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İlkokul Çağında Çoklu Dil Eğitimine Yönelik Veli Görüşlerinin İncelenmesi

Yıl 2024, Cilt: 21 Sayı: 1, 95 - 122, 24.04.2024

Tugba Aydın Yıldız Şule Çınar Yağcı

https://doi.org/10.33711/yyuefd.1340441

Öz

Günümüzün küreselleşen dünyasında kültürel çeşitliliği deneyimlemek ve gelecek planları kolay bir şekilde gerçekleştirebilmek için birden fazla yabancı dil öğrenmenin önemi büyüktür. Erken yaşta birden fazla yabancı dilin farkına varmak ve bunları deneyimlemek yabancı dil öğrenme sürecine kolaylık sağlayacağı bilinmektedir. Erken yaşta çoklu yabancı dil farkındalığı geliştirmede ebeveynlerin rolü oldukça önemlidir. Bu çalışmanın amacı çoklu dil eğitimi kursuna devam eden öğrencilerin velilerinin kurs ve çoklu dil eğitimi ile ilgili görüşlerini derinlemesine incelemektir. Çoklu dil eğitimi, bir konunun aynı gün içinde İngilizce, Almanca ve Fransızca dillerinde art arda işlenmesini kapsamaktadır. 12 saatten oluşan bu kursun amacı; çocuklara yabancı dillerin kendine ait özeliklerini ve belli kelime gruplarını öğreterek, onların yabancı dillere karşı farkındalık kazanmalarını sağlamaktır. Çalışmaya 9 veli katılmış ve araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ile veriler elde edilmiştir. Çalışmada nitel araştırma desenlerinden durum çalışması deseni kullanılmış ve elde edilen verilerin analizinde betimsel analiz yöntemine başvurulmuştur. Veliler, eş zamanlı çoklu dil öğrenme yaşının “7,8 yaş”, “5,6 yaş” ve “Doğumdan itibaren” şeklinde olması gerektiğini, çoklu dil eğitiminin ilkokulda verilmesinin çocuk için “bilişsel gelişim”, “psikolojik gelişim” ve “sosyo-kültürel gelişim” açısından faydalı olduğunu, çoklu dil eğitiminin ilkokul çağında verilmesinde zararı olmadığını, ilkokul çağında verilen çoklu dil eğitiminin çocuğun en çok bilişsel gelişim, psikolojik gelişim ve sosyal gelişimlerine katkı sağlayacağını ve çoklu dil eğitiminin çocuğun geleceği açısından ayırt edici nitelik olduğunu belirtmişlerdir. Veliler aynı zamanda erken yaşta çocuklarının çoklu dile maruz kalmasının önemli olduğunu düşünmekte ve çoklu dil eğitimi verilen okula çocuklarını göndermek istemektedirler.

