Reading Comprehension Problems of Bilingual Students and Suggestions for Solution: A Case Study

Abstract

Being bilingual is an important and almost inevitable situation. This situation creates an advantage as well as can lead to various negative results. Primary school students especially studying in certain regions of Turkey are known to experience reading comprehension problems due to the problem of being bilingual. The purpose of this study is to identify the problems that bilingual primary school students experience in reading comprehension and to develop solutions accordingly. Case study, one of the qualitative research methods, was used in this study. The study group of the study consists of 20 classroom teachers working in the province of Tusba, Van. The research data were collected through semi-structured interview form. In data analysis, descriptive analysis technique was used. As a result of the study, it was determined that bilingual students had more difficulty in reading comprehension due to the language conflict and limited knowledge of vocabulary, and this situation affects their success in other courses. It was concluded that teachers use various activities and strategies to develop bilingual students' reading comprehension skills. In this case, it may be suggested to provide parents' participation to improve the comprehension skills of bilingual students and to adapt the program/textbooks to the student level by taking into account the regional conditions.

Keywords

• Bilingualism
• reading comprehension
• primary school students
• problems encountered

İki Dilli Öğrencilerin Okuduğunu Anlamada Yaşadıkları Sorunlar ve Çözüm Önerileri: Bir Durum Çalışması

Abstract

İki dilli olmak günümüzde önemli ve neredeyse kaçınılmaz bir durum olarak dikkat çekmektedir. Bu durum bir avantaj yarattığı gibi çeşitli olumsuz sonuçlar da ortaya çıkarabilmektedir. Özellikle Türkiye’nin belirli bölgelerinde öğrenim gören ilkokul öğrencilerinin iki dilli olmaktan dolayı okuduğunu anlamada sorunlar yaşadıkları bilinmektedir. Bu araştırmanın amacı; iki dilli ilkokul öğrencilerinin okuduğunu anlamada yaşadıkları sorunları tespit etmek ve bu doğrultuda çözüm önerileri geliştirmektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu, Van ili Tuşba ilçesindeki ilkokullarda görev yapan 20 sınıf öğretmeni oluşturmaktadır. Araştırma verileri yarı yapılandırılmış görüşme yolu ile toplanmıştır. Elde edilen verilerin değerlendirilmesinde betimsel analiz tekniği kullanılmıştır. Araştırmanın sonucunda, öğretmen görüşlerine göre iki dilli öğrencilerin dil çatışması yaşamaları ve kelime bilgisinin kısıtlı olmasından dolayı okuduğunu anlamada tek dilli öğrencilere daha çok zorlandıkları ve bu durumun diğer derslerdeki başarıyı etkilediği belirlenmiştir. Öğretmenlerin iki dilli öğrencilerin okuduğunu anlama becerilerini geliştirmek için çeşitli etkinlik ve stratejiler kullandıkları sonucuna ulaşılmıştır. Bu durumda, iki dilli öğrencilerin okuduğunu anlama becerilerini geliştirmek için veli katılımının sağlanması ve program/ders kitaplarının bölge şartları dikkate alınarak öğrenci düzeyine uygun hale getirilmesi önerilebilir.

Keywords

• İki dillilik
• okuduğunu anlama
• ilkokul öğrencileri
• yaşanılan sorunlar

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