I·kidillilik ve Yabancı Dilde Eğitim Programları
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bandırma Onyedi Eylül Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Gu¨nu¨mu¨zde tek dilli ortamda bu¨yu¨yen c¸ocukların sayısı kadar iki veya daha fazla dilli ortamlarda bu¨yu¨yen c¸ocuklar bulunmaktadır. Du¨nyadaki modern iletis¸im sistemlerinde gerc¸ekles¸en hızlı teknolojik yenilikler ve insanların artan yer degˆis¸tirme imka^nlarının sonucu olarak iki dil o¨gˆreniminde devamlılık beklenmektedir. Bu nedenle c¸ocuklukta iki veya c¸ok dilli olma du¨nyada kabul go¨ren o¨lc¸u¨ndu¨r. “I·kidillilik” terimi, genellikle iki farklı dili kullanma yetisini elde etmis¸ bireyleri ifade etmek ic¸in kullanılmasının yanı sıra, oldukc¸a karmas¸ık, psikolojik, sosyal ve dilbilimsel bir olgudur. I·kidillilik yas¸, edinim s¸ekli, edinim s¸artları, ana dile maruz kalıp kalmama durumu, her iki dildeki yetkinlik seviyesi gibi birc¸ok unsura bagˆlı olarak tanımlanabilen bir kavram olmasından dolayı, bu kavramın tanımlanması ile ilgili c¸es¸itli go¨ru¨s¸ler bulunmaktadır. Bu c¸alıs¸ma, c¸ocukluk ikinci/yabancı dil edinim su¨recini yabancı dilde egˆitim bagˆlamlarını dikkate alarak ac¸ıklamayı, yabancı dilde egˆitim (Immersion Education) modellerini kısaca o¨zetlemeyi ve erken c¸ocukluk ikidilliligˆi kapsamında c¸ocukluk do¨neminde ikinci dil o¨gˆrenim su¨reci, faydaları ve hem ev hem de okul gibi farklı ortamlarda ikidilli olma kavramlarını incelemeyi amac¸lamaktadır. Alanyazın taraması sonucu elde edilen bulgular, etkili ikidilli edinci ve olumlu ikidilli kimligˆi gerc¸ekles¸tirmeleri bakımından c¸ocukların ana dilini gelis¸tirmeye, ikinci dilde egˆitim aldıkları okul o¨ncesi ve okul s¸artlarında devam etmelerinin oldukc¸a o¨nemli oldugˆunu go¨stermis¸tir. Ayrıca, yu¨ksek kalitede girdi, dil ve ic¸erik arasındaki yogˆunluk ve bu¨tu¨nles¸menin olumlu sonuc¸lar elde etmede faydalı olacagˆı go¨ru¨lmu¨s¸tu¨r. I·kidilli toplumlarda, ilko¨gˆretimden ortao¨gˆretime kadar iyi kalitede egˆitimin devamı ve ayrıca konusuna hakim, tecru¨beli yu¨ksek standartlara sahip o¨gˆreticilerin o¨nemli unsurlar oldugˆu kabul go¨rmektedir.
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 bilingualin 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, andexperienced teachers with high standards are also important elements.
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 bilingualin 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, andexperienced teachers with high standards are also important elements.
Açıklama
Anahtar Kelimeler
İkidillilk|ikinci/yabancı dil öğrenimi|yabancı dilde eğitim programalrı|Bilingualism|second/foreign language learning|education programs in foreign language.
Kaynak
Dünya Dilleri, Edebiyatları ve Çeviri Çalışmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
1
Sayı
2
