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Filizlenen Çift Dillilik Gelişimi ve Çift Dilli Okuryazarlık Eğitiminde Teknoloji Entegrasyonu

Year 2024, Volume: 37 Issue: 2, 767 - 797, 29.08.2024
https://doi.org/10.19171/uefad.1449064

Abstract

Çift dillilik, dünya geneli ve Türkiye özelinde küreselleşmeyle her zamankinden daha önemli hale gelmiş bir olgudur. Globalleşmenin getirdiği gereksinimler ülke eğitim sistemlerinin değişimine neden olmuş, dünya dili olan İngilizce’nin yabancı dil olarak öğretimi erken yaşlara çekilmiştir. Yabancı dile erken yaşta maruz kalan çocuklar filizlenen yabancı dil okuryazarlığı geliştiriyor ve bu süreçte hedef dilin imla kuralları, telaffuzu, kelimeleri oluşturan sesleri tanıma, manipüle etme, kelimelerdeki anlamlı birimleri irdeleme gibi yetkinliklerle erken yaşlardan itibaren donanıyorlar. Teknolojinin hem dersliklerde hem de evlerde yaygınlıkla kullanıldığı günümüz dünyasında ana dil ve hedef dilde ilerleme, okuryazarlık geliştirme, elektronik kitap, dijital kütüphane gibi eğitsel teknolojiler, yazma, kelime öğrenimi gibi dil becerilerini hedefe alan aplikasyon-uygulamalarla etkili biçimde sürdürülmektedir. Söz konusu çalışma, erken yaştan itibaren iki dillilik ve çift dilli erken okuryazarlık gelişimini vurgulamayı hedeflemiş, günümüz teknolojilerinin iki dilde filizlenen okuryazarlık gelişimini ne seviyede destekleyebileceğini incelemiş, alanyazından çalışmaların bilgisini sunarak konunun önemine vurgu yapmıştır. İrdelenen teknoloji ve destekleyici alanyazın doğrultusunda, eğitimci, veli ve çocuklara farklı okuryazarlık hedeflerine uygun platformların bilgisi sunulmuş, teknolojinin iki dillilik gelişimine katkıları açıklanarak bu alana dikkat çekilmiştir.

Ethical Statement

Bir derleme çalışması olan bu araştırma etik komisyon incelemesinden muaftır. Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur.

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Technology Integration to Emergent Bilingualism Development and Biliteracy Education

Year 2024, Volume: 37 Issue: 2, 767 - 797, 29.08.2024
https://doi.org/10.19171/uefad.1449064

Abstract

Bilingualism has gained an ever-growing importance considering the impact of globalization in the world and in Türkiye. The necessities of globalization brought changes to educational systems of nations and with that, the age of English introduction has been lowered to early grades. Children who are exposed to English develop emergent biliteracy and they start developing awareness and skills in the sounds constructing words by manipulating phonemes and dissecting words into morphemes. In this age where technology is widely utilized in educational and home settings, emergent bilingualism in the mother tongue and target language is developed. The involved biliteracy processes are supported by digital platforms such as e-books, digital libraries and writing, vocabulary learning are effectively facilitated by technologically-driven applications. The present study aimed to emphasize bilingualism and biliteracy development, examine how existing technologies support emergent biliteracy development, present a compilation of existing literature in this area to direct attention to the vitality of emergent biliteracy development with technology enhancement. In the light of examined technologies and supporting literature, educators, parents of young language learners, and pupils themselves are informed of the present technological affordances that improve bilingualism and biliteracy development and the importance of bilingual literacy development by young ones are highlighted.

