Is bilingual education a handicap for early childhood education teachers?

Year 2024, , 332 - 359, 31.10.2024

Mine Koyuncu Şahin , Aysel Korkmaz

https://doi.org/10.19128/turje.1442429

Abstract

Starting bilingual education from birth and early childhood allows the child to be introduced to the advantages of bilingualism at an early age. This study was conducted to explore the perspectives of early childhood teachers working in private preschools that offer education in a foreign language and monolingual teachers working in public preschools on bilingualism and bilingual education in Ankara, Türkiye. The sample consisted of 16 early childhood teachers, 8 of whom were bilingual and 8 of whom were monolingual. Five themes were identified through content analysis. The sub-themes and codes that emerged from these overarching themes were further elucidated using selected sample statements. The findings revealed that early childhood teachers' perspectives about bilingualism and bilingual education may vary depending on whether they are bilingual or monolingual. Despite the differences in teachers' views on bilingualism and some gaps in their knowledge about educational programs, all of them acknowledged bilingualism as an advantage and emphasized the need for the proliferation of bilingual schools in Türkiye. The conditions of bilingual education in Türkiye were taken into account in interpreting the results, and recommendations were made accordingly.

Keywords

Bilingualism, Bilingual education, Bilingual education in preschools, Early childhood teachers

Çift dilli eğitim okul öncesi öğretmenleri için bir handikap mı?

Abstract

İki dilli eğitimin doğumdan ve erken çocukluk döneminden itibaren başlaması, çocuğun iki dilliliğin avantajları ile erken dönemde tanışmasını sağlar. Bu araştırma Ankara ilinde yabancı dille eğitim yapan özel anaokullarında çalışan çift dilli okul öncesi öğretmenleri ile devlet anaokullarında görev yapan tek dilli öğretmenlerin çift dilliliğe ve çift dilli eğitime bakış açılarını incelemek amacıyla yapılmıştır. Araştırmanın çalışma grubunda 8’i çift, 8’i tek dilli olmak üzere 16 okul öncesi öğretmeni yer almaktadır. Yapılan içerik analizi sonucunda 5 adet tema belirlenmiştir. Bu temalardan ortaya çıkan alt tema ve kodlar, örnek ifadeler eşliğinde yorumlanmıştır. Buna göre okul öncesi öğretmenlerinin çift veya tek dilli oluşlarına göre çift dilliliğe ve çift dilli eğitime bakış açıları değişebilmektedir. Öğretmenlerin çift dilliliğe ilişkin görüşlerinde farklılıklar ve eğitim programlarıyla ilgili konularda eksik bilgileri olsa da tamamı çift dilliliğin bir avantaj olduğunu ve Türkiye’de iki dilli okulların yaygınlaştırılması gerektiğini belirtmişlerdir. Araştırmadan çıkan sonuçlar yorumlanırken Türkiye’deki iki dilli eğitimin koşulları göz önünde bulundurulmuş ve bu doğrultuda öneriler getirilmiştir.

Keywords

İki dillilik, İki dilli eğitim, Okul öncesi öğretmenleri, Okul öncesinde iki dilli eğitim

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