Further milestones include all the materials produced through the project, such as the Handbook, the Roadmap, and the platform for teachers. These are important achievements at a transnational level in relation to HLE. I believe all countries benefit from this exchange, including those where HLE is already well established.
The “Your Language Counts!” Conference took place at the University of Duisburg-Essen at the end of January. How did the preparations and the event itself go? What was your personal highlight?
A personal highlight was coming together in a shared space — especially with the teachers, but also with the project team. The preparations and realization of the event were intensive, but everything went very well. Unfortunately, fewer participants attended than expected, but during the conference I realised that the teachers were actually very pleased about this. The workshops took place in smaller groups, which made it possible to work and exchange ideas more intensely.
What impact can “Your Language Counts!” have in the future, or what impact do you hope for?
“Your Language Counts!” is a European project — a European initiative with European exchange. I think it's beneficial not only to think within one’s own national context, but also within this broader European space.
I hope, and I am convinced, that it will be important in the future to continually draw on such a European project. Over the next five to ten years, “Your Language Counts!” will serve as a reference point and a resource for further developing HLE in the participating countries and across Europe more broadly.
How did “Your Language Counts!” influence public awareness of HL and HLE? How could this be continued and how can HLE be further supported?
I would prefer to answer this question based on the interview data and in relation to the feedback from the teachers. HLE remains marginalised, and it would be an illusion to believe that the project alone has created universal appreciation for heritage or migrant languages. I believe it will be an ongoing challenge to continually present arguments that secure the long-term existence of HLE.
As far as HLE is concerned, I would like to refer to statements made by teachers who thought that we wouldalso develop HSU formats that take into account fourth or fifth-generation children, for whom the majority language has also become the family language, but for whom preserving the language of migration is still important. What does it mean when children understand the language but are afraid to speak it because their own community says, for example, that their Turkish sounds German? I believe that this next generation is increasingly experiencing discrimination from both mainstream society and older migrants, which naturally undermines their self-confidence. For me, it is essential to open HLE to these later generations as well, to consider empowerment, and to support children in speaking again.
Furthermore, it is important to show that multilingualism does not mean mastering two languages separately in the national language, but that multilingualism is a fluid concept and that it is completely fine, for example, to speak Turkish with a Swedish accent. I see a lot of potential here. The didactics of language maintenance also need further development, as we do not yet have a fully established approach.
Is there anything else you would like to share with us?
I would like to thank the Goethe-Institut Sweden, especially Sabine Brachmann-Bosse.Thank you for giving this topic such careful consideration and for extending such a warm invitation.It was truly wonderful. When I asked Tobias, he immediately agreed to join as well. Tatjana also accepted with great enthusiasm, and we were very fortunate to have Clarissa Diekmann as a colleague.
These were very intensive but also highly productive years, and I am simply grateful to have contributed and been part of the team.
The Interview was conducted by Carmen Bozzetta in February 2026.
Could you describe your role and your responsibilities in the “Your Language Counts!” project?
Together with Tobias Schroedler, I took on the leadership for the UDE team within the project. Tobias was primarily responsible for overseeing the evaluation, and I supported him in an advisory capacity. We also assisted our colleague Clarissa Diekmann in formulating the questions for the HL-teachers. This group is highly marginalised and works under precarious conditions, which always makes it challenging for researchers to approach them. It was particularly important to me to gain insights in a sensitive and appreciative manner. In my view, we succeeded in doing this quite well.
Our second major task was [the compilation of] the handbook. Here, Tatjana Atanasoska took the lead in the editorial work, and again, I acted in an advisory role.
In addition, we were responsible for organising the YLC-Conference, in which I was very actively involved.
What was a particularly memorablemoment for you in the project?
I was particularly impressed by the willingness of the HS teachers to participate in this project despite their initial fears.The interviews showed us that we had succeeded in giving this unique group a voice. Afterwards, we also received very positive feedback from the teachers regarding the interviews, which were truly special moments.
Another highlight of the project was the YLC Conference. It was great to have the project team together and to meet the teachers in person. At the same time, I greatly appreciated the first meeting in Uppsala in January 2024 and the meeting in Athens in May 2025. On site we were able to discuss issues much more intensively and clarify several questions that are sometimes difficult to resolve in our online meetings.
