An Examination of Preschool Teacher Candidates Teaching Strategies for Children Learning Turkish as a Second Language

Year 2026, Volume: 6 Issue: 1 , 193 - 218 , 27.04.2026

Tuğçe Güzelyurt , Dila Nur Yazıcı

https://doi.org/10.5281/zenodo.19323938

https://izlik.org/JA62SX99AT

Abstract

This research aims to determine the teaching strategies and collaborative approaches in the educational process that preschool teacher candidates will implement in their classrooms for children learning Turkish as a second language. The study was conducted using a basic qualitative research design. The study group consisted of 23 preservice preschool teachers selected through snowball sampling. Data were collected using a semi-structured interview form developed by the researcher. The interview form was reviewed by a field expert. Following the expert review, a pilot implementation was conducted with two teacher candidates to examine the form’s validity, and no revisions were made because the questions were found to be clear. Subsequently, interviews averaging 30 minutes were conducted with the 23 teacher candidates who provided informed consent. The data were analyzed using content analysis. The findings have been grouped under four themes: views on working with children learning Turkish as a second language, teaching strategies, factors influencing strategies, and collaboration in the educational process. Teacher candidates emphasized positive aspects such as intercultural learning, respect for differences, and opportunities for language learning, while also noting challenges, including communication difficulties, classroom management, and the need for special attention. They highlighted strategies such as play-based activities, visual materials, modeling and demonstration, peer support, body language, and the use of attention-grabbing stimuli, and they considered communication with families and collaboration with in-school stakeholders to be necessary. Overall, teacher candidates demonstrated positive attitudes toward inclusive and differentiated teaching; however, they reported a need for support in implementation and planned differentiation. The findings indicate that bilingualism and intercultural pedagogy should be addressed systematically in preservice teacher education.

Keywords

Bilingualism , preschool , teacher candidate , teaching strategies , teaching Turkish as a second language

Ethical Statement

Inonu University Scientific Research and Publication Ethics Board, Date: 28.08.2025, Number: 18

Okul Öncesi Öğretmen Adaylarının Türkçeyi İkinci Dil Olarak Öğrenen Çocuklara Yönelik Öğretim Stratejilerinin İncelenmesi

https://izlik.org/JA62SX99AT

Abstract

Bu araştırma, okul öncesi öğretmen adaylarının sınıfında Türkçeyi ikinci dil olarak öğrenen çocuklara yönelik uygulayacakları öğretimsel stratejileri ve eğitsel süreçte iş birliği yaklaşımlarını belirlemeyi amaçlamaktadır. Araştırma temel nitel araştırma deseniyle yürütülmüştür. Çalışma grubu, kartopu örnekleme ile seçilen 23 okul öncesi öğretmen adayından oluşmuştur. Veriler, araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile toplanmıştır. Görüşme formu alan uzmanı tarafından incelenmiştir. Uzman görüşü sonrasında, formun geçerliğini sınamak amacıyla iki öğretmen adayı ile pilot uygulama yapılmış ve sorular anlaşılır bulunduğu için formda değişiklik yapılmamıştır. Ardından, gönüllü onam veren 23 öğretmen adayıyla ortalama 30 dakika süren görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analiziyle çözümlenmiştir. Bulgular Türkçeyi ikinci dil olarak öğrenen çocuklarla çalışmaya yönelik görüşler, öğretimsel stratejiler, stratejileri etkileyen faktörler ve eğitsel süreçte iş birliği olmak üzere dört tema altında toplanmıştır. Öğretmen adayları, kültürlerarası öğrenme, farklılıklara saygı ve dil öğrenme fırsatları gibi olumlu yönleri vurgularken, iletişim güçlüğü, sınıf yönetimi ve özel ilgi gereksinimi gibi güçlükleri de belirtmişlerdir. Oyun temelli etkinlikler, görsel materyaller, gösterip yaptırma, akran desteği, beden dili ve dikkat çekici uyaranlar öne çıkan stratejiler olarak ifade edilirken, aileyle iletişim ve okul içi paydaşlarla iş birliği gerekli görülmüştür. Sonuç olarak, öğretmen adaylarının kapsayıcı ve farklılaştırılmış öğretime yönelik olumlu tutum sergilediği, ancak uygulama ve planlı farklılaştırma konusunda desteğe ihtiyaç duyduğu belirlenmiştir. Bulgular, öğretmen adaylarının mesleki gelişiminde iki dilliliğin ve kültürlerarası pedagojinin sistematik biçimde ele alınması gerektiğine işaret etmektedir.

