<\/p>\n
Ali \u0130hsan Aksamaz<\/span><\/strong><\/p>\n Giri\u015f<\/b><\/p>\n \u201cK\u00fclt\u00fcr\u201d\u00fcn ne oldu\u011fu hakk\u0131nda baz\u0131 aktarmalarda bulunmadan \u00f6nce, \u201ck\u00fclt\u00fcr\u201d kelimesinin etimolojisi \u00fczerinde k\u0131saca durmak istiyorum. T\u00fcrk\u00e7e’de kulland\u0131\u011f\u0131m\u0131z \u201ck\u00fclt\u00fcr\u201d kelimesi, \u00f6d\u00fcn\u00e7 bir kelimedir. Frans\u0131zcadan T\u00fcrk\u00e7e’ye girmi\u015ftir. Muhtemelen de Osmanl\u0131 \u00dclkesi\u2019nin \u201cBat\u0131l\u0131la\u015fma D\u00f6nemi\u201dnde al\u0131nm\u0131\u015ft\u0131r. \u201cK\u00fclt\u00fcr\u201d kelimesi, Frans\u0131zca’dan T\u00fcrk\u00e7e’ye girmi\u015f bir kelime olmas\u0131na ra\u011fmen, asl\u0131 Frans\u0131zca de\u011fildir. \u00c7e\u015fitli yaz\u0131l\u0131 kaynaklar\u0131n da belirtti\u011fi gibi, \u201ck\u00fclt\u00fcr\u201d kelimesi Latince \u201ccultura\u201ddan gelir. \u201cCultura\u201d da \u201ccolere\u201dden. \u201cColere\u201d; i\u015flemek, ekip bi\u00e7mek, \u00e7ift\u00e7ilik yapmak, yeti\u015ftirmek, oturmak, ya\u015famak, bakmak, \u00f6zen g\u00f6stermek, s\u00fcslemek, me\u015fgul olmak, kendini vermek, icra etmek, tapmak, h\u00fcrmet etmek, yapmak, ge\u00e7irmek, bakmak, himaye etmek, korumak anlamlar\u0131n gelir. (Sina Kabaa\u011fa\u00e7\/ Erdal Alova; Latince-T\u00fcrk\u00e7e S\u00f6zl\u00fck, Sosyal Yay\u0131nlar,1995, \u0130stanbul)<\/p>\n \u201cK\u00fclt\u00fcr\u201d kelimesi T\u00fcrk\u00e7e\u2019ye girmeden \u00f6nce ve daha sonra, \u201ck\u00fclt\u00fcr\u201d anlam\u0131nda \u201chars\u201d kelimesi kullan\u0131l\u0131yordu. \u201cHars\u201d kelimesi de \u00f6d\u00fcn\u00e7 bir kelimedir; Arap\u00e7a k\u00f6kenlidir. Bu kelime de \u201ctarla s\u00fcrme\u201d ile ba\u011flant\u0131l\u0131d\u0131r. Osmanl\u0131 \u00dclkesi\u2019nde, T\u00fcrk\u00e7e\u2019de \u00f6nce \u201chars\u201d ard\u0131ndan da \u201chars\u201d ve \u201ck\u00fclt\u00fcr\u201d birlikte kullan\u0131lm\u0131\u015f olmas\u0131na ra\u011fmen, T\u00fcrk Dil Kurumu, bu iki kelimenin yerine, onlar\u0131n etimolojisinden faydalanarak \u201cekin\u201d kelimesini \u00fcretmi\u015ftir. Ne var ki, \u201cekin\u201d kelimesi tutmam\u0131\u015f, bu arada \u201chars\u201d kelimesi de \u00e7ok b\u00fcy\u00fck \u00f6l\u00e7\u00fcde unutularak, \u201ck\u00fclt\u00fcr\u201d kelimesi T\u00fcrk\u00e7e\u2019ye yerle\u015fmi\u015ftir.<\/p>\n Yukar\u0131da, Latince fiil \u201ccolere\u201dnin T\u00fcrk\u00e7e kar\u015f\u0131l\u0131klar\u0131n\u0131 \u00f6\u011frenirken, asl\u0131nda \u201ck\u00fclt\u00fcr\u201d\u00fcn ne oldu\u011funa ili\u015fkin baz\u0131 ipu\u00e7lar\u0131n\u0131 da hissetmi\u015ftik. \u015eimdi \u201ck\u00fclt\u00fcr nedir\u201d sorusuna cevap arayabiliriz.\u00a0<\/b><\/p>\n K\u00fclt\u00fcr Nedir?<\/p>\n \u201cK\u00fclt\u00fcr nedir\u201d sorusuna, \u00e7e\u015fitli s\u00f6zl\u00fck ve ansiklopedilere bak\u0131larak onlarca farkl\u0131 cevap bulunabilir. Ku\u015fkusuz bu cevaplar\u0131n her biri, ifade etmek istedikleri konularla ba\u011flant\u0131l\u0131 olarak do\u011frudur. Yap\u0131lan bu \u201ck\u00fclt\u00fcr\u201d tarifleri, birbirini kapsay\u0131c\u0131 ve destekleyicidir de. \u0130steyen, bu \u201ck\u00fclt\u00fcr\u201d tariflerini desteklemek i\u00e7in de yerli ve yabanc\u0131 bir\u00e7ok yazar\u0131n \u00e7al\u0131\u015fmalar\u0131ndan al\u0131nt\u0131lar yap\u0131labilir. B\u00f6ylece de pek \u00e7ok \u015fey s\u00f6ylenebilir, uzunca bir metni de kaleme al\u0131nabilir. Gel g\u00f6r ki, b\u00fct\u00fcn bunlar, \u201ck\u00fclt\u00fcr\u201d\u00fcn bir tarifini yapt\u0131\u011f\u0131m\u0131z ve onunla ba\u011flant\u0131l\u0131 toplumsal sorunlara \u00e7\u00f6z\u00fcm yollar\u0131 \u00fcretme yolunda k\u00fc\u00e7\u00fcc\u00fck de olsa ad\u0131mlar atabildi\u011fimiz anlam\u0131na gelmez. \u00d6nemli olan, b\u00fct\u00fcn bu \u201ck\u00fclt\u00fcr\u201d tariflerinin hangi ama\u00e7la aktar\u0131ld\u0131\u011f\u0131d\u0131r.