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Year 2015, Volume: 11 Issue: 2, 589 - 609, 01.01.2015

Şeyda Deniz Tarım

Abstract

With the recent efforts that maintain and support preschool education in Turkey, many preschool age children from various ethnic language groups have been reached. Hence, this situation requires preschool education teachers who are knowledgable and experienced in children’s different languages (and sensitive to those languages) and their educational needs. This qualitative study aimed to examine a group of preschool preservice teachers’ views on multilingual education and to see whether they are knowledgable and aware of the issues related with multilingual education. 15 preschool education pre-service teachers were interviewed face to face and the data were examined through descriptive qualitative analysis. Results of the study were presented and interpreted under three major themes. Within the light of the results, suggestions were made discussed in various topics such as, (re)stucturing preschool education teacher preparation programs and supporting teacher candidates with theoretical and practicum courses about multilingual education who will welcome and fulfill the needs of children coming from ethnic language groups

Keywords

Multilingual education preschool education pre-service teachers teacher beliefs teacher preparation program

References

  • Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
  • Ball, A., & Lardner, T. (1997). Dispositions toward language: Teacher constructs of knowledge and the Ann Arbor Black English case. College Composition and Communication, 48(4), 469–485.
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33, 429-440.
  • Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. New York, NY: Cambridge University Press.
  • Brecht, R. D., & Ingold, C. W. (2002). Tapping a national resource: Heritage language in the United States. Washington, DC: National Foreign Language Center.
  • Genesee, F. (2004). What do we know about bilingual education for majority language students? T. K. Bhatia & W. Ritchie (Eds.), Handbook of Bilingualism and Multiculturalism içinde (s. 547-576). Malden, MA: Blackwell.
  • Genesee, F., & Nicoladis, E. (2006). Bilingual acquisition. E. Hoff & M. Shatz (Eds.), Handbook of Language Development içinde (s. 324-342). Oxford: Blackwell.
  • Corson, D. (2001). Language diversity and education. Mahwah, NJ: Erlbaum.
  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University and California Department of Education.
  • Cummins, J. (1983). Heritage language education: A literature review. Toronto, Ontario, Canada: Ontario Ministry of Education.
  • Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.
  • Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18–36
  • Cummins, J. (1991). Language Development and Academic Learning Cummins. Malave, L. & Duquette, G. (Eds.) Language, Culture and Cognition içinde (s.161-175). Clevedon: Multilingual Matters.
  • Cummins, J. (1992). Bilingual education and English immersion: The Ramírez report in theoretical perspectives. Bilingual Research Journal, 16, 91–104.
  • Cummins, J. (1996). Negotiating identities: Education for empowerment in adiverse society. Ontario, CA: California Association for Bilingual Education.
  • Cummins, J. (2000) Language, Power and Pedgogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
  • Fishman, J. (2000). “The status agenda in corpus planning”. In A. Ronald Lambert and Elana Shohamy (eds.), Language Policy and Pedagogy içinde (s. 43–51). Amsterdam: Benjamins.
  • Fishman, J. (Ed.). (2001). Can threatened languages be saved? Reversing language shift, revisited: A 21st century perspective. Clevedon, England: Multilingual Matters.
  • Franquiz, M. E., & de la Luz Reyes, M. (1998). Creating inclusive learning communities through English language arts: From chanclas to canicas. Language Arts, 75, 211–220.
  • García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA and Oxford: Basil/Blackwell.
  • García-Vázquez, E., Vázquez, L. A., López, I. C., & Ward, W. (1997). Language proficiency and academic success: Relationships between proficiency in two languages and achievement among Mexican-American students. Bilingual Research Journal, 21, 334–347.
  • Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.
  • Hakuta, K., & Díaz, R. (1985). The relationship between bilingualism and cognitive ability: A critical discussion and some new longitudinal data. K. E. Nelson (Ed.), Children’s language içinde (Vol. 5, s. 319–344). Hillsdale, NJ: Erlbaum.
  • Krashen, S. (1998). Condemned without a trial: Bogus arguments against bilingual education. Portsmouth, NH: Heinemann.
  • Lanehart, S. (1998). African American vernacular English and education. Journal of English Linguistics, 26, 122–136.
  • Lee, J. S. (2002). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum, 15, 117–133.
  • Lee, S. (2002). The significance of language and cultural education on secondary achievement: A survey of Chinese-American and Korean-American students. Bilingual Research Journal, 26, 327–338.
  • López, D. (1996). Language: Diversity and assimilation. R. Waldinger & M. Bozormeyr (Eds.), Ethnic Los Angeles içinde (s.139–163). New York: Russell Sage Foundation.
  • McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every teacher needs to unlearn. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
  • Macías, R. (2004). The role of schools in language maintenance and shift. Heritage Language Journal, 1.
  • Nieto, S. (2002). Language, culture and teaching. Mahwah, NJ: Erlbaum.
  • Saville-Troike, M. (2006). Introducing Second Language Acquisiton. Cambridge: Cambridge University Press.
  • Schwartz, M., Mor-Sommerfeld, A. and Leikin, M. (2010) Facing bilingual education:kindergarten teachers' attitudes, strategies and challenges. Language Awareness, 19, 3, 187-203.
  • Sharma, S. (2007). The education of culturally and linguistically diverse students. Journal of College Teaching and Learning, 4, 11, 19-29.
  • Slavin, R., & Cheung, A. (2003). A synthesis of research on beginning reading programs for English language learners. Institution of Education Sciences, U.S. Department of Education. (Grant No. OERI-R-117-40005).
  • Shin, F. H., & Krashen, S. (1996). Teacher attitudes toward the principles of bilingual education and toward students’ participation in bilingual programs: Same or different? Bilingual Research Journal, 20, 45–53.
  • Vadas, R. E. (1995). Assessing the relationship between academic performance and attachment to Navajo culture. Journal of Navajo Education, 12, 16–25.
  • Wiley, T., & Valdés, G. (2000). Heritage language instruction in the United States: A time for renewal. Bilingual Research Journal, 24, i–v.
  • Wong-Fillmore, L. (2000). Loss of family languages: Should educators be concerned? Theory Into Practice, 39(4), 203–210.
  • Yıldırım, A., & Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.

