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İkidillilik ve Yabancı Dilde Eğitim Programları

Yıl 2020, Cilt: 1 Sayı: 2, 158 - 174, 30.12.2020

Öz

Günümüzde tek dilli ortamda büyüyen çocukların sayısı kadar iki veya daha fazla dilli ortamlarda büyüyen çocuklar bulunmaktadır. Dünyadaki modern iletişim sistemlerinde gerçekleşen hızlı teknolojik yenilikler ve insanların artan yer değiştirme imkânlarının sonucu olarak iki dil öğreniminde devamlılık beklenmektedir. Bu nedenle çocuklukta iki veya çok dilli olma dünyada kabul gören ölçündür. “İkidillilik” terimi, genellikle iki farklı dili kullanma yetisini elde etmiş bireyleri ifade etmek için kullanılmasının yanı sıra, oldukça karmaşık, psikolojik, sosyal ve dilbilimsel bir olgudur. İkidillilik yaş, edinim şekli, edinim şartları, ana dile maruz kalıp kalmama durumu, her iki dildeki yetkinlik seviyesi gibi birçok unsura bağlı olarak tanımlanabilen bir kavram olmasından dolayı, bu kavramın tanımlanması ile ilgili çeşitli görüşler bulunmaktadır. Bu çalışma, çocukluk ikinci/yabancı dil edinim sürecini yabancı dilde eğitim bağlamlarını dikkate alarak açıklamayı, yabancı dilde eğitim (Immersion Education) modellerini kısaca özetlemeyi ve erken çocukluk ikidilliliği kapsamında çocukluk döneminde ikinci dil öğrenim süreci, faydaları ve hem ev hem de okul gibi farklı ortamlarda ikidilli olma kavramlarını incelemeyi amaçlamaktadır. Alanyazın taraması sonucu elde edilen bulgular, etkili ikidilli edinci ve olumlu ikidilli kimliği gerçekleştirmeleri bakımından çocukların ana dilini geliştirmeye, ikinci dilde eğitim aldıkları okul öncesi ve okul şartlarında devam etmelerinin oldukça önemli olduğunu göstermiştir. Ayrıca, yüksek kalitede girdi, dil ve içerik arasındaki yoğunluk ve bütünleşmenin olumlu sonuçlar elde etmede faydalı olacağı görülmüştür. İkidilli toplumlarda, ilköğretimden ortaöğretime kadar iyi kalitede eğitimin devamı ve ayrıca konusuna hakim, tecrübeli yüksek standartlara sahip öğreticilerin önemli unsurlar olduğu kabul görmektedir.

Kaynakça

  • Albert, M. ve Obler, L. K. (1978). The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism. New York: Academic Press.
  • Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
  • Bhatia, T. K. ve Ritchie, W. C. (1999). The Bilingual Child: Some Issues and Perspectives. In W. C. Ritchie And T. K. Bhatia (Eds.), Handbook of Child Language Acquisition (pp. 569-646 ). San Diego: Academic Press.
  • Björklund, S. (1997). Immersion in Finland in the 1990s: A State of Development and Expansion. In R. K. Johnson and M. Swain (eds.), Immersion Education: International Perspectives (pp. 85–101). Cambridge: Cambridge University Press.
  • Bosch, L. ve Sebastián-Gallés, N. (1997). Native-Language Recognition Abilities in 4-Month-Old Infants from Monolingual and Bilingual Environments. Cognition, 65, 33–69.
  • Chin, N. B. ve Wigglesworth, G. (2007). Bilingualism: An Advanced Resource Book. London: Routledge.
  • Cummins, J. (1981). The Role of Primary Language Development in Promoting Educational Success for Language Minority Students. 10.13140/2.1.1334.9449.
  • Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.
  • Cummins, J. (2000). Putting Language Proficiency in its Place. In J. Cenoz and U. Jessner (eds.), English in Europe; The Acquisition of a Third Language (pp. 54–83).
  • Clevedon: Mutilingual Matters. Cummins, J. ve Corson, D. (eds.) (1997). The Encyclopedia of Language and Education 5: Bilingual Education. Dordrecht: Kluwer.
  • Day, E. ve Shapson, S. (1996). Studies in Immersion Education. Clevedon: Multilingual Matters.
  • De Houwer, A. (1995). Bilingual Language Acquisition. In P. Fletcher and B. MacWhinney (eds.), The Handbook of Child Language (pp. 219–50). Oxford: Blackwell.
  • Döpke, S. (2000). Cross-linguistic Structures in Simultaneous Bilingualism. Amsterdam: John Benjamins.
  • Eilers, R. E., Pearson, B. Z. ve Cobo-Lewis, A. B. (2006). Social Factors in Bilingual Development: The Miami Experience. In P. McCardle and E. Hoff (eds.), Childhood Bilingualism: Research on Infancy through School Age (pp. 68–90). Clevedon: Multilingual Matters.
  • Fabbro, F. (2001). The Bilingual Brain : Cerebral Representation of Languages. Brain and Language. (79), 211-222.
  • Genesee, F. (1983). Bilingual Education of Majority Language Children: The immersion experiments in review. Applied Psycholinguistics, (4), 1–46.
  • Genesee, F. (1987). Learning Through Two Languages. Cambridge, MA: Newbury House.
  • Genesee, F., Holobow, N., Lambert, W. E., Cleghorn, A. ve Walling, R. (1985). The Linguistic and Academic Development of English Speaking Children in French Schools: Grade Four Outcomes. Canadian Modern Language Review, 41(4), 669–85.
  • Genesee, F. ve Nicoladis, E. (2007). Bilingual First Language Acquisition. In E. Hoff and M. Shatz (eds.), Blackwell Handbook of Language Development (pp. 324–44). Oxford: Blackwell.
  • Green, D. W. ve Abutalebi, J. (2008). Understanding the Link Between Bilingual Aphasia and Language Control. Journal of Neurolinguistics. 21(6), 558-576.

