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Journals / Akdeniz İnsani Bilimler Dergisi / 2016 / Cilt: 6 - Sayı: 2

Teachers’ Opinions Concerning Bilingual Education in Early Childhood: Practice and Experience in Pre-School and Nursery Classes

Erken Çocukluk Döneminde Anaokulu ve Anasınıflarında İki Dilli Eğitim Uygulamaları ve Deneyimleri Üzerine Öğretmen Görüşleri

Bengül Gülay ÇETİNTAŞ
Zeliha YAZICI
Pages
173–187
Publication Date
2022-10-12
DOI
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AI Summary & Key Takeaways

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

This study discusses the immersion method employed in those pre-schools offering bilingual and second language education, from actual studies, and determines the practices and experiences regarding this method through obtaining the opinions of the teachers in charge and, some solutions are suggested for the difficulties and problems experienced.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:As is the case worldwide, teaching a second language in early childhood is gradually gaining importance in Turkey.
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Key Findings & Data:In order to attain the objective of 3 languages, the European Union (EU) recommends starting teaching the second language at an early age, even in preschool and nursery classes.
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Conclusion & Impact:This study discusses the immersion method employed in those pre-schools offering bilingual and second language education, from actual studies, and determines the practices and experiences regarding this method through obtaining the opinions of the teachers in charge and, some solutions are suggested for the difficulties and problems experienced.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

As is the case worldwide, teaching a second language in early childhood is gradually gaining importance in Turkey. In order to attain the objective of 3 languages, the European Union (EU) recommends starting teaching the second language at an early age, even in preschool and nursery classes. In addition to policies regarding teaching a second language, linguists and teachers also corroborate the notion of teaching second language at an early age. It can be observed that the “immersion method” began to be used more frequently in recent years in preschools and nursery classes offering bilingual education. This study discusses the immersion method employed in those pre-schools offering bilingual and second language education, from actual studies, and determines the practices and experiences regarding this method through obtaining the opinions of the teachers in charge and, some solutions are suggested for the difficulties and problems experienced.

Özet

Erken çocukluk döneminde ikinci dil eğitimi son yıllarda tüm dünyada olduğu gibi ülkemizde degiderek önem kazanmaktadır. Avrupa Birliği (AB), 3-dil formülü hedefine ulaşmak için ikinci dil eğitiminimümkün olduğunca erken yaşta ve hatta kreşlerde ve anaokullarında başlanmasını önermektedir.İkinci dil öğretimine yönelik politikalarının yanı sıra dilbilimcilerin ve eğitim bilimcilerin de ortayakoydukları araştırmalarda erken yaşta ikinci dil eğitimini desteklediği görülmektedir. Son yıllarda ülkemizdesayıları giderek artan iki dilli eğitim uygulamaları yapan kreşlerde ve anaokullarında “immersionyönteminin” giderek daha yaygın bir biçimde kullanıldığını görmekteyiz. Bu çalışmada; güncel araştırmalarışığında ikinci dil ve iki dilli eğitim uygulayan anaokullarında uygulanan “immersion” diğer biradıyla “daldırma yöntemi” ele alınıp, söz konusu yönteme yönelik uygulamalar ve deneyimler görevliöğretmenlerin görüşlerine başvurularak tespit edilmeye çalışılmıştır. Ayrıca uygulamalarda ortaya çıkanzorluklar ve sorunlarla ilgili olarak çözüm önerileri sunulmuştur.

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Cite This Article

ÇETİNTAŞ, B. G., YAZICI, Z. (2022). Teachers’ Opinions Concerning Bilingual Education in Early Childhood: Practice and Experience in Pre-School and Nursery Classes. Akdeniz İnsani Bilimler Dergisi, Cilt: 6 - Sayı: 2, 173–187. https://ajindex.com/articles/434053

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