<\/p>\n \u0130ki \u201ck\u00fclt\u00fcr\u201d tarifini aktarmak istiyorum. \u0130lki \u015f\u00f6yle: \u201cTarihsel, toplumsal geli\u015fme s\u00fcreci i\u00e7inde yarat\u0131lan b\u00fct\u00fcn maddi ve manevi de\u011ferler ile bunlar\u0131 yaratmada, sonraki nesillere iletmede kullan\u0131lan, insan\u0131n do\u011fal ve toplumsal \u00e7evresine egemenli\u011finin \u00f6l\u00e7\u00fcs\u00fcn\u00fc g\u00f6steren ara\u00e7lar\u0131n b\u00fct\u00fcn\u00fc, hars, ekin. Di\u011fer tarifi ise \u015f\u00f6yle: \u201cBireyin kazand\u0131\u011f\u0131 bilgi.\u201d (www.tdk.gov.tr<\/a>)<\/p>\n Tebli\u011f konumla ba\u011flant\u0131l\u0131 olarak, bence, z\u0131mnen; ilk tarif \u201ck\u00fclt\u00fcrel zenginli\u011fimizi\u201d, ikinci tarif de bu \u201ck\u00fclt\u00fcrel zenginli\u011fin\u201d korunup geli\u015ftirilerek gelecek ku\u015faklara \u00e7a\u011fda\u015f bir yakla\u015f\u0131mla aktar\u0131lmas\u0131na katk\u0131da bulunabilecek \u201cbilgi\u201dye i\u015faret etmektedir. \u00a0<\/b><\/p>\n \u201cK\u00fclt\u00fcrel Zenginli\u011fimiz\u201d<\/p>\n Dil, k\u00fclt\u00fcr\u00fcn temel unsurudur.\u00a0Burada, \u201ck\u00fclt\u00fcrel zenginli\u011fimiz\u201d ifadesini, \u201cT\u00fcrkiye\u2019nin anadil zenginli\u011fi\u201d anlam\u0131nda kullan\u0131yorum. \u201cK\u00fclt\u00fcr\u201d kelimesi, nas\u0131l Frans\u0131zca yolu ile T\u00fcrk\u00e7e\u2019ye girmi\u015f Latince \u00f6d\u00fcn\u00e7 bir kelime ise, \u201czengin\u201d kelimesi de Fars\u00e7a\u2019dan T\u00fcrk\u00e7e\u2019ye girmi\u015f \u00f6d\u00fcn\u00e7 bir di\u011fer kelime. O halde, \u201ck\u00fclt\u00fcrel zenginlik\u201d ne demektir? Sizleri 2004 y\u0131l\u0131n\u0131n 7 Haziran\u2019\u0131na g\u00f6t\u00fcrmek istiyorum. Hat\u0131rlanaca\u011f\u0131 gibi;\u00a0 TRT, bu tarihte Bo\u015fnak\u00e7a ile be\u015f anadildeki yay\u0131nlar\u0131na ba\u015flad\u0131. Ku\u015fkusuz, TRT\u2019nin bu anadillerle yapt\u0131\u011f\u0131 yay\u0131nlar; i\u00e7erik, s\u00fcre, yay\u0131nland\u0131klar\u0131 saatler vb. bak\u0131mlardan ele\u015ftirilebilir. Ondan \u00f6nce \u00fczerinde durulmas\u0131 gereken, TRT\u2019nin neden di\u011fer anadilleri yok sayd\u0131\u011f\u0131d\u0131r. Devlet \u0130statistik Enstit\u00fcs\u00fc\u2019n\u00fcn, anadil sonu\u00e7lar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 son n\u00fcfus say\u0131m\u0131 1965\u2019de yap\u0131land\u0131r. T\u00fcrkiye\u2019de konu\u015fulan diller \u015f\u00f6yle s\u0131n\u0131fland\u0131r\u0131yordu:<\/p>\n a) <\/b>T\u00fcrk\u00e7e D\u0130E\u2019nin \u201c\u0130sl\u00e2m Az\u0131nl\u0131k Dilleri\u201d olarak adland\u0131rd\u0131\u011f\u0131 anadillerin d\u0131\u015f\u0131nda da anadillerin bulundu\u011funu belirtmeliyim. T\u00fcrkiye\u2019deki n\u00fcfus say\u0131mlar\u0131nda hi\u00e7bir zaman dikkate al\u0131nmayan benim \u015fimdi adlar\u0131n\u0131 hat\u0131rlayabildi\u011fim anadilleri \u015f\u00f6yle: Pontus\u00e7a, Hem\u015fince, Wub\u0131h\u00e7a, Vaynakh\u00e7a (\u00c7e\u00e7en-\u0130ngu\u015f\u00e7a), Asetince (Oset\u00e7e), Avarca, Lezgice, Kumuk\u00e7a, Gazi Kumuk\u00e7a (Lak\u00e7a), Dargice, Kara\u00e7ay(l\u0131)-Balkarya(l\u0131)ca, Uygurca, Tatarca, K\u0131rg\u0131zca, Kazak\u00e7a, \u00d6zbek\u00e7e, Nogayca. Ayr\u0131ca ayn\u0131 kaderi payla\u015fan S\u00fcryanice de unutulmamal\u0131.<\/p>\n TRT; K\u0131rman\u00e7i, Zazaca, Bo\u015fnak\u00e7a, Arap\u00e7a ve \u00c7erkesceyi hangi k\u0131staslar\u0131 g\u00f6z \u00f6n\u00fcnde bulundurarak yay\u0131n yapmak i\u00e7in se\u00e7ti? Bunu bilemiyoruz. TRT\u2019nin, D\u0130E\u2019nin verilerini dikkate alarak bu dilleri belirledi\u011fi d\u00fc\u015f\u00fcn\u00fclebilir. Anadillere ili\u015fkin sorular\u0131n en son 1985 n\u00fcfus say\u0131mlar\u0131nda soruldu\u011funu biliyoruz. D\u0130E\u2019nin anadil sonu\u00e7lar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 en son say\u0131m ise 1965\u2019tekidir. 