Araştırma Makalesi
BibTex RIS Kaynak Göster

Ana Dili İngilizce Olan ve Olmayan (Türk) İngilizce Konuşan Ebeveynlerin Çocuklarına Türkiye’deki Ana Okullarında Verilen İngilizce Eğitimine İlişkin Görüşlerinin İncelenmesi

Yıl 2020, Cilt: 3 Sayı: 1, 16 - 33, 17.06.2020
https://doi.org/10.35207/later.693854

Öz

Türkiye’de özel ana okullarındaki bir çok çocuk için İngilizce eğitimi hayatlarının üçüncü yılında, yani kendi ana dilleri olan Türkçe’de fikirlerini daha yeni yeni ifade etmeye başladıkları zaman başlar. Ebeveynlerin çocuklarının yabancı dil eğitimine ilişkin hem model oluşturma hem de karar alma gibi ikili bir rolü vardır. Bu araştırmada yer alan 15 ebeveynden bazılarının ana dili İngilizce’dir ve çok kültürlü ailelerden gelmektedirler, bazıları ise ana dili İngilizce olmayıp etkin bir biçimde İngilizce’yi kullanabilmektedirler. Bu nedenle çocukları için kolaylıkla kendileri dilsel girdi sağlayabilecek veya çocuklarını çeşitli biçimlerde sınırlı veya kapsamlı girdiye maruz bırakabilecek durumdadırlar. Bu araştırma, İngilizce bilen Türk ailelerin ve çok kültürlü ailelerin parçası olan ebeveynlerin Türkiye’deki ana okullarında verilen İngilizce eğitimine ilişkin görüşlerini kapsamaktadır. Bu amaçla, katılımcılara önce anket uygulanmış, ardından ise mülakatlar yapılmıştır. Sonuçlar bütün katılımcıların çocuklarının İngilizce öğrenmeye hem ana okulunda hem de evlerinde erkenden başlamasına ilişkin olumlu tutumları olduğunu göstermektedir. Ayrıca katılımcılar kendi sağladıkları doğal dilsel girdiler de dahil olmak üzere çocuklarının erken İngilizce dil gelişimi için çeşitli destekler sağlamaktadırlar. Ancak katılımcılar, aynı zamanda Türkiye’deki ana sınıflarında görev alan İngilizce öğretmenleri’nin yeterli düzeyde vasıflı olduğunu düşünmemektedir.

Kaynakça

  • Ashford, J. B. & LeCroy, C. W. (2010). Human behavior in the social environment: A multidimensional perspective. Wadsworth: Cengage Learning.
  • Brewster, J., Ellis, G., & Girard, D. (2003). The primary English teacher’s guide. England: Pearson education Ltd.
  • Cameron, L. (2001) Teaching languages to young learners. UK: Cambridge University Press.
  • Cotton, K. & Wikelund, K. R. (2007). Parent Involment in Education. School Improvement Research Series (ED 285895)
  • Denzin, N.K., & Lincoln, Y.S. (2005). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed.). Thousand Oaks, CA: Sage.
  • Dzanic, N. D., & Pejic, A. (2016). The effect of using songs on young learners and their motivation for learning. An Interdisciplinary Journal, Volume 1, Issue 2, p. 40-54.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. Implicit and explicit knowledge in second language learning, testing and teaching, 42, p. 3-25.
  • Flick, U. (2009). An introduction to qualitative research: 4th Edition. UK: Sage Publications Ltd.
  • Gardner, R. C. (1975). Attitudes and Motivation: their role in second language acquisi-tion. In J. W. Oller & J. C. Richards (Eds.) Focus on the learner: pragmatic perspectives for the language teacher (pp. 245-260). Rowley, MA: Newbury House
  • Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang Publishing
  • Gürbüz, N. (2013). Teaching speaking skills in the young learner classroom. In B. Haznedar & H. H. Uysal (Eds.) Handbook for teaching foreign Languages to young learners in primary schools, (pp. 135-160). Ankara: Anı Yayıncılık
  • Ingram, D. (1989) First language acquisition-method, description and explanation. Cambridge: Cambridge University Press.
  • Kananen, J. E., Escobar, C.F. & Bigelow, M. (2016) “It’s Practically a Must”: Neoliberal Reasons for Foreign Language Learning. International Journal of Society, Culture and Language. Retrieved from www.ijscl.net ISSN-23292210
  • Lee, L., & Lin, S. C. (2015). The impact of music activities on foreign language, English learning for young children. Journal of the European Teacher Education Network, 10, p. 13-23.
  • Lin, C.-Y., & Chen, H.-C. (2016) Parental Perceptions of Early Childhood English Education. International Journal on Studies in English Language and Literature (IJSELL). Volume 4, Issue 11, Retrieved from http://dx.doi.org/10.20431/2347-3134.0411011
  • McKay, P. (2006). Assessing young language learners. Cambridge, UK: Cambridge University Press
  • Oskamp, S. & Schultz, P. W. (2014). Attitudes and opinions. NY: Psychology Press
  • Portes, A., and L. Hao. 1998. E pluribus unum: Bilingualism and loss in the second generation. Sociology of Education 71(4), p. 269-294.
  • Shin, J. K. (2014). Teaching young learners in English as a second/foreign language settings. In M. C. Murcia, D. M. Brinton & M. N. Snow, (Eds.), Teaching English as a second or foreign Language: 4th Edition, (pp. 550-567). USA: National Geographic Learning
  • Talbot, J. C. (2010). The road to positive discipline: A parent's guide. Los Angeles, CA: TNT Publishing
  • Tavil, Z. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), p. 331-340.
  • Wong, Fillmore, and L. (2000). Loss of family Languages: Should educators be concerned? Theory into practice. 39 (4), p. 203-210.
  • Wood, D. (1998). How children think and learn: The social contexts of cognitive development. MA, USA: Blackwell Publishing Ltd.
  • Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press
  • Young, A. S. (1994). Motivational State and Process within the Socio-Linguistic Context. Birmingham: Aston University.