References

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  • Baker, C. (1995). A parents' and teachers' guide to bilingualism. Multilingual Matters.
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  • Ball, S., & Bogatz, G. A. (1970). The first year of Sesame Street: An evaluation. Educational Testing Service.
  • Beaty, J. J. (2012). 50 early childhood literacy strategies. Pearson.
  • Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52(1), 159-199. https://doi.org/10.1111/1467-9922.00180
  • Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 859–873. https://doi.org/10.1037/0278-7393.34.4.859
  • Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250. https://doi.org/10.1016/j.tics.2012.03.001
  • Bialystok, E., & Herman, J. (1999). Does bilingualism matter for early literacy? Bilingualism: Language and Cognition, 2(1), 35–44. https://doi.org/10.1017/S1366728999000139
  • Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72, 101–130.
  • Brisk, M. E., & Harrington, M. M. (2007). Literacy and bilingualism: A handbook for all teachers. Lawrence Erlbaum Associates Publishers.
  • Bus, A. G., Takacs, Z. K., & Kegel, C. A. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97.
  • Carlisle, J. F., Beeman, M., Davis, L. H., Galila, S. E., & Carlisle, J. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Pyscholinguistics, 20, 459-478. https://doi.org/10.1017/S0142716499004014
  • Chera, P., & Wood, C. (2003). Animated multimedia “talking books” can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1), 33–52. “https://doi.org/10.1016/S0959-4752(01)00035-4
  • Cheung, A. C. K., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48(3), 277-299. https://doi.org/10.1002/rrq.50
  • Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91(1), 20–28. https://doi.org/10.1037/0022-0663.91.1.20
  • Ciampa, K. (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30, 82-96. http://dx.doi.org/10.1111/jcal.12036
  • Craik, F. I., Bialystok, E., & Freedman, M. (2010). Delaying the onset of Alzheimer disease: bilingualism as a form of cognitive reserve. Neurology, 75(19), 1726–1729. https://doi.org/10.1212/WNL.0b013e3181fc2a1c
  • Crystal, D. (1997). English as a global language. Cambridge University Press.
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  • Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.
  • Dickinson, D. K., & Tabors, P. O. (2002). Fostering language and literacy in classrooms and homes. Young Children, 52(2), 10-18.
  • Dixon, L. Q. (2010). The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners. International Journal of Bilingual Education and Bilingualism, 13(6), 723-738. https://doi.org/10.1080/13670050903556014
  • Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465. http://dx.doi.org/10.1037/0022-0663.85.3.453
  • Ellis, R. (1985). Understanding second language acquisition. Oxford University Press.
  • Ethnologue. (2022). Bilingualism. https://www.ethnologue.com/about/language-info. Erişim tarihi 20.12.2022.
  • Foley, L. M. (2013). Digital storytelling in primary-grade classrooms [Unpublished doctoral dissertation]. Arizona State University.
  • Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7(5), 406-413. https://doi.org/ 10.1038/nrn1907
  • Halliday, M. A. K. (1975). Learning how to mean. Arnold.
  • Haznedar, B. (2021). İkidillilik ve çokdillilik: Erken çocukluk döneminde birden fazla dil öğrenimi. Anı Yayıncılık.
  • Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. https://files.eric.ed.gov/fulltext/ED518818.pdf. Erişim tarihi 20.01.2024.
  • Hill, S. (2010). The millennium generation: Exploring new forms of literacy. Journal of Early Childhood Literacy, 10(3), 314-340. https://doi.org/10.1177/1468798410372
  • Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in ‘educational’ apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. https://doi.org/10.1177/15291 00615 569721
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There are 81 citations in total.

Details

Primary Language Turkish
Subjects English As A Second Language, Applied Linguistics and Educational Linguistics
Journal Section Articles
Authors

Melike Ünal Gezer 0000-0002-1598-9611

Publication Date August 29, 2024
Submission Date March 8, 2024
Acceptance Date July 13, 2024
Published in Issue Year 2024 Volume: 37 Issue: 2

Cite

APA Ünal Gezer, M. (2024). Filizlenen Çift Dillilik Gelişimi ve Çift Dilli Okuryazarlık Eğitiminde Teknoloji Entegrasyonu. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 767-797. https://doi.org/10.19171/uefad.1449064