2000 y\u0131l\u0131nda yap\u0131lan son n\u00fcfus say\u0131mlar\u0131nda ise, anadile ili\u015fkin soru sorulmad\u0131\u011f\u0131na g\u00f6re; TRT, 1965 n\u00fcfus say\u0131m\u0131 anadil verilerini mi dikkate ald\u0131? \u015eimdi 1965 n\u00fcfus say\u0131m\u0131 anadil verilerine bir bakal\u0131m: Anadili ve ikinci dili olarak Bo\u015fnak\u00e7a\u2019y\u0131 57 bin 209 ki\u015fi; \u00c7erkesce\u2019yi 106 bin 960 ki\u015fi ve Arap\u00e7a\u2019y\u0131 533 bin 264 ki\u015fi konu\u015fuyordu. Yine ayn\u0131 y\u0131l verileriyle Lazca\u2019y\u0131 81 bin 165 ki\u015fi; G\u00fcrc\u00fcceyi 79 bin 234 ki\u015fi; Pomak\u00e7ay\u0131 57 bin 372 ki\u015fi; Arnavut\u00e7a\u2019y\u0131 53 bin 520 ki\u015fi ve Abazaca\u2019y\u0131 ise 12 bin 399 ki\u015fi anadili veya ikinci dili olarak konu\u015fuyordu. Bu rakamlar, TRT\u2019nin bir anadilini, konu\u015fan\u0131n\u0131n say\u0131s\u0131na g\u00f6re de\u011ferlendirmedi\u011fini g\u00f6steriyor. O zaman TRT\u2019nin k\u0131stas\u0131 neydi? Bunu hi\u00e7 \u00f6\u011frenemedik. E\u011fer TRT, Anadolu\u2019ya g\u00f6\u00e7men dilleri, yani Bo\u015fnak\u00e7a ve \u00c7erkesce\u2019yi dikkate al\u0131yorsa, di\u011fer g\u00f6\u00e7men dilleri olan Abazaca, Arnavut\u00e7a ve Pomak\u00e7a\u2019y\u0131 da dikkate almal\u0131d\u0131r. E\u011fer TRT, Anadolu\u2019da yerli dilleri, yani K\u0131rman\u00e7i, Zazaca ve Arap\u00e7a\u2019y\u0131 dikkate al\u0131yorsa di\u011fer yerli diller olan Lazca, G\u00fcrc\u00fc\u2019ce vb. dilleri de dikkate almal\u0131yd\u0131.\u00a0<\/b><\/p>\n \u0130lgili Kanun Ve Y\u00f6netmelikler<\/p>\n TRT\u2019nin be\u015f anadilde yay\u0131n yapmas\u0131na imk\u00e2n sa\u011flayan ilgili kanun ve y\u00f6netmelik de bir\u00e7ok a\u00e7\u0131dan ele\u015ftiriye muhta\u00e7t\u0131r. T\u00fcrkiye\u2019nin sosyal ger\u00e7ekliklerinden hareketle de\u011fil, masa ba\u015f\u0131nda ve resmi ideolojinin g\u00f6lgesinde, \u00fcstelik de Avrupal\u0131lara ho\u015f g\u00f6r\u00fcnmek i\u00e7in haz\u0131rland\u0131klar\u0131 anla\u015f\u0131l\u0131yor. DSP-MHP-ANAP H\u00fck\u00fcmeti\u2019nin haz\u0131rlad\u0131\u011f\u0131 \u201c\u00c7e\u015fitli Kanunlarda De\u011fi\u015fiklik Yap\u0131lmas\u0131na \u0130li\u015fkin Kanun\u201dun (Kanun no: 4771; Kabul tarihi: 03.08.2002- Resmi Gazete: 09.08.2002- 24841) y\u00fcr\u00fcrl\u00fc\u011fe girmesinin ard\u0131ndan, \u201cT\u00fcrk Vatanda\u015flar\u0131n\u0131n G\u00fcnl\u00fck Ya\u015famlar\u0131nda Geleneksel Olarak Kulland\u0131klar\u0131 Farkl\u0131 Dil ve Leh\u00e7elerin \u00d6\u011frenilmesi Hakk\u0131ndaki Y\u00f6netmelik\u201d (Resmi Gazete: 20.09.2002- 24882) ve \u201cT\u00fcrk Vatanda\u015flar\u0131n\u0131n G\u00fcnl\u00fck Ya\u015famlar\u0131nda Geleneksel Olarak Kulland\u0131klar\u0131 Farkl\u0131 Dil ve Leh\u00e7elerde Yap\u0131lacak Radyo ve Televizyon Yay\u0131nlar\u0131 Hakk\u0131ndaki Y\u00f6netmelik\u201d (25.01.2004 -25357)\u2019ten s\u00f6z ediyorum. Dil Nedir? Leh\u00e7e Nedir? Buna Kim, Nas\u0131l Karar Verir? Farkl\u0131 Dil ve Leh\u00e7eler\u2026\u201d\u00a0ifadesi ise, bu y\u00f6netmelikleri yazanlar\u0131n olduk\u00e7a paradoksal bir yakla\u015f\u0131m i\u00e7inde olduklar\u0131n\u0131 g\u00f6steriyor. \u201cDil\u201d ve \u201cleh\u00e7e\u201d kavramlar\u0131n\u0131n olduk\u00e7a g\u00f6receli kavramlar oldu\u011funu belirtmeliyim. Konumuzla ba\u011flant\u0131l\u0131 olarak sorarsak, bir anadilinin dil mi, leh\u00e7e mi oldu\u011funa kim, nas\u0131l karar veriyor? \u00d6rne\u011fin, K\u0131rmanci ve Zazaca dil mi, leh\u00e7e mi? Hangisi hangisinin leh\u00e7esi? \u00c7e\u00e7ence ve \u0130ngu\u015f\u00e7a ile ilgili ayn\u0131 soru sorulabilir? Ladino, \u0130spanyolca\u2019n\u0131n m\u0131, T\u00fcrk\u00e7e\u2019nin mi, \u0130branice\u2019nin mi leh\u00e7esi? Ya Adigece, Kabardeyce ili\u015fkisine ne diyece\u011fiz? Abazaca ile Abhazca ili\u015fkisi nas\u0131l a\u00e7\u0131klanacak? Dil ve leh\u00e7e ili\u015fkisine g\u00f6re, G\u00fcrc\u00fcce ile Lazca, Hem\u015fince ile Ermenice, Pontus\u00e7a ile Rumca aras\u0131ndaki ili\u015fki nas\u0131l tan\u0131mlanacak?