Keywords

İki dillilik , ikinci dil olarak Türkçe öğretimi , okul öncesi , öğretim stratejileri , öğretmen adayı

Ethical Statement

İnönü Üniversitesi Bilimsel Araştırma ve Yayın Etiği Kurulu, Tarih: 28.08.2025, Sayı: 18

References

• Akgül, E., Yazıcı, D., & Akman, B. (2019) Views of parents preferring to raise a bilingual child. Early Child Development and Care, 189(10), 1588-1601.
• Alanís, I., & Arreguín, M. G. (2019). Paired learning: Strategies for enhancing social competence in dual language classrooms. Young Children, 74(2), 6-13.
• Aydeniz, S., & Sarıkaya, B. (2021). Göçmen çocukların eğitiminde yaşanan sorunlar ve çözüm önerilerine ilişkin öğretmen görüşleri. Milli Eğitim Dergisi, 50(1), 385-404.
• Bal-Banko, Ç., Tona, F., & Akman, B. (2020). The Views of Parents and Teachers of Bilingual Children About Bilingualism. Journal of Kirsehir Education Faculty, 21(3), 1695-1725.
• Barron-Hauwaert, S. (2004). Language strategies for bilingual families: The one-parent-one-language approach. Multilingual Matters.
• Boese, J., Busch, J., Leyendecker, B., & Scherger, A. L. (2023). Supporting second language acquisition of bilingual preschool children through professionalization of caregivers in specialized preschool programs. Frontiers in Psychology, 14, 1149447.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Bukhalenkova, D., Veraksa, A., Gavrilova, M., & Kartushina, N. (2022). Emotion understanding in bilingual preschoolers. Behavioral Sciences, 12(4), 115.
• California Department of Education. (2020). Improving education for multilingual and English learners: Research to practice. California Department of Education. https://calauthorizers.org/resource/improving-education-for-multilingual-and-englisher-learner-students/ adresinden 20.12.2025 tarihinde erişildi.
• Canan, N. (2012). Okul öncesi dönem çocuklarında iki dilliliğin zihin kuramı gelişimi üzerine etkisi [Yüksek Lisans Tezi]. Maltepe Üniversitesi.
• Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15-21.
• Cohen, L. (2023). A Vygotskian Framework for Observing and Teaching Bilingual and English-Only Players. American Journal of Play, 15(3), 333-358.
• Creswell, J. W. (2013). Nitel araştırma yöntemleri (M. Bütün & S.B. Demir, Çev.). Siyasal Kitapevi.
• Culha, A., & Yılmaz, S. (2023). Classroom management experiences of preschool teachers with refugee students. International Journal of Psychology and Educational Studies, 10(2), 393-405.
• Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
• Cummins, J. (2001). Bilingual children's mother tongue: Why is it important for education? Sprogforum, 7(19), 15-20.
• Çabuk, B., Er, B., Karageyik, S., & Tokgöz, K. (2018). Okul öncesi dönemdeki iki dilli olan ve olmayan çocukların okuma yazmaya hazırlık becerileriyle ilgili öğretmen algılarının incelenmesi. Karabük Üniversitesi Sosyal Bilimler Dergisi, 4, 12-43.
• Çetintaş, B. G., & Yazıcı, Z. (2016). Erken çocukluk döneminde anaokulu ve anasınıflarında iki dilli eğitim uygulamaları ve deneyimleri üzerine öğretmen görüşleri. Mediterranean Journal of Humanities, 6(2), 173-187.
• De Guerrero, M. C. M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84, 51-68.
• De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424. https://doi.org/10.1017/S0142716407070221
• De Houwer, A. (2021). Bilingual development in childhood. Cambridge University Press. https://www.cambridge.org/core/blog/2021/03/16/bilingual-development-in-childhood-elements-in-child-development-series/ adresinden 21.12.2025 tarihinde erişildi.
• De Jong, E., & Gao, J. (2023). Preparing teacher candidates for bilingual practices: Toward a multilingual stance in mainstream teacher education. International Journal of Bilingual Education and Bilingualism, 26(4), 472–482. https://doi.org/10.1080/13670050.2022.2119072
• De Jong, E., & Harper, C. A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.
• Djonko-Moore, C. M. (2022). Diversity education and early childhood teachers’ motivation to remain in teaching: An exploration. Journal of Early Childhood Teacher Education, 43(1), 35–53. https://doi.org/10.1080/10901027.2020.1806151
• Düzen, N., & Dinçer, F. Ç. (2017). Ana dili Türkçe olan ve olmayan okul öncesi dönem çocuklarının Türkçe erken okuryazarlık becerilerinin değerlendirilmesi. Bayburt Eğitim Fakültesi Dergisi, 16(32), 573-600.
• Ellis, R. (2015). Understanding second language acquisition. Oxford University Press.