Anahtar Kelimeler

Çoklu dil eğitimi veli görüşleri ingilizce fransızca almanca

Kaynakça

  • Akpınar Dellal, N. & Kuru Atadere, Y. (2015). Erken Yaşta Yabancı Dil Eğitimine Yönelik Velilerin Bilinç Ve Algı Düzeyleri. Electronic Turkish Studies, 10(11).
  • Antón E, Duñabeitia JA, Estévez A, Hernández JA, Castillo A, Fuentes LJ, Davidson DJ, Carreiras M. ANT görevinde çift dilli bir avantaj var mı? Çocuklardan kanıtlar. Psikolojide Sınırlar. 2014; 5 (398) doi: 10.3389/fpsyg.2014.00398.
  • Atay, D., Kurt, G., Çamlıbel, Z. & Ersin, P. (2009). The Role of Intercultural Competence in Foreign Language Teaching. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10 (3) , . Retrieved from https://dergipark. org.tr/en/pub/inuefd/issue/8704/108680
  • Barton, A. (1997) Boys’ under-achievement in GCSE modern languages: reviewing the reasons, Language Learning Journal, 16, 11 – 16.
  • Bleakley, H. & Chin, A. (2004). Language skills and earnings: Evidence from childhood immigrants. Review of Economics and Statistics, 86(2), 481-496
  • Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A. & Taeschner, T. (1998). Foreign languages in primary and pre-school education: Context and outcomes. London: CILT.
  • Brown, A. (2017). The effects of growing up in a multilingual environment on a young child’s self-esteem.
  • Retrieved from https https://www.semanticscholar.org/paper/The-effects-of-growing-up-in-a-multilingual Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing landscapes, 7(1), 95–112.
  • Çağaç, F.G. (2018). Benefits of learning a foreign language at an early age. The Journal of International Social Research, 11, 132-137.
  • Cain, A. & De Pietro, J. (1997) Les repre´sentations des pays dont apprend la langue : comple´ment facultative ou composante de l’apprentissage? In : M. Mathey (Ed.) Les langues et leurs images (Neuchaˆtel, IRDP). Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174).
  • Chambers, G. (1999) Motivating language learners (Clevedon, Multilingual Matters).
  • Cotton, K. & Wikelund, K. R. (2007) Parent Involment in Education. School Improvement Research Series (ED 285895)
  • Court, K. (2001) Why are boys opting out? A study of situated masculinities and foreign language learning. Available online at: http://www.ling.lancs.ac.uk/groups/crile/crile57/court.pdf
  • Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, London: Sage Publications.
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
  • Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters.
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10, 221–240.
  • Damar, E. A., Gursoy, E. & Korkmaz, S. C. (2013). Teaching English to Young Learners: Through the Eyes of EFL Teacher Trainers. Uludag: UludagUniversity.
  • Deng, F., & Zou, Q. (2016). A study on whether the adults’ second language acquisition is easy or not—from the perspective of children’s native language acquisition. Theory and Practice in Language Studies, 6(4), 776-780.
  • Drobot, I.-A. (2022). Multilingualism and Awareness of Cultural Differences in Communication. Multilingualism - Interdisciplinary Topics. doi: 10.5772/intechopen.99178
  • Duñabeitia J. A., Hernández J. A., Antón E., Macizo P., Estévez A., Fuentes L. J., et al. (2014). The inhibitory advantage in bilnigual children revisited. Exp. Psychol. 61, 234–251 10.1027/1618-3169/a000243.
  • Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological science, 26(7), 1090-1097.
  • Feestra, H. (1969). Parent and Teacher Attitudes. Their Role in Second Language Acquisition. Canadian Modern Language Review, 26, 5–13
  • Fillmore, L. W. (2000). Loss of family languages: Should educators be concerned? Theory into practice, 39(4), 203-210.
  • Gardner, R. & Lambert, W. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House
  • Gardner, R. (1968). Attitudes and Motivation: Their role in Second-Language Learning. TESOL Quarterly, 2 (3), 141–150
  • Gardner, R. C. (1985) Social psychology and second language learning (London, Edward Arnold). Genç, A. (1999). İlkögretimde Yabancı Dil, Buca EgitimFakültesiDergisi, Özel Sayı ll, 299- 308. Ghasemi, B.; Hashemi, M. (2011). Foreign language learning during childhood. Procedia Soc. Behav. Sci., 28, 872–876.
  • Gonzalez, A. (2000). The acquisition and labor market value of four English skills: New evidence from the NALS. Contemporary Economic Policy 18 (3): 259–69.
  • Graddol, D. (2006). English next. London: British Council.
  • Hofer, B., & Jessner, U. (2019). Multilingualism at the primary level in South Tyrol: how does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3? The Language Learning Journal, 47(1), 76-87. http://dx.doi.org/10.1017/CBO9780511486999
  • Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 31-41). Reading, UK: Garnet Publishing.