<\/p>\n \u201cAma\u00e7\u201d b\u00f6l\u00fcm\u00fcndeki 1. madde, y\u00f6netmeli\u011fin amac\u0131n\u0131 \u015f\u00f6yle a\u00e7\u0131kl\u0131yor: \u201cBu Y\u00f6netmeli\u011fin amac\u0131, T\u00fcrk vatanda\u015flar\u0131n\u0131n g\u00fcnl\u00fck ya\u015famlar\u0131nda geleneksel olarak kulland\u0131klar\u0131 farkl\u0131 dil ve leh\u00e7elerin \u00f6\u011frenilmesine ili\u015fkin 1965 tarihli ve 625 say\u0131l\u0131 \u00d6zel \u00d6\u011fretim Kurumlar\u0131 Kanununa g\u00f6re a\u00e7\u0131labilecek \u00f6zel kurslar\u0131n a\u00e7\u0131l\u0131\u015f, i\u015fleyi\u015f ve denetim esaslar\u0131n\u0131 d\u00fczenlemektir.\u201d<\/p>\n Ba\u015fta, bu \u201cdil ve leh\u00e7eler\u201din adlar\u0131 yaz\u0131lmal\u0131yd\u0131. Yine bu \u201cdil ve leh\u00e7eler\u201d, madem konu\u015fuluyor, neden ve kimlere \u00f6\u011fretilece\u011fi de a\u00e7\u0131k\u00e7a belirtilmeliydi!<\/p>\n Bu y\u00f6netmeli\u011fin \u201cen ilgi \u00e7ekici\u201d maddesi, \u201cG\u00f6revlendirme\u201d ilgili olan 7. madde. \u015e\u00f6yle diyor: \u201cA\u00e7\u0131lmas\u0131na izin verilen kursta; m\u00fcd\u00fcr, m\u00fcd\u00fcr yard\u0131mc\u0131s\u0131, \u00f6\u011fretmen ve usta \u00f6\u011fretici ile di\u011fer personel g\u00f6revlendirilir. \u00c7al\u0131\u015fma izni verilecek personelin, 625 say\u0131l\u0131 \u00d6zel \u00d6\u011fretim Kurumlar\u0131 Kanunu ile\u00a0Milli E\u011fitim Bakanl\u0131\u011f\u0131na Ba\u011fl\u0131 \u00d6zel \u00d6\u011fretim Kurumlar\u0131 Y\u00f6netmeli\u011finde belirtilen nitelik ve ko\u015fullar\u0131 ta\u015f\u0131mas\u0131, T\u00fcrkiye Cumhuriyeti vatanda\u015f\u0131 olmas\u0131, Talim ve Terbiye Kurulunca belirlenen nitelik ve ko\u015fullara sahip olmas\u0131 gerekir. G\u00f6revlendirilecek personele 625 say\u0131l\u0131 \u00d6zel \u00d6\u011fretim Kurumlar\u0131 Kanununun 23 nc\u00fc maddesi ve Milli E\u011fitim Bakanl\u0131\u011f\u0131na Ba\u011fl\u0131 \u00d6zel \u00d6\u011fretim Kurumlar\u0131 Y\u00f6netmeli\u011finin ilgili madde h\u00fck\u00fcmlerine g\u00f6re \u00e7al\u0131\u015fma izni verilir\u2026\u201d<\/p>\n Bu madde, bu kadar a\u00e7\u0131klamada bulunmas\u0131na ra\u011fmen, anadillerini bilmeyen insanlara ders verecek \u00f6\u011fretmenlere ili\u015fkin somut bir bilgi vermiyor. Yak\u0131n zamana kadar yok say\u0131lan dillerde ders verecek \u00f6\u011fretmenlerin nereden sa\u011flanaca\u011f\u0131 a\u00e7\u0131k\u00e7a belirtilmeliydi. \u201cKurs Y\u00f6netmeli\u011fi\u201d, derslerde kullan\u0131lacak alfabe ve ders materyallerine ili\u015fkin de bilgi vermiyor. \u00d6rne\u011fin\u00a0derslerde \u201cKuzey Kafkasya Dilleri\u201dnin yaz\u0131m\u0131nda (Kuzey Kafkasya\u2019da oldu\u011fu gibi) \u201cKiril Alfabesi\u201dni, \u201cG\u00fcney Kafkasya Dilleri\u201dnin yaz\u0131m\u0131nda (G\u00fcrcistan\u2019da\u00a0oldu\u011fu gibi) \u201cKartuli Anbani\u201dyi ve Zazaca ve K\u0131rmanci dillerinin yaz\u0131m\u0131nda, (Orta Do\u011fu\u2019da oldu\u011fu gibi) \u201cArap Alfabesi\u201dni kullanmay\u0131 da isterlerse, ne olacak ya da \u201co b\u00f6lgelerde\u201d\u00a0haz\u0131rlanm\u0131\u015f kitaplar\u0131 aynen veya k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerle kullanmak isterlerse, yetkililerin tavr\u0131 ne olacak? B\u00fct\u00fcn bunlar, bu y\u00f6netmelikte yer alabilirdi. Bu y\u00f6netmeli\u011fin, yurtta\u015flar\u0131n ger\u00e7ekliklerinden hareketle de\u011fil, b\u00fcrokrat zihniyetle ve \u00fcstelik de ba\u015ftan savma haz\u0131rland\u0131\u011f\u0131n\u0131n bir g\u00f6stergesidir.