Preschool education preservice teachers’ views on multilingual education / Okul öncesi öğretmen adaylarının çokdilli eğitim üzerine görüşleri

Year 2015, Volume: 11 Issue: 2, 589 - 609, 01.01.2015

Şeyda Deniz Tarım

Abstract

Son yıllarda, Türkiye’de erken çocukluk eğitiminin yaygınlaştırılması ile birlikte değişik nitelik ve nicelikte birçok etnik gruptan çocuğa ulaşılmıştır. Bu durum, okul öncesi öğretmenlerinin çocukların farklı dillerine karşı duyarlılığı, eğitimi, ihtiyaçları gibi konularda bilgi, farkındalık ve deneyim sahibi olmaları gerekliliğinin sinyallerini vermeye başlamıştır. Bu araştırma nitel bir çalışma olup, okul öncesi öğretmen adaylarının çokdilli eğitim üzerine olan görüşlerini inceleyerek, onların bu konudaki farkındalık ve bilgi düzeylerini anlamak amacıyla yapılmıştır. Araştırmaya katılan 15 öğretmen adayı ile yüz yüze görüşmeler yapılmış ve öğretmen adaylarının çokdilli eğitim üzerine görüşleri betimsel nitel analiz yöntemi ile çözümlenmiştir. Görüşmeler sonucu elde edilen veriler detaylı olarak incelenerek öğretmen adaylarının çokdilli eğitim üzerine görüşleri üç tema altında sunulmuş ve yorumlanmıştır. Araştırma sonuçlarından yola çıkarak, çokdillilik çerçevesinde öğretmen yetiştirme programlarımızın yeniden şekillendirilmesi ve özellikle dilsel azınlık gruplarından gelen çocukların ihtiyaçlarına cevap verebilecek öğretmenlerin yetişmesi için öğretmen adaylarına hem teorik hem de uygulama ders desteği ile sunulması gibi konularda önerilerde bulunulmuştur.

 

Keywords

Çokdilli eğitim okul öncesi öğretmen adayları öğretmen görüşleri öğretmen yetiştirme