  • Keleş, N. A., & Sabuncuoğlu, O. (2015). The Impacts of Bilingualism on Pre-Schoolers İki Dilliliğin Anaokulu Öğrencileri Üzerindeki Etkileri. Eğitim Fakültesi Dergisi, 7(1), 191–208. https://doi.org/10.17932/iau.efd.2015.013/efd_v07i009
  • Keysar B., Henly A. S. (2002). Speakers’ overestimation of their effectiveness. Psychological Science, 13, 207–212. Crossref PubMed. Kılıç, E. G. (2019). Türkiye`de Fransızcaya karşı ön yargı ile ilgili nitel bir araştırma. 602315 Yüksek Lisans Tezi, Marmara Üniversitesi.
  • Lambert, W. & Klineberg, O. (1967). Children’s views of foreign peoples:A cross-Cultural Study. New York: Appleton-Century-Crafts
  • Lightbown, P. M. & Spada, N. (1999). How languages are learned. Oxford: OUP.Morrow, C. (2011). How Important is English in Elementary School? Dubai: UEA University.
  • Lindholm, K. J. (1988). The Edison elementary School Bilingual Immersion Program: Student Progress after One year o fimplementation. (ERIC Document Reproduction Service No. ED298 765).
  • Merriam, S. B. (2013). Nitel araştırma, desen ve uygulama için bir rehber. (S. Turan, Çev.) Ankara: Nobel Yayın Dağıtım.
  • Miles, M. B., & Huberman, A. M. (1994).Qualitative data analysis: An expanded sourcebook.Thousand Oaks, CA: Sage.
  • Murphy, S. (2003). Second Language Transfer during L3 Acquisition. Working Papers in TESOL, Applied Linguistics, 3, 1-21.
  • Newport E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11–28. Crossref
  • Oksaar, E. (1983). Multilingualism and multiculturalism from the linguist's point of view. In Multicultural and Multilingual Education in Immigrant Countries: Proceedings of an International Symposium Held at the Wenner-Gren Center, Stockholm, August 2 and 3, 1982 (Vol. 38, p. 17). Pergamon.
  • Oktaviani, A., & Fauzan, A. (2017). Teachers Perceptions about the Importance of English for Young Learners. Linguistic, English Education and Art (LEEA) Journal, 1(1), 1-15. https://doi.org/https://doi.org/10.31539/leea.v1i1.25
  • Oskamp. S. (1977) 15. Attitudes and Opinions. Englewood Cliffs, NJ, Prentice-Hall
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
  • Pearson BZ. Raising a bilingual child. New York: Random House; 2008.
  • Petito, L. A., Katerelos, M., Levy, B., Guana, K., Tetreault, K. and Ferraro, V.,(2001) "Bilingual Sign and Spoken Language Acquisition From Birth: Implications for Mechanics Underlying Early Bilingual Language" Acquisition. Journal of Child Language 28,453-486.
  • Rosenbusch, M. H. (1987). Foreign Language Learning and Children: The Parental Role. ERIC Q&A.
  • Rosenbush, Marcia H. (1987). Foreign Language Learning and Children: The Parental Role (ED 289366).
  • Rubin, H. J. and Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data. California: Thousand Oaks, Sage Publication.
  • Sapir, E. (1985). Culture, language and personality: Selected essays (Vol. 342). Univ of California Press.
  • Sercu, L.(2006) The foreign language and intercultural competence teacher: the acquisition of a new professional identity, Intercultural Education, 17:1, 55-72, DOI: 10.1080/14675980500502321
  • Sperber D., Clément F., Heintz C., Mascaro O., Mercier H., Origgi G., Wilson D. (2010). Epistemic vigilance. Mind & Language, 25, 359–393. Crossref
  • Supriyanti, N. (2012). Why do Our Chlidren Need to Learn English at Elementary Schools? A Critical Review on the Provision of English to the Indonesia Elementary Schools.Yogyakarta: Universitas Negeri Yogyakarta. Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development 9, 235-247
  • Thordardottir E. The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism. 2011;15(4):426–445. doi: 10.1177/1367006911403202.
  • Trejo, Stephen J. 2003. Intergenerational progress of Mexican-origin workers in the U.S. labor market. Journal of Human Resources 38 (3): 467–89.
  • Ültay, E., Akyurt, H. & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi. IBAD Sosyal Bilimler Dergisi, (10), 188-201.
  • Wei, L. (2008). Research perspectives on bilingualism and multilingualism. The Blackwell guide to research methods in bilingualism and multilingualism, 3-17.
  • Wong, Fillmore, and L. (2000). Loss of Family Languages: Should educators be concerned? Theory into practice. 39 (4), 203-210.
  • Wright, M. (1999) Influences on learner attitudes towards foreign language and culture, Educational Research, 41(2), 97 – 208.
  • Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research, 41(2), 197-208.
  • Yıldırım A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9.baskı). Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. (2. Baskı). Ankara: Seçkin Yayıncılık
  • Yow W. Q. & Markman E. M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12, 12–31.