<\/p>\n Radyo ve televizyon yay\u0131nlar\u0131 hakk\u0131ndaki y\u00f6netmeli\u011fin i\u00e7eri\u011fi daha da \u201dilgin\u00e7\u201d. Bu y\u00f6netmeli\u011fin 5. maddesinde yer alan, \u201cBu dil ve leh\u00e7elerde sadece yeti\u015fkinler i\u00e7in haber, m\u00fczik ve geleneksel k\u00fclt\u00fcr\u00fcn tan\u0131t\u0131lmas\u0131na y\u00f6nelik yay\u0131nlar yap\u0131labilir\u201d\u00a0ve \u201cBu dil ve leh\u00e7elerin \u00f6\u011fretilmesine y\u00f6nelik yay\u0131n yap\u0131lamaz\u201d\u00a0ifadesi, y\u0131llarca yasaklanan anadillere s\u00f6zde \u00f6zg\u00fcrl\u00fck vermek i\u00e7in haz\u0131rlanan bu y\u00f6netmeli\u011fin nas\u0131l yasak\u00e7\u0131 bir zihniyet ta\u015f\u0131d\u0131\u011f\u0131n\u0131 g\u00f6steriyor. \u00c7ocuklar\u0131, ruhen ve bedenen geli\u015fmeleri konusunda korumayan, gerekli tedbirleri almayan bir anlay\u0131\u015f, bu \u00e7ocuklar\u0131 anadillerine kar\u015f\u0131, vebadan uzak tutmaya \u00e7al\u0131\u015f\u0131r gibi davranmakta, kafalarda bug\u00fcn bile karantinalar olu\u015fturmaya \u00e7al\u0131\u015fmaktad\u0131r. Anadilde radyo-televizyon yay\u0131nlar\u0131n\u0131 yaln\u0131zca \u201cyeti\u015fkinlere\u201d y\u00f6nelik bir \u00e7izgide tutmaya \u00e7al\u0131\u015fmak nas\u0131l bir ruh halinin tezah\u00fcr\u00fcd\u00fcr? \u00c7ocuk yeti\u015fkin olmayacak m\u0131? Yeti\u015fkin bir zamanlar \u00e7ocuk de\u011fil miydi? G\u00fcn\u00fcm\u00fcz\u00fcn yeti\u015fkini, \u00e7ocuklu\u011funda anadilinin konu\u015fulmas\u0131n\u0131n bile \u00e7e\u015fitli \u015fekillerde yasakland\u0131\u011f\u0131n\u0131 bilmiyor mu? G\u00fcn\u00fcm\u00fcz\u00fcn \u00e7ocu\u011fu, ileride yeti\u015fkin olunca bu \u201ckomik uygulamalar\u0131\u201d sorgulamayacak m\u0131?<\/p>\n Yine ayn\u0131 maddede yer alan,\u201d Kamu ve \u00f6zel ulusal yay\u0131n lisans\u0131 sahibi radyo ve televizyon kurulu\u015flar\u0131, bu dil ve leh\u00e7elerdeki yeniden iletim konusu yay\u0131nlar\u0131 da dahil olmak \u00fczere; radyo kurulu\u015flar\u0131 g\u00fcnde 60 dakikay\u0131 a\u015fmamak \u00fczere haftada toplam be\u015f saat, televizyon kurulu\u015flar\u0131 ise g\u00fcnde 45 dakikay\u0131 a\u015fmamak \u00fczere haftada toplam d\u00f6rt saat yay\u0131n yapabilirler.\u201d h\u00fckm\u00fc ise s\u00fcre a\u00e7\u0131s\u0131ndan da bir k\u0131s\u0131tlay\u0131c\u0131l\u0131k g\u00f6stergesidir.<\/p>\n Ayn\u0131 maddedeki, \u201cBu dil ve leh\u00e7elerin \u00f6\u011fretilmesine y\u00f6nelik yay\u0131n yap\u0131lamaz.\u201d \u015feklindeki vurgu \u00fczerinde uzunca d\u00fc\u015f\u00fcnmeyi gerektiriyor. TRT\u2019nin e\u011fitim-\u00f6\u011fretime ay\u0131rd\u0131\u011f\u0131 televizyon kanallar\u0131ndan biri, \u201cTV 4\u201d, \u0130ngilizce, Frans\u0131zca, Almanca \u00f6\u011freten yay\u0131nlar yap\u0131yor. Ama bu \u00fclkenin yurtta\u015flar\u0131n\u0131n kendi anadillerini \u00f6\u011frenmelerine ve geli\u015ftirmelerine y\u00f6nelik yay\u0131nlar\u0131n yap\u0131lmas\u0131 daha ba\u015ftan engellenmeye \u00e7al\u0131\u015f\u0131l\u0131yor. TRT\u2019nin\u00a0televizyon ve radyo kanallar\u0131nda T\u00fcrkiye\u2019nin di\u011fer anadilleri de \u00f6\u011fretilebilmelidir. Bu \u00fclkenin yurtta\u015flar\u0131n\u0131n anadilleri TRT\u2019nin televizyon ve radyo kanallar\u0131nda \u00f6ncelikle \u00f6\u011fretilmelidir!<\/p>\n 5. madde \u201caltyaz\u0131 ve terc\u00fcme konusunda ise \u015f\u00f6yle diyor: \u201cBu dil ve leh\u00e7elerde yeniden iletim konusu yay\u0131nlar dahil, televizyon yay\u0131n\u0131 yapan kurulu\u015flar bu yay\u0131nlar\u0131n\u0131 i\u00e7erik ve s\u00fcre a\u00e7\u0131s\u0131ndan bire bir olmak kayd\u0131yla, T\u00fcrk\u00e7e alt yaz\u0131yla vermekle veya hemen akabinde T\u00fcrk\u00e7e terc\u00fcmesini yay\u0131nlamakla, radyo yay\u0131n\u0131 yapan kurulu\u015flar ise program\u0131n yay\u0131nlanmas\u0131n\u0131 takiben T\u00fcrk\u00e7e terc\u00fcmesini yay\u0131nlamakla y\u00fck\u00fcml\u00fcd\u00fcr.