Bilingualism And Education Programs In Foreign Language

Yıl 2020, Cilt: 1 Sayı: 2, 158 - 174, 30.12.2020

Öz

Today, there are as many children growing up in bilingual environments as there are children growing up in a monolingual environment. Continuity in two languages learning is expected as a result of the rapid technological innovations in modern communication systems in the world and the increasing possibilities of people's relocation. For this reason, being bilingual or multilingual in childhood is the accepted standard in the world. The term "bilingualism" is a highly complex social, psychological, and linguistic phenomenon, commonly used to describe individuals who have acquired the ability to use two different languages. Age, way of acquisition, acquisition conditions, status of mother tongue, competence level in both languages are some of the important factors in bilingualism. Therefore, researchers can present different points of views about bilingualism. This study aims to explain the childhood second/foreign language acquisition process by considering the educational contexts in a foreign language, briefly summarize the models of education in a foreign language (Immersion Education), and examine the concepts of being bilingual
in different settings such as home and school, benefits and different aspects of second language learning process in childhood within the scope of early childhood bilingualism. The findings gathered from the literature review indicated that it is very important to continue to develop the mother tongue for children to achieve effective bilingual competence and positive bilingual identity in preschool and school conditions where children receive a second language education in a foreign language. It has also been found that high quality input, density and integration between language and content will be beneficial in achieving positive results. In bilingual societies, it is accepted that the continuation of good quality education from primary to secondary education, and
experienced teachers with high standards are also important elements.

Kaynakça

  • Albert, M. ve Obler, L. K. (1978). The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism. New York: Academic Press.
  • Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
  • Bhatia, T. K. ve Ritchie, W. C. (1999). The Bilingual Child: Some Issues and Perspectives. In W. C. Ritchie And T. K. Bhatia (Eds.), Handbook of Child Language Acquisition (pp. 569-646 ). San Diego: Academic Press.
  • Björklund, S. (1997). Immersion in Finland in the 1990s: A State of Development and Expansion. In R. K. Johnson and M. Swain (eds.), Immersion Education: International Perspectives (pp. 85–101). Cambridge: Cambridge University Press.
  • Bosch, L. ve Sebastián-Gallés, N. (1997). Native-Language Recognition Abilities in 4-Month-Old Infants from Monolingual and Bilingual Environments. Cognition, 65, 33–69.
  • Chin, N. B. ve Wigglesworth, G. (2007). Bilingualism: An Advanced Resource Book. London: Routledge.
  • Cummins, J. (1981). The Role of Primary Language Development in Promoting Educational Success for Language Minority Students. 10.13140/2.1.1334.9449.
  • Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.
  • Cummins, J. (2000). Putting Language Proficiency in its Place. In J. Cenoz and U. Jessner (eds.), English in Europe; The Acquisition of a Third Language (pp. 54–83).
  • Clevedon: Mutilingual Matters. Cummins, J. ve Corson, D. (eds.) (1997). The Encyclopedia of Language and Education 5: Bilingual Education. Dordrecht: Kluwer.
  • Day, E. ve Shapson, S. (1996). Studies in Immersion Education. Clevedon: Multilingual Matters.
  • De Houwer, A. (1995). Bilingual Language Acquisition. In P. Fletcher and B. MacWhinney (eds.), The Handbook of Child Language (pp. 219–50). Oxford: Blackwell.
  • Döpke, S. (2000). Cross-linguistic Structures in Simultaneous Bilingualism. Amsterdam: John Benjamins.
  • Eilers, R. E., Pearson, B. Z. ve Cobo-Lewis, A. B. (2006). Social Factors in Bilingual Development: The Miami Experience. In P. McCardle and E. Hoff (eds.), Childhood Bilingualism: Research on Infancy through School Age (pp. 68–90). Clevedon: Multilingual Matters.
  • Fabbro, F. (2001). The Bilingual Brain : Cerebral Representation of Languages. Brain and Language. (79), 211-222.
  • Genesee, F. (1983). Bilingual Education of Majority Language Children: The immersion experiments in review. Applied Psycholinguistics, (4), 1–46.
  • Genesee, F. (1987). Learning Through Two Languages. Cambridge, MA: Newbury House.
  • Genesee, F., Holobow, N., Lambert, W. E., Cleghorn, A. ve Walling, R. (1985). The Linguistic and Academic Development of English Speaking Children in French Schools: Grade Four Outcomes. Canadian Modern Language Review, 41(4), 669–85.
  • Genesee, F. ve Nicoladis, E. (2007). Bilingual First Language Acquisition. In E. Hoff and M. Shatz (eds.), Blackwell Handbook of Language Development (pp. 324–44). Oxford: Blackwell.
  • Green, D. W. ve Abutalebi, J. (2008). Understanding the Link Between Bilingual Aphasia and Language Control. Journal of Neurolinguistics. 21(6), 558-576.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Zekeriya Hamamcı Bu kişi benim 0000-0002-7675-7742

Yayımlanma Tarihi 30 Aralık 2020
Gönderilme Tarihi 2 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 2

Kaynak Göster

APA Hamamcı, Z. (2020). İkidillilik ve Yabancı Dilde Eğitim Programları. Dünya Dilleri, Edebiyatları Ve Çeviri Çalışmaları Dergisi, 1(2), 158-174.