Bilingual Education in Early Years: Investigation of Impacts and Results from Teachers’ Perspective

Yıl 2020, Cilt: 7 Sayı: 3, 239 - 259, 31.12.2020

Hülya Tercan Ceren Tercan

Öz

Objectives: Bilingual education has been practiced as an educational option in many countries for over 50 years. When the literature is examined, it is noteworthy that the studies in the field are generally compiled. The aim of this study, which is planned about bilingual preschool education which has become more widespread in our country in recent years, is to examine the adaptation of bilingual children to bilingual process in early years, their stages and the reactions of the teachers.
Materials and Methods: Qualitative technique was used in order to obtain appropriate data. In this context, semi-structured individual interviews were conducted with preschool teachers and English teachers at a bilingual preschool in Ankara. Descriptive analysis technique was used for data analysis.
Results - Conclusion: As a result, the answers from the teachers are related to the general developmental characteristics of children and their impact on bilingual education process, the process of adaptation to bilingual education, effects of bilingual education on children, family responses in bilingual education process, suggestions on bilingual education are presented as direct quotations. The results of this study are expected to have positive outcomes for parents and the children who are trained in this field.

Anahtar Kelimeler

Bilingualism, bilingual education, early childhood

Erken Yıllarda İki Dilde Eğitim: Öğretmenlerin Bakış Açısıyla Etki ve Sonuçların İncelenmesi

Öz

Amaç İki dilde eğitim, yaklaşık 50 yılı aşkın bir süredir birçok ülkede eğitimsel bir seçenek olarak uygulanmaktadır. Literatür incelendiğinde alanda yapılan çalışmaların genellikle derleme özellikte oldukları dikkat çekmektedir. Son yıllarda ülkemizde de giderek yaygınlaşan iki dilde okul öncesi eğitim ile ilgili planlanan bu çalışmanın amacı, erken yıllarda iki dilde eğitim alan 2-6 yaş aralığındaki çocukların iki dilli sürece adaptasyonu, geçirdikleri aşamalar ve verilen tepkilerin öğretmenlerinin gözünden incelenmesidir.
Gereç ve Yöntem: Araştırmada uygun veriler elde edilebilmek için araştırma tekniklerinden nitel teknik kullanılıştır. Bu kapsamda Ankara ilinde iki dilde eğitim veren bir okul öncesi eğitim kurumundaki okul öncesi öğretmenleri ve İngilizce öğretmenleri ile yarı yapılandırılmış bireysel görüşmeler yapılmıştır. Verilerin analizinde betimsel analiz tekniği kullanılmıştır.
Bulgular -  Sonuç: Bu araştırmanın sonucunda, öğretmenlerin cevaplarından elde edilen bulgular çocukların genel gelişimsel özellikleri ve iki dilli eğitim sürecine etkisi, iki dilli eğitime uyum süreci, iki dilli eğitimin çocuklara etkileri, iki dilli eğitim sürecinde aile tepkileri, iki dilli eğitim ile ilgili öneriler ana temaları ile ilişkilendirilmiş, bulgular direk alıntılar şeklinde sunulmuştur. Bu çalışmanın sonuçlarının, bu alanda çalışan uzmanlara, ailelere ve iki dilde eğitim alan çocuklara olumlu çıktıları olacağı düşünülmektedir.

Anahtar Kelimeler

İki dillilik, iki dilde eğitim, erken çocukluk

Kaynakça

• Atkinson, A. (2016). Does bilingualism delay the development of dementia?. Journal of European Psychology Students, 7(1).
• Ball, J. (2010). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years. Victoria, Canada: Early Childhood Development Intercultural Partnerships, University of Victoria.
• Baker, C. (1995). A Parents' and Teachers' Guide to Bilingualism. Bilingual Education and Bilingualism 5. Multilingual Matters, 1900 Frost Road, Suite 101, Bristol, PA 19007 (paperback: ISBN-1-85359-264-1; hardbound: ISBN-1-85359-265-X).
• Bialystok, E. (2006). Second-language acquisition and bilingualism at an early age and the impact on early cognitive development. Encyclopedia on early childhood development, 1-4.
• Bialystok, E. (2016). Bilingual education for young children: review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 1-14.
• Bialystok, E., & Werker, J. F. (2017). The systematic effects of bilingualism on children's development. Developmental science, 20(1), e12535.
• Cook, V. (2016). Second language learning and language teaching. Routledge.
• Dennaoui, K., Nicholls, R. J., O’Connor, M., Tarasuik, J., Kvalsvig, A., & Goldfeld, S. (2016). The English proficiency and academic language skills of Australian bilingual children during the primary school years. International journal of speech-language pathology, 18(2), 157-165.
• Diaz, R. M. (1985). Bilingual cognitive development: Addressing three gaps in current research. Child development, 1376-1388.
• Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri. Anı Yayıncılık.
• Fogle, L. W., & King, K. A. (2017). Bi-and multilingual family language socialization. Language socialization, 1-17.
• Gándara, P., & Escamilla, K. (2017). Bilingual education in the United States. Bilingual and multilingual education, 439-452.
• Garrity, S., Aquino-Sterling, C. R., Van Liew, C., & Day, A. (2018). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism, 21(2), 179-196.
• Genesee, F. (2009). Early childhood bilingualism: Perils and possibilities. Journal of Applied Research on Learning, 2(2), 1-21.
• Genesee, F. (2015). Myths about early childhood bilingualism. Canadian Psychology/Psychologie Canadienne, 56(1), 6.
• Gleason, J. B., & Ely, R. (2002). Gender differences in language development. Biology, society, and behavior: The development of sex differences in cognition, 21, 127-154.
• Gort, M., & Pontier, R. W. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education, 27(3), 223-245.Haugen, E. (1971). The ecology of language. Linguistic Reporter.
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: relation to language input and gender. Developmental psychology, 27(2), 236.
• Karasar, N. (2009). Bilimsel arastirma yöntemi (19. bs). Ankara: Nobel yayin dagitim.
• Mackey, W. F. (1970). A typology of bilingual education. Foreign language annals, 3(4), 596-606.
• Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., Bird, E. K. R., Parkington, K., ... & Genesee, F. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of communication disorders, 63, 47-62.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
• Nieto, D. (2009). A brief history of bilingual education in the United States. Urban Ed Journal, 61, 61-65.
• Ovando, C. J. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual research journal, 27(1), 1-24.
• Piller, I., & Gerber, L. (2018). Family language policy between the bilingual advantage and the monolingual mindset. International Journal of Bilingual Education and Bilingualism, 1-14.
• Pontier, R., & Gort, M. (2016). Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language bilingual education preschool coteachers’ languaging practices during shared book readings. International Multilingual Research Journal, 10(2), 89-106.
• Smith-Christmas, C. (2016). What Is Family Language Policy?. In Family Language Policy: Maintaining an Endangered Language in the Home (pp. 1-19). Palgrave Pivot, London.
• Unsworth, S. (2016). Quantity and quality of language input in bilingual language development. Bilingualism across the lifespan: Factors moderating language proficiency, 103-122.
• Van Rinsveld, A., Dricot, L., Guillaume, M., & Schiltz, C. (2015). Functional connectivity and structural analyses in the bilingual brain: implications for arithmetic.Valian, V. (2015). Bilingualism and cognition. Bilingualism: Language and Cognition, 18(1), 3-24.
• Yilmaz, M. Y. (2014). İki Dillilik Olgusu ve Almanya’daki Türklerin İki Dilli Eğitim Sorunu. Electronic Turkish Studies, 9(3).