\u201d<\/p>\n Bu kadar k\u0131s\u0131tlay\u0131c\u0131 h\u00fck\u00fcmler getiren bir y\u00f6netmeli\u011fin, \u201cT\u00fcrk\u00e7e terc\u00fcmesi\u2026\u201d\u00a0ile neyi kastetti\u011fini a\u00e7\u0131k\u00e7a belirtmesi gerekirdi! \u00d6rne\u011fin; terc\u00fcmeler 1930\u2019lar\u0131n T\u00fcrk\u00e7esi\u2019yle yap\u0131l\u0131rsa ne olacak?!<\/p>\n Yar\u0131n bir g\u00fcn, bir uluslararas\u0131 firma, bu anadillerinden birinde veya hepsinde reklam haz\u0131rlay\u0131p bu anadillerdeki programlar ku\u015fa\u011f\u0131nda yay\u0131nlatmak isterse ne olacak? Y\u00f6netmelik bu konuya de\u011finmeyi unutmu\u015f!<\/p>\n 8. maddede yer alan ifade ise yurtta\u015flara g\u00fcvenmemenin a\u00e7\u0131k bir tezah\u00fcr\u00fc: \u201c\u2026 Yay\u0131n kurulu\u015flar\u0131 farkl\u0131 dil ve leh\u00e7elerde yapt\u0131klar\u0131 yay\u0131n s\u00fcresince st\u00fcdyo d\u00fczeni, mevcut logo, ses efekti ve tan\u0131t\u0131c\u0131 ses i\u015faretleri d\u0131\u015f\u0131nda simgeler yer vermemekle y\u00fck\u00fcml\u00fcd\u00fcrler. Gerekti\u011fi takdirde, sadece T\u00fcrkiye Cumhuriyeti\u2019nin simgesi niteli\u011findeki g\u00f6r\u00fcnt\u00fc ve i\u015faretler kullan\u0131labilir.\u201d<\/p>\n Ge\u00e7ici 1. madde ise \u201cteknik bir konu\u201dya de\u011finiyor: \u201cT\u00fcrk vatanda\u015flar\u0131n\u0131n g\u00fcnl\u00fck ya\u015famlar\u0131nda geleneksel olarak kulland\u0131klar\u0131 farkl\u0131 dil ve leh\u00e7elerin izleyici-dinleyici profili belirleninceye kadar bu dil ve leh\u00e7elerdeki yay\u0131n sadece kamu ve \u00f6zel ulusal yay\u0131n kurulu\u015flar\u0131 taraf\u0131ndan yap\u0131l\u0131r. \u00dcst Kurul \u00fclke \u00e7ap\u0131ndaki talepler yan\u0131nda, gerekli ara\u015ft\u0131rmalar yapt\u0131rarak izleyici-dinleyici profili \u00e7\u0131kar\u0131r.\u201d<\/p>\n Burada ge\u00e7en \u201culusal yay\u0131n\u201d tan\u0131m\u0131, \u201ctan\u0131mlar\u201d b\u00f6l\u00fcm\u00fcnde \u015f\u00f6yle a\u00e7\u0131klan\u0131yor: \u201cB\u00fct\u00fcn \u00fclkeye yap\u0131lan, radyo, televizyon ve veri yay\u0131n\u0131\u2026\u201d Ayn\u0131 b\u00f6l\u00fcm, \u201cB\u00f6lgesel Yay\u0131n\u201d kavram\u0131n\u0131 da tan\u0131ml\u0131yor:\u201d Birbirine kom\u015fu en az \u00fc\u00e7 il ve en \u00e7ok bir co\u011frafi b\u00f6lge alan\u0131n\u0131n asgari y\u00fczde yetmi\u015fine yap\u0131lan\u00a0radyo, televizyon yay\u0131n\u0131\u2026\u201d, \u201cYerel Yay\u0131n\u201d ise \u015f\u00f6yle tan\u0131mlan\u0131yor: \u201d M\u00fclki taksimat itibar\u0131yla en az bir il\u00e7e ( merkez il\u00e7e dahil) veya bir ilin alan\u0131n\u0131n en az y\u00fczde yetmi\u015fine yap\u0131lan radyo, televizyon ve veri yay\u0131n\u0131.\u201d Fark\u0131na Varamayan Sadece TRT mi?<\/p>\n Yukar\u0131da TRT\u2019nin \u201cK\u00fclt\u00fcrel Zenginli\u011fimiz\u201din fark\u0131na varamad\u0131\u011f\u0131, fark\u0131na varmak istemedi\u011fi a\u00e7\u0131k\u00e7a g\u00f6r\u00fcl\u00fcyor. Ya muhalif oldu\u011funu s\u00f6yleyen ve y\u00f6netmeye aday olduklar\u0131 iddias\u0131nda bulunanlar bu konuda ne yap\u0131yor?\u00a0 Ne yaz\u0131k ki, bu \u201cK\u00fclt\u00fcrel Zenginli\u011fimiz\u201din fark\u0131na varabilecek ve bu zenginli\u011fi koruyup geli\u015ftirecek ve gelecek ku\u015faklara aktarabilecek bir \u201ck\u00fclt\u00fcr\u201dden, bilgi birikiminden yoksunuz. Bu alanda bir \u201ck\u00fclt\u00fcr\u201d geli\u015ftirilememi\u015ftir.\u00a0 Konu bir aksesuar olarak kullan\u0131lmaya \u00e7al\u0131\u015f\u0131lmaktad\u0131r. Kal\u0131c\u0131 ve kapsay\u0131c\u0131 \u00e7al\u0131\u015fmalar yerine, an\u0131 kurtar\u0131c\u0131 l\u00e2flarla konu ge\u00e7i\u015ftirilmektedir. \u201cK\u00fclt\u00fcrel Zenginli\u011fimiz\u201din fark\u0131nda de\u011filiz. Bu fark\u0131nda olamay\u0131\u015f\u0131m\u0131z sadece T\u00fcrk\u00e7e d\u0131\u015f\u0131ndaki anadillerle s\u0131n\u0131rl\u0131 da de\u011fildir.