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Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi / 2019 / Cilt: 52 Sayı: 3

Multilingual Perspective in Language Teaching

Dil Öğretiminde Çok Dilli Bakış Açısı

Gülşat Bican(MİLLİ EĞİTİM BAKANLIĞI)0000-0002-2651-2261
Pages
943–966
Publication Date
2019-12-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result, using of worldwide bilingual-/multilingual educational practices and disclosing the effectiveness of the multilingual approach to develop programs for teaching of multiple languages in Turkey is suggested.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to reconsider the prevalent strategies used for teaching more than one language in the context of multi-lingualism and to introduce new approaches in the light of developments in the literature.
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Key Findings & Data:Thus, the current condition in the interdisciplinary area of language education and related approaches required to be developed will be discussed.
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Conclusion & Impact:As a result, using of worldwide bilingual-/multilingual educational practices and disclosing the effectiveness of the multilingual approach to develop programs for teaching of multiple languages in Turkey is suggested.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:iki dillilik · bütüncül yaklaşım · Çok dillilik

Abstract

This study aims to reconsider the prevalent strategies used for teaching more than one language in the context of multi-lingualism and to introduce new approaches in the light of developments in the literature. Thus, the current condition in the interdisciplinary area of language education and related approaches required to be developed will be discussed. The study is a descriptive one and is based on literatute review. Using a traditional literature review, an examination of a complex set of up-to-date studies published by academically reliable and competent specialists has been conducted. Some specialists suggest focusing on multilingualism as an alternative to conventional approaches that emphasize the separation of languages in learning more than one language. This suggestion is a result of a holistic approach based on the research and developments in the field of bilingualism. Accordingly, the integration of new knowledge to the existing cognitive structures of an individual is crucial, as old information is the basis of interpreting new information. Interlingual connections combining different languages and a curriculum presenting course contents in different languages constitute a basic framework of this approach. As a result, using of worldwide bilingual-/multilingual educational practices and disclosing the effectiveness of the multilingual approach to develop programs for teaching of multiple languages in Turkey is suggested.

Özet

Bu çalışmanın amacı dil öğretiminde kullanılan tek dilli modeli, çok dillilik bağlamında yeniden ele almak ve alanyazındaki gelişmeler ışığında yeni yaklaşımları tanıtmaktır. Böylece disiplinlerarası bir bilim alanı olan dil öğretiminde var olan durum ve geliştirilmesi gereken yaklaşımlar tartışılabilecektir. Çalışma, betimsel bir araştırmadır ve alanyazın taramasıdır. Alanyazın tarama tekniklerinden geleneksel tarama ile yürütülen bu araştırmada, birden çok dil öğretimi ile ilgili alandaki temel kavramlar üzerinde, belirlenen amaç çerçevesinde inceleme yapılmıştır. Yapılan incelemede dil öğretimi alanındaki uzmanların dil öğretiminde, dillerin ayrılmasını savunan geleneksel yaklaşımlara seçenek olarak çok dilliliğe odaklanmayı önerdiği görülmüştür. Bu öneri, iki dillilik konusundaki araştırma ve gelişmelerden hareketle ortaya konulan bütüncül yaklaşımın sonucudur. Buna göre dillerin öğretiminde yeni bilgiyi var olan bilişsel yapılarla bütünleştirmek önemlidir. Böylece diller arası aktarım sağlanarak zayıf dilin gelişmesinde daha fazla yol alınabilir. Bu yaklaşımın temel çerçevesini, dil öğretiminde farklı dilleri bütünleştiren diller arası bağlantılar ve ders içeriklerini farklı dillerde sunan öğretim programı oluşturmaktadır. Bu çerçeve, iki dilli eğitimin güçlü modellerinde uygulanan çerçeve ile ortak özellikler taşımaktadır. Sonuç olarak, Türkiye’de birden çok dil öğretimine yönelik programların geliştirilmesinde çok dilli yaklaşımın etkililiğini ortaya çıkararak dünyadaki iki dilli/çok dilli eğitim uygulamalarından yararlanılması önerilmektedir.

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Cite This Article

Bican, G. (2019). Multilingual Perspective in Language Teaching. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt: 52 Sayı: 3, 943–966. https://doi.org/10.30964/auebfd.532374

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