İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması

Nur Seda Saban Dülger; Ayşın Noyan Erbaş; Maviş Emel Kulak Kayıkcı

doi:10.58563/dkyad-2026.96

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İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması

Öz

Amaç: İki dilli çocuklar; dil ve konuşma terapistlerinin (DKT) iki dilli çocukların dil gelişimi süreçlerine hakim olmaması, çocukların konuştukları dilleri konuşamıyor olması, iki dilli dil gelişimi değerlendirmesinde ve sonuçların yorumlanmasında yanlış stratejilerin izlenmesi gibi çeşitli nedenlere bağlı olarak yanlış tanılanabilmektedirler. Ayırıcı tanının konamaması sonucunda, aslında gelişimsel dil bozukluğu (GDB) olmayan çocukların GDB ile tanılanması “aşırı tanılama”, GDB varlığı olan çocukların gözden kaçırılması ise “eksik tanılanma” ile sonuçlanabilmektedir. Bu durumda, GDB için aşırı tanılamaya maruz kalan çocuklar için kaynaklar boşa harcanmakta, ihtiyacı olan ve GDB için eksik tanılama yapılan çocuklar ise almaları gereken destekten mahrum kalmaktadırlar. Bu vaka çalışmasının amacı, DKT’lerin iki dilli dil ve erken okuryazarlık becerilerini değerlendirirken dikkat etmeleri gereken hususları, tek bir vaka üzerinden örneklendirmektir.

Yöntem: 5 yaş 7 ay kronolojik yaşa sahip Türkçe-Almanca konuşan iki dilli bir erkek çocuğun dil ve erken okuryazarlık becerileri çeşitli araçlar ile değerlendirilmiştir. Ebeveyn görüşmesi, ebeveyn bilgi formu, öğretmen raporu, gelişimsel testler ve bu testlerin uygulanması esnasındaki araştırmacı gözlemlerinin bütüncül yorumlanmasıyla değerlendirilmiştir.

Bulgular: Çoklu değerlendirme araçlarının kullanılması ve her iki dilde kapsamlı değerlendirme yapılmasıyla çocuğun GDB tanısının olmadığı görülmüştür. Nitekim, ikinci dilde yetersiz dil deneyimi nedeniyle dil desteğine (dil kursu, dili destekleyen etkinlikler, kulüpler vs.) ihtiyacı olduğu tespit edilmiştir. Elde edilen verileri, mevcut literatür ışığında yorumlanarak iki dilli çocukların iletişim, dil ve konuşma becerilerini değerlendirecek DKT’lere yol gösterici öneriler sunmuştur.

Sonuç: İki dilli çocuklarda iletişim, dil ve erken okuryazarlık becerileri değerlendirilmesinin, tek dilli çocuklardaki süreçler izlenerek yapılması uygun değildir. DKT’lerin, iki dilli çocukların becerileri ile ilgili birden fazla bakım verenden dil çevresine ilişkin kapsamlı bilgiler almaları ve çeşitli değerlendirme araçlarının sonuçlarıyla birlikte harmanlayarak sonuca varmaları gerekmektedir.

Anahtar Kelimeler

değerlendirme, dil gelişimi, dil ve konuşma terapisi, erken okuryazarlık, iki dillilik

Assessment of Language and Early Literacy Skills in Bilingual Children: A Case Study

Öz

Multilingualism refers to the ability to use more than one language in daily interactions, and bilingual children’s language development is shaped by factors such as age and context of exposure, relative proficiency, and the amount and quality of input (Grosjean, 2013; Surrain & Luk, 2019). Distinguishing typical bilingual development from developmental language disorder (DLD) is challenging because variables like exposure duration and cultural background can lead to over- or under-identification of DLD (Paradis et al., 2021). To support accurate differential diagnosis, the American Speech Language Hearing Association recommends both broad bilingual-sensitive competencies and specific skills for identifying atypical patterns, promoting a holistic evaluation of functioning, participation, and contextual factors (ASHA, 2023; WHO, 2019; Saban-Dülger & Özcebe, 2024). Given increasing early bilingualism in Turkey (TÜİK, 2024), speech-language therapists need clear guidelines for assessing bilingual preschoolers’ language and emergent literacy without misdiagnosis. This study offers Turkish-speaking clinicians an evidence-informed overview of assessment practices, illustrated through a detailed case. Using a qualitative single-case design, a Turkish German boy aged 5;7 was examined over two sessions (one per language, one week apart). Data collection included a parent questionnaire adapted from LITMUS-PABIQ (Tuller et al., 2015) on language exposure, development, and home literacy; an unstructured parent interview; teacher reports on language performance and socioemotional behaviors; standardized measures of phonological memory, receptive and expressive skills, and early literacy (vocabulary, phonological awareness, letter knowledge, print awareness); and researcher observations. Ethical approval was granted by Hacettepe University (SBF 25-063), and parents provided written consent. Results showed age-appropriate Turkish performance and strong home literacy support. In German, receptive skills were adequate, but expressive abilities were limited, reflecting insufficient L2 exposure and test anxiety. Observations revealed confidence in Turkish assessments versus reticence in German tasks. Teacher concerns about DLD were dispelled through cross-linguistic evaluation, indicating that increased German input—not intervention for DLD—was warranted. This case underscores that assessing bilingual children in only one language risks misdiagnosis. Clinicians should reject bilingualism as a DLD risk factor, assess all spoken languages comprehensively, document exposure contexts and functional use, interpret monolingual norms cautiously, employ multimethod batteries (including dynamic assessment), analyze natural language samples, and consider sociocultural and motivational influences. Such a contextually grounded approach minimizes misdiagnosis, informs tailored support, and values the linguistic and cultural strengths of bilingual families.