<\/p>\n Somut \u00d6neriler<\/b><\/p>\n Ben burada, daha \u00f6nce de \u00e7e\u015fitli vesilelerle dile getirdi\u011fim \u00f6nerilerimi tekrarlamak istiyorum. Konuya taraf olan vak\u0131f, dernek ve ki\u015filerin de i\u00e7inde yer alaca\u011f\u0131 \u00f6zerk yap\u0131daki bir\u201cAnadillerini Planlama Kurumu\u201d bir n\u00fcve olarak \u00e7al\u0131\u015fmalar\u0131 ba\u015flatabilir. Anadilleri ile ilgili b\u00fct\u00fcn \u00e7al\u0131\u015fmalar\u0131 tek elden y\u00fcr\u00fctecek b\u00f6yle bir kurum \u00f6ncelikle olu\u015fturulmal\u0131d\u0131r. Bu kurum, anadillere ili\u015fkin olarak demokratik \u00f6zl\u00fc ve tel\u00e2fi edici genel bir y\u00f6netmelik haz\u0131rlamal\u0131d\u0131r. Bu ba\u011flamda, \u201danadil sorunu\u201d, anla\u015f\u0131l\u0131r ve bizim olan terimlerle tart\u0131\u015f\u0131lmal\u0131 ve bu alanda bir literat\u00fcr olu\u015fturulmal\u0131d\u0131r.<\/p>\n Daha sonra \u00f6ncelikle, \u201cT\u00fcrkiye\u2019nin di\u011fer anadilleri envanteri\u201d \u00e7\u0131kar\u0131lmal\u0131d\u0131r. Bu yap\u0131l\u0131rken, yaln\u0131zca T\u00fcrk\u00e7e ile hi\u00e7bir akrabal\u0131\u011f\u0131 olmayan anadilleri de\u011fil, Azerice, Kazak\u00e7a, K\u0131rg\u0131zca, \u00d6zbek\u00e7e, Tatarca, Uygurca gibi \u201ckimileri\u201d taraf\u0131ndan T\u00fcrk\u00e7e\u2019nin leh\u00e7eleri say\u0131lan diller de dikkate al\u0131nmal\u0131d\u0131r. Biliyoruz ki, n\u00fcfus say\u0131m sonu\u00e7lar\u0131nda ad\u0131 ge\u00e7en anadillerin en az iki kat\u0131 kadar daha anadili T\u00fcrkiye\u2019de konu\u015fulmaktad\u0131r; bunlar, ad olarak ve kullan\u0131ld\u0131klar\u0131 y\u00f6reler olarak tespit edilmelidir. Olu\u015fturulacak ilgili komisyonlar bu anadilleri i\u00e7in \u201cLatin Alfabesi\u201dne dayanan alfabeleri olu\u015fturmal\u0131d\u0131r. Ard\u0131ndan da, ilk a\u015famada en az on bin kelimelik temel T\u00fcrk\u00e7e kelime da\u011farc\u0131\u011f\u0131 tespit edilmeli ve buna g\u00f6re bu anadillerin s\u00f6zl\u00fckleri olu\u015fturulmal\u0131d\u0131r. Bu s\u00f6zl\u00fckler (varsa di\u011fer alfabeleriyle ve) Latin alfabesine dayal\u0131 alfabeleriyle\u00a0yay\u0131nlanmal\u0131d\u0131r. Yap\u0131lacak yaz\u0131l\u0131, s\u00f6zl\u00fc ve g\u00f6rsel yay\u0131nlar m\u00fcmk\u00fcn oldu\u011funca bu s\u00f6zc\u00fck da\u011farc\u0131\u011f\u0131na dayanmal\u0131d\u0131r. \u0130lk etapta ilk\u00f6\u011fretim birinci s\u0131n\u0131f \u00f6\u011frencilerinin d\u00fczeylerine uygun masal kitaplar\u0131 ve \u00e7izgi filmler radyo ve TV yay\u0131nlar\u0131nda da kullan\u0131labilecek \u015fekilde haz\u0131rlanmal\u0131d\u0131r.<\/p>\n B\u00fct\u00fcn bunlarla e\u015fzamanl\u0131 olarak, bu anadillerle ilgili \u00e7al\u0131\u015fmalar\u0131 y\u00fcr\u00fctecek, yani; masal kitaplar\u0131, ilk\u00f6\u011fretim \u00f6\u011frencilerinin d\u00fczeylerine g\u00f6re \u201csosyal bilgiler\u201d ve \u201cfen bilgisi\u201c vb. kitaplar\u0131, \u00e7izgi filmler, tiyatro eserleri, radyo- TV programlar\u0131n\u0131 haz\u0131rlay\u0131p sunacak, gazete ve dergileri yay\u0131nlayacak personelin yeti\u015ftirilmesi sa\u011flanmal\u0131d\u0131r. Bu personelin yeti\u015fmesinde, bu anadillerle ilgili ve\/ veya \u00e7al\u0131\u015fmalar yapan \u00fclkelerin akademik personelinden de faydalanabilir.<\/p>\n Ancak, b\u00fct\u00fcn bu personelin yeti\u015fmesi ve alanlar\u0131nda \u00e7al\u0131\u015fmalar yapmas\u0131 ve olu\u015facak demokratik tart\u0131\u015fma ortam\u0131ndan sonra, \u201canadil e\u011fitim- \u00f6\u011fretimi mi?\u201d, \u201canadilde e\u011fitim- \u00f6\u011fretim mi?