References

  • Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
  • Ball, A., & Lardner, T. (1997). Dispositions toward language: Teacher constructs of knowledge and the Ann Arbor Black English case. College Composition and Communication, 48(4), 469–485.
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33, 429-440.
  • Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. New York, NY: Cambridge University Press.
  • Brecht, R. D., & Ingold, C. W. (2002). Tapping a national resource: Heritage language in the United States. Washington, DC: National Foreign Language Center.
  • Genesee, F. (2004). What do we know about bilingual education for majority language students? T. K. Bhatia & W. Ritchie (Eds.), Handbook of Bilingualism and Multiculturalism içinde (s. 547-576). Malden, MA: Blackwell.
  • Genesee, F., & Nicoladis, E. (2006). Bilingual acquisition. E. Hoff & M. Shatz (Eds.), Handbook of Language Development içinde (s. 324-342). Oxford: Blackwell.
  • Corson, D. (2001). Language diversity and education. Mahwah, NJ: Erlbaum.
  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University and California Department of Education.
  • Cummins, J. (1983). Heritage language education: A literature review. Toronto, Ontario, Canada: Ontario Ministry of Education.
  • Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.
  • Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18–36
  • Cummins, J. (1991). Language Development and Academic Learning Cummins. Malave, L. & Duquette, G. (Eds.) Language, Culture and Cognition içinde (s.161-175). Clevedon: Multilingual Matters.
  • Cummins, J. (1992). Bilingual education and English immersion: The Ramírez report in theoretical perspectives. Bilingual Research Journal, 16, 91–104.
  • Cummins, J. (1996). Negotiating identities: Education for empowerment in adiverse society. Ontario, CA: California Association for Bilingual Education.
  • Cummins, J. (2000) Language, Power and Pedgogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
  • Fishman, J. (2000). “The status agenda in corpus planning”. In A. Ronald Lambert and Elana Shohamy (eds.), Language Policy and Pedagogy içinde (s. 43–51). Amsterdam: Benjamins.
  • Fishman, J. (Ed.). (2001). Can threatened languages be saved? Reversing language shift, revisited: A 21st century perspective. Clevedon, England: Multilingual Matters.
  • Franquiz, M. E., & de la Luz Reyes, M. (1998). Creating inclusive learning communities through English language arts: From chanclas to canicas. Language Arts, 75, 211–220.
  • García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA and Oxford: Basil/Blackwell.
  • García-Vázquez, E., Vázquez, L. A., López, I. C., & Ward, W. (1997). Language proficiency and academic success: Relationships between proficiency in two languages and achievement among Mexican-American students. Bilingual Research Journal, 21, 334–347.
  • Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.
  • Hakuta, K., & Díaz, R. (1985). The relationship between bilingualism and cognitive ability: A critical discussion and some new longitudinal data. K. E. Nelson (Ed.), Children’s language içinde (Vol. 5, s. 319–344). Hillsdale, NJ: Erlbaum.
  • Krashen, S. (1998). Condemned without a trial: Bogus arguments against bilingual education. Portsmouth, NH: Heinemann.
  • Lanehart, S. (1998). African American vernacular English and education. Journal of English Linguistics, 26, 122–136.
  • Lee, J. S. (2002). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum, 15, 117–133.
  • Lee, S. (2002). The significance of language and cultural education on secondary achievement: A survey of Chinese-American and Korean-American students. Bilingual Research Journal, 26, 327–338.
  • López, D. (1996). Language: Diversity and assimilation. R. Waldinger & M. Bozormeyr (Eds.), Ethnic Los Angeles içinde (s.139–163). New York: Russell Sage Foundation.
  • McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every teacher needs to unlearn. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
  • Macías, R. (2004). The role of schools in language maintenance and shift. Heritage Language Journal, 1.
  • Nieto, S. (2002). Language, culture and teaching. Mahwah, NJ: Erlbaum.
  • Saville-Troike, M. (2006). Introducing Second Language Acquisiton. Cambridge: Cambridge University Press.
  • Schwartz, M., Mor-Sommerfeld, A. and Leikin, M. (2010) Facing bilingual education:kindergarten teachers' attitudes, strategies and challenges. Language Awareness, 19, 3, 187-203.
  • Sharma, S. (2007). The education of culturally and linguistically diverse students. Journal of College Teaching and Learning, 4, 11, 19-29.
  • Slavin, R., & Cheung, A. (2003). A synthesis of research on beginning reading programs for English language learners. Institution of Education Sciences, U.S. Department of Education. (Grant No. OERI-R-117-40005).
  • Shin, F. H., & Krashen, S. (1996). Teacher attitudes toward the principles of bilingual education and toward students’ participation in bilingual programs: Same or different? Bilingual Research Journal, 20, 45–53.
  • Vadas, R. E. (1995). Assessing the relationship between academic performance and attachment to Navajo culture. Journal of Navajo Education, 12, 16–25.
  • Wiley, T., & Valdés, G. (2000). Heritage language instruction in the United States: A time for renewal. Bilingual Research Journal, 24, i–v.
  • Wong-Fillmore, L. (2000). Loss of family languages: Should educators be concerned? Theory Into Practice, 39(4), 203–210.
  • Yıldırım, A., & Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Şeyda Deniz Tarım

Publication Date January 1, 2015
Submission Date January 1, 2015
Published in Issue Year 2015 Volume: 11 Issue: 2

Cite

APA Tarım, Ş. D. (2015). Preschool education preservice teachers’ views on multilingual education / Okul öncesi öğretmen adaylarının çokdilli eğitim üzerine görüşleri. Eğitimde Kuram Ve Uygulama, 11(2), 589-609. https://doi.org/10.17244/eku.49990
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