• Espinosa, L. M. (2014). Getting it right for young children from diverse backgrounds: Applying research to improve practice. Pearson.
• Espinosa, L. M. (2015). Challenges and benefits of early bilingualism in the US context. Global Education Review, 2(1). https://ger.mercy.edu/index.php/ger/article/view/120
• Finders, J., Wilson, E., & Duncan, R. (2023). Early childhood education language environments: considerations for research and practice. Frontiers in Psychology, 14, 1202819. https://doi.org/10.3389/fpsyg.2023.1202819
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
• García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
• Gort, M., & Pontier, R. W. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education, 27(3), 223-245.
• Göç İdaresi Genel Müdürlüğü. (2023). Geçici koruma kapsamındaki Suriyeliler. T.C. İçişleri Bakanlığı. https://www.goc.gov.tr
• Grøver, V., Rydland, V., Gustafsson, J. E., & Snow, C. E. (2020). Shared book reading in preschool supports bilingual children’s second-language learning: A cluster-randomized trial. Child Development, 91(6), 2192–2210. https://doi.org/10.1111/cdev.13348
• Grøver, V., Rydland, V., Gustafsson, J. E., & Snow, C. E. (2022). Do teacher talk features mediate the effects of shared reading on preschool children’s second-language development? Early Childhood Research Quarterly, 61, 118–131. https://doi.org/10.1016/j.ecresq.2022.06.002
• Hamarat, H. (2019). İkinci dil eğitimi almayan tek dilli okul öncesi dönem çocukları ile iki dilli veya ikinci dil eğitimi alan okul öncesi dönem çocuklarının alıcı ve ifade edici dil gelişim düzeylerinin karşılaştırılması [Yüksek lisans tezi]. Necmettin Erbakan Üniversitesi.
• Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 715–733. https://doi.org/10.1016/j.ecresq.2014.05.008
• Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8(4), 411-420. https://doi.org/10.1901/jaba.1975.8-411
• Hatcher, A., & Page, J. (2020). Parent-implemented language intervention for teaching enhanced milieu teaching strategies to parents of low-socioeconomic status. Journal of Early Intervention, 42(2), 122-142.
• Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27-51.
• Husain, L., Lam, V., & Pinder, M. (2025). Growing up bilingual through a pandemic: Children’s language exposure, proficiency, social identities, and competences pre-and post-lockdowns. International Journal of Bilingualism, 29(5), 1181-1201. https://doi.org/10.1177/13670069241240939
• İçduygu, A., & Şimşek, D. (2016). Syrian refugees in Turkey: Towards integration policies. Turkish Policy Quarterly, 15(3), 59-69.
• Kelly, L. (2015). Language environment of dual language learners and the use of language support practices. New Waves Educational Research & Development, 18(2), 1–15.
• Koçer, P. (2023). Translanguaging pedagogy: An integrative review study questioning its potential benefits and main concerns. The Literacy Trek, 9(3), 29–48.
• Konan, N., & Gürsul, S. (2021). Okul öncesi öğretmenlerinin Suriyeli çocukların öğretiminde karşılaştığı sorunlar ve çözüm önerileri. 11. ECLSS Konferansı on Dil ve Sosyal Bilimler Bildiriler Kitabı içinde (ss. 286-298).
• Koşan, Y. (2015). Okul öncesi eğitimin iki dilli çocukların okula hazır bulunuşluklarına etkisinin incelenmesi [Yüksek lisans tezi]. Hacettepe Üniversite.
• Koyuncu, S., Kumpulainen, K., & Kuusisto, A. (2023). Scaffolding children’s participation during teacher–child interaction in second language classrooms. Scandinavian Journal of Educational Research, 68(4), 750-764. https://doi.org/10.1080/00313831.2023.2183430
• Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5(11), 831-843. https://doi.org/10.1038/nrn1533
• Le Menestrel, S., & Takanishi, R. (Ed.). (2017). Promoting the educational success of children and youth learning English: Promising futures. National Academies Press.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE
• Lockman, J. J., & Tamis-LeMonda, C. S. (2021). Young children’s interactions with objects: Play as practice and practice as play. Annual Review of Developmental Psychology, 3(1), 165–186. https://doi.org/10.1146/annurev-devpsych-050720-102538
• Lu, C., & Gu, M. M. (2024). Review of research on digital translanguaging among teachers and students: A visual analysis through CiteSpace. System, 123, 103314. https://doi.org/10.1016/j.system.2024.103314
• Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory İnto Practice, 52(2), 98-109.