\u201d tart\u0131\u015fmalar\u0131n\u0131n da, anadil kurslar\u0131n\u0131n da, radyo- televizyon yay\u0131nlar\u0131n\u0131n da bir anlam\u0131 olabilir. Gerek bu konularda personel yeti\u015ftirilmesi gerekse de yaz\u0131l\u0131, g\u00f6rsel, i\u015fitsel vb. her t\u00fcrl\u00fc materyalin haz\u0131rlanmas\u0131ndaki b\u00fct\u00fcn harcamalar, ku\u015fkusuz\u00a0ilgili devlet kurulu\u015flar\u0131 taraf\u0131ndan kar\u015f\u0131lanmal\u0131d\u0131r. Bu \u015fekilde hareket edildi\u011finde ve konu\u015fanlar\u0131n\u0131n say\u0131lar\u0131na bak\u0131lmaks\u0131z\u0131n, T\u00fcrkiye\u2019nin konu\u015fulan b\u00fct\u00fcn di\u011fer anadillerine ayn\u0131 mesafede durularak y\u00fcr\u00fct\u00fclecek \u00e7al\u0131\u015fmalar, demokratikle\u015fme yolunda \u00f6nemli kazan\u0131mlar sa\u011flayabilir, yurtta\u015fl\u0131k ba\u011flar\u0131n\u0131n peki\u015ftirilmesine katk\u0131da bulunabilir ve \u201cetnik\u201d aidiyetleri temel alan \u00f6rg\u00fctlenmelerin \u00f6n\u00fcne ge\u00e7ebilir.( 16 May\u0131s 2008)\u00a0<\/b><\/p>\n Konu ile \u0130lgili ve Yazan\u0131n \u00d6nerdi\u011fi Okumalar: (*) Sanat Cephesi<\/b> taraf\u0131ndan d\u00fczenlenen ve \u0130stanbul Mezopotamya K\u00fclt\u00fcr Merkezi<\/b> salonunda ger\u00e7ekle\u015ftirilen K\u00fclt\u00fcr- Sanat Konferans\u0131<\/b>nda 17 May\u0131s 2008 Cumartesi g\u00fcn\u00fc yap\u0131lan konu\u015fman\u0131n dayand\u0131\u011f\u0131 metnidir.<\/p>\n","protected":false},"excerpt":{"rendered":" Ali İhsan Aksamaz Giriş “Kültür”ün ne olduğu hakkında bazı aktarmalarda bulunmadan önce, “kültür” kelimesinin etimolojisi üzerinde kısaca durmak istiyorum. Türkçe’de kullandığımız “kültür” kelimesi, ödünç bir kelimedir. Fransızcadan Türkçe’ye girmiştir. Muhtemelen de Osmanlı Ülkesi’nin “Batılılaşma Dönemi”nde alınmıştır. “Kültür” kelimesi, Fransızca’dan Türkçe’ye girmiş bir kelime olmasına rağmen, aslı Fransızca değildir. Çeşitli yazılı kaynakların da belirttiği gibi, 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\nb<\/b>)<\/b> \u201c\u0130sl\u00e2m Az\u0131nl\u0131k Dilleri\u201d: Abazaca, Acemce, Arap\u00e7a, Arnavut\u00e7a, Bo\u015fnak\u00e7a, \u00c7erkesce, G\u00fcrc\u00fcce, K\u00fcrt\u00e7e, K\u0131rmanca, K\u0131rda\u015f\u00e7a, Lazca, Pomak\u00e7a, Zazaca
\nc<\/b>)<\/b> <\/b>\u201cDi\u011fer Az\u0131nl\u0131k Dilleri\u201d: Ermenice, Yahudice, Rumca
\nd<\/b>)<\/b> \u201cAnglo Sakson Dilleri\u201d: Almanca, Flamanca, \u0130ngilizce
\ne<\/b>)<\/b> \u201cLatin Dilleri\u201d: Frans\u0131zca, \u0130spanyolca, \u0130talyanca
\nf<\/b>)<\/b> \u201cSlav Dilleri\u201d: Bulgarca, \u00c7ek\u00e7e, H\u0131rvat\u00e7a, \u0130sve\u00e7\u00e7e, Leh\u00e7e, Romence, Rus\u00e7a, S\u0131rp\u00e7a
\ng<\/b>)<\/b> \u201cDi\u011fer Diller\u201d: Bilinmeyen<\/p>\n
\n\u201c\u0130zleyici-dinleyici profili\u201d hangi k\u0131staslara g\u00f6re \u00e7\u0131kart\u0131lacak? T\u00fcrkiye\u2019nin b\u00fct\u00fcn anadillerinin \u015fu ya da bu oranda\u00a0\u00fclkenin hemen her yerinde konu\u015fuldu\u011funu biliyoruz. \u201c\u0130zleyici-dinleyici profili\u201d \u00e7al\u0131\u015fmalar\u0131ndan, anadiller aleyhine \u00e7\u0131kacak her t\u00fcrl\u00fc sonucun bir\u00e7ok bak\u0131mdan \u015faibeli olaca\u011f\u0131na ku\u015fku yok. \u00a0<\/b><\/p>\n
\n– Aksamaz, Ali \u0130hsan: (2002), \u201cYerel Diller\u201d: Anadilleri Ya\u015fatmak M\u0131? \u00d6ld\u00fcrmek Mi?, \u201cSorun Polemik Dergisi\u201d, Say\u0131 5, K\u0131\u015f, \u0130stanbul.
\n– Aksamaz, Ali \u0130hsan: (2003), \u201cDo\u011fu Karadeniz\u2019de Resm\u00ee \u0130deolojiler Ku\u015fatmas\u0131\u201d, Sorun Yay\u0131nlar\u0131, \u0130stanbul.
\n– Aksamaz, Ali \u0130hsan, vd.: (2005), \u201cAnadilde E\u011fitim ve Az\u0131nl\u0131k Haklar\u0131, 1. Bask\u0131, Sorun Yay\u0131nlar\u0131, \u0130stanbul.
\n– Aksamaz, Ali \u0130hsan (2007): \u201cT\u00fcrkiye\u2019nin Anadil Zenginli\u011fi\u201d: Bo\u011fazi\u00e7i \u00dcniversitesi Sosyal Hizmet Kul\u00fcb\u00fc 6. \u0130nsan Haklar\u0131 Sempozyumu: http:\/\/www.kolkhoba.org\/makaletrk6.htm<\/a><\/p>\n