Didem Havlioglu knows that language study offers students more than just classroom learning — it fosters a deep, personal connection with different cultures. Reflecting on her experiences of learning English as a child in Turkey, the associate professor of the practice with the Department of Asian and Middle Eastern Studies (AMES) and coordinator of the Turkish program, understands the benefits go beyond grammar and vocabulary.
“There is an entire world outside our individual and immediate communities,” she shares, “and learning another language is the most genuine, direct and authentic way for individuals to connect with one another.
As we learn to communicate in a language other than our own, we often find so many similarities in shared experiences that our differences are quickly overshadowed.”
Havlioglu adds that language classrooms are egalitarian by nature. While each student comes to class with individual passions and areas of expertise, they learn on equal footing and soon bond over shared efforts and inevitable struggles that come with language learning.
She points out that students can find language-learning spaces to be a little frustrating because they can’t communicate as effectively as they’re used to, but these are the shared experiences that build humility and empathy — which are no less important.
Language learning at Duke encompasses many options, including less commonly taught languages that Havlioglu believe mirror the university’s commitment to inclusivity. “Each language, no matter the class size, opens a door to world experiences,” she says.
Along with her faculty appointment in AMES, Havlioglu is also the coordinator of Duke’s Partnership for Less Commonly Taught Languages (LCTL), a consortium between Duke, the University of Virginia and Vanderbilt University that provides a shared learning model for languages not often taught in Western academia. The five offerings, Haitian Creole, Turkish, Swahili, K’iche’ Maya and Malagasy, recently gained a sixth with the addition of Cherokee.
Taught online and synchronously to students enrolled in one of the three partner universities, LCTL courses also provide an option for those wishing to audit — opening the virtual classroom door to truly non-traditional guests. It isn’t uncommon to have high school students, professionals and retirees learning alongside college students, and this diversity provides Duke students with opportunities to connect with broader communities. “As educators, we have a responsibility to provide a variety of courses,” says Havlioglu. “More choices equate to more opportunities.”
The decision to study a less commonly taught language is highly individualized, shaped by diverse backgrounds and motivators. Some pursue these languages, like Cherokee and Malagasy for professional reasons. Others develop an interest through personal connections that spark a desire to learn. Often, there is a cultural tie, but intellectual curiosity can also play a significant role.
For Erin Dickerson, learning Turkish was a combination of both. Always intrigued by the language, she didn’t study Turkish in high school — but it wasn’t for a lack of trying. Unsuccessful in petitioning for a waiver to enroll in Turkish language courses outside her high school’s curriculum, she settled on ancient Greek and Latin before switching to Spanish her junior and senior years. But when it came time to apply to college, she was resolute.
“I only applied to universities with established Turkish programs, and Duke is one of a few offering the language at a high competency level and on consecutive, rather than alternate, years,” she explains.
The established Turkish community on campus and the reputation of Duke’s faculty also influenced her decision. “Prior to applying, I was well aware of Erdag Göknar and Didem Havlioglu,” Dickerson says, “so they were driving factors for coming here.” And the junior has a personal motivation for studying the language. Her parents met while her father, stationed in Germany with the U.S. Air Force, took a two-week trip to Turkey, where he met her mother.
Turkish is also crucial to her chosen professional path. In addition to majoring in Asian and Middle Eastern Studies and minoring in Political Science, Dickerson is in the Air Force ROTC program, working toward a military career in diplomacy between the United States and Turkey. “I’ve always been interested in Turkey’s geopolitical position and have noticed that, at times, U.S. diplomacy hasn’t necessarily been conducted by experts in the region. My goal is to bridge that gap and hopefully effect positive change, so that means I need to not only learn the language but also connect with the culture.”
While she prepares for a future in U.S. diplomacy in the Middle East, Dickerson credits her language courses with deepening her understanding of others, strengthening her confidence to communicate and knowing how to navigate diverse interactions. But it has also brought an unexpected gift — a deeper connection to her heritage. By choosing a less commonly taught language, the road less traveled has helped to shape her identity and perspective.
Havlioglu believes that investing in the teaching of less commonly taught languages allows Duke to not only expand language options within the curriculum but also demonstrate a solid commitment to minority and marginalized communities. “Language learning is vital if we want our students to become functioning participants in this world and leaders who can shape the future of humanity,” she says.
“By including those that are less common, Duke is showing the importance of all languages — I’m proud to be a part of that commitment.”