Investigation of Parents' Views on Multilingual Education in Primary School Age

Yıl 2024, Cilt: 21 Sayı: 1, 95 - 122, 24.04.2024

Tugba Aydın Yıldız Şule Çınar Yağcı

https://doi.org/10.33711/yyuefd.1340441

Öz

In today's globalized world, it is important to learn more than one foreign language in order to experience cultural diversity and to make future plans easily. It is known that being aware of and experiencing more than one foreign language at an early age will facilitate the foreign language learning process. The role of parents in developing multilingual awareness at an early age is very important. The aim of this study is to examine in depth the views of parents of students attending a multilingual education course about the course and multilingual education. Multilingual education involves teaching a topic consecutively in English, German and French on the same day. The aim of this 12-hour course is to teach children the characteristics of foreign languages and certain vocabulary groups and to raise their awareness of foreign languages. Nine parents participated in the study and data were obtained through a semi-structured interview form prepared by the researchers. The parents stated that the age of simultaneous multilingual learning should be "7,8 years old", "5,6 years old" and "from birth", that providing multilingual education in primary school is beneficial for the child in terms of "cognitive development", "psychological development" and "socio-cultural development", that there is no harm in providing multilingual education at primary school age, that multilingual education provided at primary school age will contribute to the child's cognitive development, psychological development and social development the most, and that multilingual education is a distinguishing feature for the future of the child. Parents also believe that it is important for their children to be exposed to multiple languages at an early age and are willing to send their children to schools that offer multilingual education.