Anahtar Kelimeler

assessment, bilingualism, early literacy, language development, speech and language therapy

Kaynakça

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Thordardottir, E. (2015). Proposed diagnostic procedures for use in bilingual and cross-linguistic contexts. S. Armon-Lotem, J. de Jong, & N. Meir (Ed.), Assessing multilingual children: Disentangling bilingualism from language impairment (13 Vol.) içinde, (s. 331-358). Multilingual Matters. https://doi.org/10.21832/9781783093137-014
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Ayrıntılar

Birincil Dil

Türkçe

Konular

Konuşma Patolojisi

Bölüm

Olgu Sunumu

Yazarlar

Nur Seda Saban Dülger ^*
0000-0003-2753-6641
Germany

Ayşın Noyan Erbaş
0000-0001-9552-199X
Türkiye

Maviş Emel Kulak Kayıkcı
0000-0002-1791-0647
Türkiye

Yayımlanma Tarihi

7 Mayıs 2026

Gönderilme Tarihi

5 Ağustos 2025

Kabul Tarihi

23 Mart 2026

Yayımlandığı Sayı

Yıl 2026 Sayı: 1

DOI

https://doi.org/10.58563/dkyad-2026.96

IZ

https://izlik.org/JA93ED32TH

APA

Saban Dülger, N. S., Noyan Erbaş, A., & Kulak Kayıkcı, M. E. (2026). İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması. Dil Konuşma ve Yutma Araştırmaları Dergisi, 1, 115-146. https://doi.org/10.58563/dkyad-2026.96

AMA

1.Saban Dülger NS, Noyan Erbaş A, Kulak Kayıkcı ME. İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması. DKYAD. 2026;(1):115-146. doi:10.58563/dkyad-2026.96

Chicago

Saban Dülger, Nur Seda, Ayşın Noyan Erbaş, ve Maviş Emel Kulak Kayıkcı. 2026. “İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması”. Dil Konuşma ve Yutma Araştırmaları Dergisi, sy 1: 115-46. https://doi.org/10.58563/dkyad-2026.96.

EndNote

Saban Dülger NS, Noyan Erbaş A, Kulak Kayıkcı ME (01 Mayıs 2026) İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması. Dil Konuşma ve Yutma Araştırmaları Dergisi 1 115–146.

IEEE

[1]N. S. Saban Dülger, A. Noyan Erbaş, ve M. E. Kulak Kayıkcı, “İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması”, DKYAD, sy 1, ss. 115–146, May. 2026, doi: 10.58563/dkyad-2026.96.

ISNAD

Saban Dülger, Nur Seda - Noyan Erbaş, Ayşın - Kulak Kayıkcı, Maviş Emel. “İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması”. Dil Konuşma ve Yutma Araştırmaları Dergisi. 1 (01 Mayıs 2026): 115-146. https://doi.org/10.58563/dkyad-2026.96.

JAMA

1.Saban Dülger NS, Noyan Erbaş A, Kulak Kayıkcı ME. İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması. DKYAD. 2026;:115–146.

MLA

Saban Dülger, Nur Seda, vd. “İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması”. Dil Konuşma ve Yutma Araştırmaları Dergisi, sy 1, Mayıs 2026, ss. 115-46, doi:10.58563/dkyad-2026.96.

Vancouver

1.Nur Seda Saban Dülger, Ayşın Noyan Erbaş, Maviş Emel Kulak Kayıkcı. İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması. DKYAD. 01 Mayıs 2026;(1):115-46. doi:10.58563/dkyad-2026.96

DKYAD Creative Commons Alıntı-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

İki Dilli Çocuklarda Dil ve Erken Okuryazarlık Becerilerinin Değerlendirilmesi: Vaka Çalışması

Öz

Anahtar Kelimeler

Assessment of Language and Early Literacy Skills in Bilingual Children: A Case Study

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

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Yayımlandığı Sayı

DOI

IZ

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