What do you consider the greatest achievements of the project?
I always have ambivalent feelings about this. On the one hand, the project contributed to the transnationalisation of the HLE landscape, particularly regarding specific HL. On the other hand, it also revealed that social inequalities are transnational within Europe. All teachers work under extremely precarious conditions, even in places where HSE is well established.
However, the results of the student survey were very positive. They show that learners highly value this educational space and that their sense of well-being in HLE is immense. For me, this is tied to the fact that HLE is the only context in which multilingual children are seen as multilingual subjects.
Which milestones have been achieved?
I believe a major milestone was achieved by the Goethe-Institut Sweden by including HL in their work. This reflects a newly emerging interest that goes beyond foreign language teaching. At the same time, it expresses appreciation for marginalised migrant languages. This perspective demonstrates a sustainable future vision for the Goethe-Institut — one that shows interest in contemporary issues. I see this as a milestone in the European development of the Goethe-Institut, with the Swedish branch taking on a pioneering role. I hope this paradigm shift will continue at other Goethe-Institut locations and in the international promotion of German.
Further milestones include all the materials produced through the project, such as the Handbook, the Roadmap, and the platform for teachers. These are important achievements at a transnational level in relation to HLE. I believe all countries benefit from this exchange, including those where HLE is already well established.
The “Your Language Counts!” Conference took place at the University of Duisburg-Essen at the end of January. How did the preparations and the event itself go? What was your personal highlight?
A personal highlight was coming together in a shared space — especially with the teachers, but also with the project team. The preparations and realization of the event were intensive, but everything went very well. Unfortunately, fewer participants attended than expected, but during the conference I realised that the teachers were actually very pleased about this. The workshops took place in smaller groups, which made it possible to work and exchange ideas more intensely.
What impact can “Your Language Counts!” have in the future, or what impact do you hope for?
“Your Language Counts!” is a European project — a European initiative with European exchange. I think it's beneficial not only to think within one’s own national context, but also within this broader European space.
I hope, and I am convinced, that it will be important in the future to continually draw on such a European project. Over the next five to ten years, “Your Language Counts!” will serve as a reference point and a resource for further developing HLE in the participating countries and across Europe more broadly.
How did “Your Language Counts!” influence public awareness of HL and HLE? How could this be continued and how can HLE be further supported?
I would prefer to answer this question based on the interview data and in relation to the feedback from the teachers. HLE remains marginalised, and it would be an illusion to believe that the project alone has created universal appreciation for heritage or migrant languages. I believe it will be an ongoing challenge to continually present arguments that secure the long-term existence of HLE.
As far as HLE is concerned, I would like to refer to statements made by teachers who thought that we wouldalso develop HSU formats that take into account fourth or fifth-generation children, for whom the majority language has also become the family language, but for whom preserving the language of migration is still important. What does it mean when children understand the language but are afraid to speak it because their own community says, for example, that their Turkish sounds German? I believe that this next generation is increasingly experiencing discrimination from both mainstream society and older migrants, which naturally undermines their self-confidence. For me, it is essential to open HLE to these later generations as well, to consider empowerment, and to support children in speaking again.
Furthermore, it is important to show that multilingualism does not mean mastering two languages separately in the national language, but that multilingualism is a fluid concept and that it is completely fine, for example, to speak Turkish with a Swedish accent. I see a lot of potential here. The didactics of language maintenance also need further development, as we do not yet have a fully established approach.
Is there anything else you would like to share with us?
I would like to thank the Goethe-Institut Sweden, especially Sabine Brachmann-Bosse.Thank you for giving this topic such careful consideration and for extending such a warm invitation.It was truly wonderful. When I asked Tobias, he immediately agreed to join as well. Tatjana also accepted with great enthusiasm, and we were very fortunate to have Clarissa Diekmann as a colleague.
These were very intensive but also highly productive years, and I am simply grateful to have contributed and been part of the team.
The Interview was conducted by Carmen Bozzetta in February 2026.