• McWilliam, R. (2010). Early intervention in natural environments: A five component model. Early Steps, 37(1), 37-43.
• Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel Yayıncılık.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks: Sage Publications.
• Millî Eğitim Bakanlığı (MEB). (2019). Millî Eğitim Bakanlığı istatistikleri: Örgün eğitim 2018–2019. MEB Yayınları.
• Muñoz, M. H., & Valdés, J. (2024). Culturally and linguistically responsive teaching: A literature review. Journal of the American Academy of Special Education Professionals, 29-43. https://doi.org/10.64546/jaasep.557
• Nicoladis, E., & Genesee, F. (1996). A longitudinal study of pragmatic differentiation in young bilingual children. Language learning, 46(3), 439-464.
• Nilsson, M. (2024). Challenges and teaching materials in English for young learners in Sweden. Educare, (3), 1-29. https://doi.org/10.24834/educare.2024.3.941
• OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing. https://www.oecd.org/en/publications/education-at-a-glance-2023_e13bef63-en.html adresinden 20.12.2025 tarihinde erişildi.
• OECD. (2024). Enrolment in childcare and pre-school (OECD Family Database). https://www.oecd.org/en/data/datasets/oecd-family-database.html adresinden 20.12.2025 tarihinde erişildi.
• OECD. (2025). The integration of children of immigrants in OECD countries. https://www.oecd.org/en/publications/the-integration-of-children-of-immigrants-in-oecd-countries_acec9b49-en.html adresinden 20.12.2025 tarihinde erişildi.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. M. Bütün & S. B. Demir (Ed.). Pegem A Yayıncılık.
• Pérez‐Navarro, J., & Lallier, M. (2025). The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years. Child Development, 96(1), 176-191.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Polat, İ., & Kılıç, E. (2013). Türkiye’de çokkültürlü eğitim ve çokkültürlü eğitimde öğretmen yeterlilikleri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 352-372.
• Rojas, N. M., Yoshikawa, H., & Morris, P. (2023). Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers. Early Education and Development, 34(1), 86-110.
• Scherzinger, L., & Brahm, T. (2023). A systematic review of bilingual education teachers’ competences. Educational Research Review, 39, 100531. https://doi.org/10.1016/j.edurev.2023.100531
• Schwartz, M., & Ragnarsdóttir, H. (2025). Model for home-preschool continuity in linguistically and culturally diverse settings. Frontiers in Psychology, 15, 1408452. https://doi.org/10.3389/fpsyg.2024.1408452
• Schwartz, M., & Rovner, H. (2015). The acquisition of definiteness in Hebrew (L2) by bilingual preschool children (Russian-L1): A longitudinal multiple-case study. International Journal of Bilingualism, 19(5), 548-571.
• Slaughter, Y., Aliani, R., Bonar, G., & Keary, A. (2024). Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis. Linguistics and Education, 79, 101265. https://doi.org/10.1016/j.linged.2023.101265
• Sohrabi, T., & Maich, K. (2021). Social Skills Development in Bilingual Preschoolers: A Case Study. Canadian Journal for New Scholars in Education/Revue Canadienne Des Jeunes Chercheures Et Chercheurs En Éducation, 12(1), 17-29.
• Sun, H. (2023). Harmonious bilingual experience and child wellbeing: a conceptual framework. Frontiers in Psychology, 14, 1282863. https://doi.org/10.3389/fpsyg.2023.1282863
• Tabors, P. O. (2002). One child, two languages. PH Brookes.
• 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.
• Tong, P., & An, I. S. (2024). Review of studies applying Bronfenbrenner’s bioecological theory in international and intercultural education research. Frontiers in Psychology, 14, 1233925. https://doi.org/10.3389/fpsyg.2023.1233925
• Tunkiel, K. A., & Bus, A. G. (2022). Digital picture books for young dual language learners. Frontiers in Education, 7, 901060. https://doi.org/10.3389/feduc.2022.901060
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2019). Inclusive early childhood education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379502 adresinden 23.12.2025 tarihinde erişildi.
• Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Vygotsky, L. S. (1987). Thought and language. MIT press.
• Yow, W. Q., & Li, X. (2024). Role of bilingual experience in children's context-sensitive selective trust strategies. Bilingualism: Language and Cognition, 27(1), 95-106.