Anahtar Kelimeler

Multilingual education Parent views English French German

Kaynakça

  • Akpınar Dellal, N. & Kuru Atadere, Y. (2015). Erken Yaşta Yabancı Dil Eğitimine Yönelik Velilerin Bilinç Ve Algı Düzeyleri. Electronic Turkish Studies, 10(11).
  • Antón E, Duñabeitia JA, Estévez A, Hernández JA, Castillo A, Fuentes LJ, Davidson DJ, Carreiras M. ANT görevinde çift dilli bir avantaj var mı? Çocuklardan kanıtlar. Psikolojide Sınırlar. 2014; 5 (398) doi: 10.3389/fpsyg.2014.00398.
  • Atay, D., Kurt, G., Çamlıbel, Z. & Ersin, P. (2009). The Role of Intercultural Competence in Foreign Language Teaching. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10 (3) , . Retrieved from https://dergipark. org.tr/en/pub/inuefd/issue/8704/108680
  • Barton, A. (1997) Boys’ under-achievement in GCSE modern languages: reviewing the reasons, Language Learning Journal, 16, 11 – 16.
  • Bleakley, H. & Chin, A. (2004). Language skills and earnings: Evidence from childhood immigrants. Review of Economics and Statistics, 86(2), 481-496
  • Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A. & Taeschner, T. (1998). Foreign languages in primary and pre-school education: Context and outcomes. London: CILT.
  • Brown, A. (2017). The effects of growing up in a multilingual environment on a young child’s self-esteem.
  • Retrieved from https https://www.semanticscholar.org/paper/The-effects-of-growing-up-in-a-multilingual Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing landscapes, 7(1), 95–112.
  • Çağaç, F.G. (2018). Benefits of learning a foreign language at an early age. The Journal of International Social Research, 11, 132-137.
  • Cain, A. & De Pietro, J. (1997) Les repre´sentations des pays dont apprend la langue : comple´ment facultative ou composante de l’apprentissage? In : M. Mathey (Ed.) Les langues et leurs images (Neuchaˆtel, IRDP). Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174).
  • Chambers, G. (1999) Motivating language learners (Clevedon, Multilingual Matters).
  • Cotton, K. & Wikelund, K. R. (2007) Parent Involment in Education. School Improvement Research Series (ED 285895)
  • Court, K. (2001) Why are boys opting out? A study of situated masculinities and foreign language learning. Available online at: http://www.ling.lancs.ac.uk/groups/crile/crile57/court.pdf
  • Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, London: Sage Publications.
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
  • Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters.
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10, 221–240.
  • Damar, E. A., Gursoy, E. & Korkmaz, S. C. (2013). Teaching English to Young Learners: Through the Eyes of EFL Teacher Trainers. Uludag: UludagUniversity.
  • Deng, F., & Zou, Q. (2016). A study on whether the adults’ second language acquisition is easy or not—from the perspective of children’s native language acquisition. Theory and Practice in Language Studies, 6(4), 776-780.
  • Drobot, I.-A. (2022). Multilingualism and Awareness of Cultural Differences in Communication. Multilingualism - Interdisciplinary Topics. doi: 10.5772/intechopen.99178
  • Duñabeitia J. A., Hernández J. A., Antón E., Macizo P., Estévez A., Fuentes L. J., et al. (2014). The inhibitory advantage in bilnigual children revisited. Exp. Psychol. 61, 234–251 10.1027/1618-3169/a000243.
  • Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological science, 26(7), 1090-1097.
  • Feestra, H. (1969). Parent and Teacher Attitudes. Their Role in Second Language Acquisition. Canadian Modern Language Review, 26, 5–13
  • Fillmore, L. W. (2000). Loss of family languages: Should educators be concerned? Theory into practice, 39(4), 203-210.
  • Gardner, R. & Lambert, W. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House
  • Gardner, R. (1968). Attitudes and Motivation: Their role in Second-Language Learning. TESOL Quarterly, 2 (3), 141–150
  • Gardner, R. C. (1985) Social psychology and second language learning (London, Edward Arnold). Genç, A. (1999). İlkögretimde Yabancı Dil, Buca EgitimFakültesiDergisi, Özel Sayı ll, 299- 308. Ghasemi, B.; Hashemi, M. (2011). Foreign language learning during childhood. Procedia Soc. Behav. Sci., 28, 872–876.
  • Gonzalez, A. (2000). The acquisition and labor market value of four English skills: New evidence from the NALS. Contemporary Economic Policy 18 (3): 259–69.
  • Graddol, D. (2006). English next. London: British Council.
  • Hofer, B., & Jessner, U. (2019). Multilingualism at the primary level in South Tyrol: how does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3? The Language Learning Journal, 47(1), 76-87. http://dx.doi.org/10.1017/CBO9780511486999
  • Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 31-41). Reading, UK: Garnet Publishing.
  • Keleş, N. A., & Sabuncuoğlu, O. (2015). The Impacts of Bilingualism on Pre-Schoolers İki Dilliliğin Anaokulu Öğrencileri Üzerindeki Etkileri. Eğitim Fakültesi Dergisi, 7(1), 191–208. https://doi.org/10.17932/iau.efd.2015.013/efd_v07i009
