Türkçe-Fransızca İki Dilli Çocukların, Ebeveynlerinin ve Öğretmenlerinin Dil Edinim Sürecine İlişkin Görüş ve Deneyimleri

Öz

Bu araştırmanın amacı, erken çocukluk dönemindeki iki dillilik deneyimleri bağlamında, Türkçe-Fransızca iki dilli çocukların, ebeveynlerinin ve öğretmenlerinin dil edinim sürecine ilişkin görüş ve deneyimlerini ortaya koymaktır. Çalışmada, nitel araştırma desenlerinden biri olan durum çalışması kullanılmıştır. Araştırmanın çalışma grubu; Fransa'da ikamet eden Türk aileler içerisinden, çocukların yaşı ve iki dillilik durumları ölçüt kabul edilerek amaçlı ve kartopu örnekleme tekniğiyle belirlenmiştir. Çalışmaya, Fransa’da yaşayan 5-6 yaş aralığında dört iki dilli çocuk, onların sekiz ebeveyni ve çocuklara Türkçe ve Türk kültürü öğreten üç Türk öğretmen katılmıştır. Veri toplama araçları, çocuklar, aileler ve öğretmenler için hazırlanan yarı yapılandırılmış görüşme formlarıdır. Araştırma kapsamında dil edinim süreçlerini incelemek amacıyla; ebeveynlerle, öğretmenlerle ve çocuklarla birbirinden bağımsız olarak yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Ebeveynler ve öğretmenler, çocukların öncelikle ana dilini doğru ve yeterli bir şekilde edinmeleri, ardından ikinci dilini iyi düzeyde öğrenmeleri gerektiği yönünde görüş bildirmişlerdir. Çocuklar ise konuşma becerisinde Fransızcayı daha kolay kullandıklarını belirtmişken dinleme ve anlama becerilerinde Türkçede daha rahat olduklarını ifade etmişlerdir. Bulgular, çocukların ana dilde daha güçlü anlama becerisine sahip olduklarını, buna karşın ikinci dili özellikle konuşmada daha etkin kullandıklarını göstermektedir.

Anahtar Kelimeler

• iki dilli
• küçük çocuk
• ebeveyn dil görüşleri
• öğretmenlerin dil görüşleri

Views and Experiences of Turkish-French Bilingual Children, Their Parents, and Teachers Regarding the Language Acquisition Process

Öz

This research aims to explore the views and experiences of Turkish-French bilingual children, their parents, and teachers regarding language acquisition in the context of bilingual experiences in early childhood. This research adopted a case study design, which is one of the qualitative research methods. Participants were selected through purposive and snowball sampling methods from among Turkish families living in France, based on the children’s age and bilingualism criteria. Four bilingual children aged 5-6 living in France, eight of their parents, and three Turkish teachers teaching Turkish and Turkish culture to the children participated in the study. The data were collected using semi-structured interview forms designed for children, families, and teachers. To examine the language acquisition processes, semi-structured interviews were conducted independently with parents, teachers, and children. Parents and teachers stated that children should first acquire their native language correctly and adequately, and subsequently learn the second language at a good level. On the other hand, while children noted that they used French more easily in speaking skills, they felt more comfortable with Turkish in listening and comprehension skills. The findings indicate that children have stronger comprehension skills in their native language, but use their second language more effectively, particularly in speaking.

Anahtar Kelimeler

• bilingual
• young child
• parental language views
• teachers’ language views

Kaynakça

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