Exploring the Attitudes of Native and Non-native (Turkish) English-speaking Parents towards Formal Instruction of English in Turkish Kindergartens

Yıl 2020, Cilt: 3 Sayı: 1, 16 - 33, 17.06.2020
https://doi.org/10.35207/later.693854

Öz

For many preschoolers in Turkish kindergartens, English instruction starts in the third year of their lives when they have barely begun to articulate their thoughts in their own mother tongue, Turkish. Parents have a dual role as models and decision makers in their children’s foreign language education. As the fifteen participant parents of this study are either proficient non-native English speakers (NNEPs) or native English speakers (NEPs), they can provide linguistic input themselves and expose their children to limited or extensive input in different forms. Thus, this study aims to explore the attitudes of NEPs and NNEPs towards the formal instruction of English in Turkish kindergartens. Fifteen questionnaires and interviews were conducted to gather data using both qualitative and quantitative methods. The results demonstrated that all of the participants have positive attitudes towards their children’s early initiation into English both in kindergartens and at home and they provide different kinds of scaffolding at home, including natural and self-provided input despite the fact that they mostly harbor a deep sense of mistrust in the qualifications of English teachers in Turkish kindergartens in general.

Kaynakça

  • Ashford, J. B. & LeCroy, C. W. (2010). Human behavior in the social environment: A multidimensional perspective. Wadsworth: Cengage Learning.
  • Brewster, J., Ellis, G., & Girard, D. (2003). The primary English teacher’s guide. England: Pearson education Ltd.
  • Cameron, L. (2001) Teaching languages to young learners. UK: Cambridge University Press.
  • Cotton, K. & Wikelund, K. R. (2007). Parent Involment in Education. School Improvement Research Series (ED 285895)
  • Denzin, N.K., & Lincoln, Y.S. (2005). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed.). Thousand Oaks, CA: Sage.
  • Dzanic, N. D., & Pejic, A. (2016). The effect of using songs on young learners and their motivation for learning. An Interdisciplinary Journal, Volume 1, Issue 2, p. 40-54.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. Implicit and explicit knowledge in second language learning, testing and teaching, 42, p. 3-25.
  • Flick, U. (2009). An introduction to qualitative research: 4th Edition. UK: Sage Publications Ltd.
  • Gardner, R. C. (1975). Attitudes and Motivation: their role in second language acquisi-tion. In J. W. Oller & J. C. Richards (Eds.) Focus on the learner: pragmatic perspectives for the language teacher (pp. 245-260). Rowley, MA: Newbury House
  • Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang Publishing
  • Gürbüz, N. (2013). Teaching speaking skills in the young learner classroom. In B. Haznedar & H. H. Uysal (Eds.) Handbook for teaching foreign Languages to young learners in primary schools, (pp. 135-160). Ankara: Anı Yayıncılık
  • Ingram, D. (1989) First language acquisition-method, description and explanation. Cambridge: Cambridge University Press.
  • Kananen, J. E., Escobar, C.F. & Bigelow, M. (2016) “It’s Practically a Must”: Neoliberal Reasons for Foreign Language Learning. International Journal of Society, Culture and Language. Retrieved from www.ijscl.net ISSN-23292210
  • Lee, L., & Lin, S. C. (2015). The impact of music activities on foreign language, English learning for young children. Journal of the European Teacher Education Network, 10, p. 13-23.
  • Lin, C.-Y., & Chen, H.-C. (2016) Parental Perceptions of Early Childhood English Education. International Journal on Studies in English Language and Literature (IJSELL). Volume 4, Issue 11, Retrieved from http://dx.doi.org/10.20431/2347-3134.0411011
  • McKay, P. (2006). Assessing young language learners. Cambridge, UK: Cambridge University Press
  • Oskamp, S. & Schultz, P. W. (2014). Attitudes and opinions. NY: Psychology Press
  • Portes, A., and L. Hao. 1998. E pluribus unum: Bilingualism and loss in the second generation. Sociology of Education 71(4), p. 269-294.
  • Shin, J. K. (2014). Teaching young learners in English as a second/foreign language settings. In M. C. Murcia, D. M. Brinton & M. N. Snow, (Eds.), Teaching English as a second or foreign Language: 4th Edition, (pp. 550-567). USA: National Geographic Learning
  • Talbot, J. C. (2010). The road to positive discipline: A parent's guide. Los Angeles, CA: TNT Publishing
  • Tavil, Z. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), p. 331-340.
  • Wong, Fillmore, and L. (2000). Loss of family Languages: Should educators be concerned? Theory into practice. 39 (4), p. 203-210.
  • Wood, D. (1998). How children think and learn: The social contexts of cognitive development. MA, USA: Blackwell Publishing Ltd.
  • Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press
  • Young, A. S. (1994). Motivational State and Process within the Socio-Linguistic Context. Birmingham: Aston University.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Nalan Şan Bozoğlu Bu kişi benim

Yayımlanma Tarihi 17 Haziran 2020
Kabul Tarihi 3 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 3 Sayı: 1

Kaynak Göster

APA Şan Bozoğlu, N. (2020). Exploring the Attitudes of Native and Non-native (Turkish) English-speaking Parents towards Formal Instruction of English in Turkish Kindergartens. Language Teaching and Educational Research, 3(1), 16-33. https://doi.org/10.35207/later.693854