  • Keysar B., Henly A. S. (2002). Speakers’ overestimation of their effectiveness. Psychological Science, 13, 207–212. Crossref PubMed. Kılıç, E. G. (2019). Türkiye`de Fransızcaya karşı ön yargı ile ilgili nitel bir araştırma. 602315 Yüksek Lisans Tezi, Marmara Üniversitesi.
  • Lambert, W. & Klineberg, O. (1967). Children’s views of foreign peoples:A cross-Cultural Study. New York: Appleton-Century-Crafts
  • Lightbown, P. M. & Spada, N. (1999). How languages are learned. Oxford: OUP.Morrow, C. (2011). How Important is English in Elementary School? Dubai: UEA University.
  • Lindholm, K. J. (1988). The Edison elementary School Bilingual Immersion Program: Student Progress after One year o fimplementation. (ERIC Document Reproduction Service No. ED298 765).
  • Merriam, S. B. (2013). Nitel araştırma, desen ve uygulama için bir rehber. (S. Turan, Çev.) Ankara: Nobel Yayın Dağıtım.
  • Miles, M. B., & Huberman, A. M. (1994).Qualitative data analysis: An expanded sourcebook.Thousand Oaks, CA: Sage.
  • Murphy, S. (2003). Second Language Transfer during L3 Acquisition. Working Papers in TESOL, Applied Linguistics, 3, 1-21.
  • Newport E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11–28. Crossref
  • Oksaar, E. (1983). Multilingualism and multiculturalism from the linguist's point of view. In Multicultural and Multilingual Education in Immigrant Countries: Proceedings of an International Symposium Held at the Wenner-Gren Center, Stockholm, August 2 and 3, 1982 (Vol. 38, p. 17). Pergamon.
  • Oktaviani, A., & Fauzan, A. (2017). Teachers Perceptions about the Importance of English for Young Learners. Linguistic, English Education and Art (LEEA) Journal, 1(1), 1-15. https://doi.org/https://doi.org/10.31539/leea.v1i1.25
  • Oskamp. S. (1977) 15. Attitudes and Opinions. Englewood Cliffs, NJ, Prentice-Hall
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
  • Pearson BZ. Raising a bilingual child. New York: Random House; 2008.
  • Petito, L. A., Katerelos, M., Levy, B., Guana, K., Tetreault, K. and Ferraro, V.,(2001) "Bilingual Sign and Spoken Language Acquisition From Birth: Implications for Mechanics Underlying Early Bilingual Language" Acquisition. Journal of Child Language 28,453-486.
  • Rosenbusch, M. H. (1987). Foreign Language Learning and Children: The Parental Role. ERIC Q&A.
  • Rosenbush, Marcia H. (1987). Foreign Language Learning and Children: The Parental Role (ED 289366).
  • Rubin, H. J. and Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data. California: Thousand Oaks, Sage Publication.
  • Sapir, E. (1985). Culture, language and personality: Selected essays (Vol. 342). Univ of California Press.
  • Sercu, L.(2006) The foreign language and intercultural competence teacher: the acquisition of a new professional identity, Intercultural Education, 17:1, 55-72, DOI: 10.1080/14675980500502321
  • Sperber D., Clément F., Heintz C., Mascaro O., Mercier H., Origgi G., Wilson D. (2010). Epistemic vigilance. Mind & Language, 25, 359–393. Crossref
  • Supriyanti, N. (2012). Why do Our Chlidren Need to Learn English at Elementary Schools? A Critical Review on the Provision of English to the Indonesia Elementary Schools.Yogyakarta: Universitas Negeri Yogyakarta. Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development 9, 235-247
  • Thordardottir E. The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism. 2011;15(4):426–445. doi: 10.1177/1367006911403202.
  • Trejo, Stephen J. 2003. Intergenerational progress of Mexican-origin workers in the U.S. labor market. Journal of Human Resources 38 (3): 467–89.
  • Ültay, E., Akyurt, H. & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi. IBAD Sosyal Bilimler Dergisi, (10), 188-201.
  • Wei, L. (2008). Research perspectives on bilingualism and multilingualism. The Blackwell guide to research methods in bilingualism and multilingualism, 3-17.
  • Wong, Fillmore, and L. (2000). Loss of Family Languages: Should educators be concerned? Theory into practice. 39 (4), 203-210.
  • Wright, M. (1999) Influences on learner attitudes towards foreign language and culture, Educational Research, 41(2), 97 – 208.
  • Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research, 41(2), 197-208.
  • Yıldırım A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9.baskı). Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. (2. Baskı). Ankara: Seçkin Yayıncılık
  • Yow W. Q. & Markman E. M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12, 12–31.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İlköğretim, Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Tugba Aydın Yıldız 0000-0001-5248-2484

Şule Çınar Yağcı 0000-0003-4456-3174

Erken Görünüm Tarihi 20 Nisan 2024
Yayımlanma Tarihi 24 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 21 Sayı: 1

Kaynak Göster

APA Aydın Yıldız, T., & Çınar Yağcı, Ş. (2024). İlkokul Çağında Çoklu Dil Eğitimine Yönelik Veli Görüşlerinin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 95-122. https://doi.org/10.33711/yyuefd.1340441
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