Öz
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.
Anahtar Kelimeler
iki dillilik bütüncül yaklaşım Çok dillilik ana dili öğretimi ikinci dil/ yabancı dil öğretimi
Kaynakça
- Baker, C. (2011b). Foundations of bilingual education (5th Edition). Bristol, New York, Ontario: Multilingual Matters.
- Baker, C. (2011a). Anne-babalar ve öğretmenler için rehber ikidilli eğitim. İstanbul: Heyamola.
- Baker, C., & Prys-Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon; Philadelphia, PA: Multilingual Matters.
- Benson, C. (2009). Designing effective schooling in multilingual contexts: The strengths and limitation of bilingual ‘models.’ Mohanty, A., Panda, M., Phillipson, R., &
- Skutnabb-Kangas, T. (Eds.). Multilingual education for social justice: Globalising the local. (ss. 63-81). Clevedon, UK: Multilingual Matters.
- Collier, V.P. (1989). How long? A synthesis of research on academic achievement in second language. TESOL Quarterly, 23, 509-531.
- Cenoz, J. and Gorter, D. (2011). Focus on Multilingualism: A Study of Trilingual Writing. Modern Language Journal 95: 356–369.
- Cenoz, J. and Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. Multilingual education: navigating between language learning and translanguaging, J. Cenoz ve D. Gorter (Ed.), 1–15. Cambridge: Cambridge University Press.
- Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57 (3): 402–423.
- Cook, V. (2013). Multi-competence. The Routledge Encyclopedia of Second Language Acquisition, P. Robinson (Ed.), 447–451. New York: Routledge.
- Council of Europe. (2009). Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment, Modern Language Division. Strasbourg.
- Creese, A. ve Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal 94: 103–115.
- Cummins, J. (1991). Interdependence of first- and second-language-proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (s. 70-89). Cambridge, MA: Cambridge University Press.
- Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon [England]; Buffalo [N.Y.]: Multilingual Matters.
- Cummins, J. (2001a). Bilingual children's mother tongue: why is it important for education? Sprogforum, 19 (7), 15-20.
- Cummins, J. (2001b). Negotiating Identities: Education for Empowerment in a Diverse Society. Los Angeles, CA: California Association for Bilingual Education Press, Multilingual Matters Ltd.
- Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics 10: 221–240.
- Cummins, J., & Hornberger, N. H. (2008). Bilingual education (2.baskı). New York: Springer.
- Cummins, J. (2014). To what extent are Canadian second language policies evidence-based? reflections on the intersections of research and policy. Frontiers in Psychology 5: 358.
- Cummins, J., and R. Persad. (2014). Teaching Through a Multilingual Lens: The Evolution of EAL Policy and Practice in Canada. Education Matters 2: 3–40.
- Cummins, J. (2015). Intercultural education and academic achievement: a framework for school-based policies in multilingual schools, Intercultural Education 26 (6): 455-468.
- Dalton-Puffer, C., Nikula, T., & Smit, U. (Ed.). (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamin.
- ECML - European Centre for Modern Languages of the Council of Europe (2018). https://www.ecml.at/Home/tabid/59/language/en-GB/Default.aspx
- Field, F. W. (2011). Key Concepts in Bilingualism. New York: Palgrave Macmillan.
- Freeman, R. D. (1998). Bilingual education and social change. Clevedon: Multilingual Matters.
- Hamers, J. F., & Blanc, M. H. A. (2000). Bilinguality and bilingualism (2.baskı). Cam¬bridge: Cambridge University Press.
- Haznedar, B. (2012). Türkiye’de yabancı dil öğretimi: İlköğretim yabancı dil programı. Boğaziçi Üniversitesi Eğitim Dergisi, 21 (2), 15-28.
- Helot, C. ve Cavalli, M. (2017). Bilingual Education in Europe. Encyclopedia of Bilingual and Multilingual Education (O. Garcia & A. Lin & S. May editors) Springer International Publishing.
- Grosjean, F. (2008). Studying Bilinguals. Oxford: Oxford University Press.
- Grosjean, F. (2010). Bilingual Life and Reality. USA: Harvard University Press.
- Grosjean, F. Li, P. (2013) The Psycholinguistics of Bilingualism. UK: Wiley-Blackwell.
- Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, Sayı: 4. No: 2.
- Kramsch, C. (2012). Authenticity and Legitimacy in Multilingual SLA. Critical Multilingualism Studies. 1: 107–128.
- Lightbown, P. M., ve Spada, N. (2006). How languages are learned (3. baskı). Oxford: Oxford University Press.
- Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology 25(5): 605–621. http://doi.org/10.1080/20445911.2013.795574
- May, S. (2008). Bilingual/Immersion Education: What the Research Tells Us. J. Cum¬mins, & Hornberger, N. H. (Ed.), Encyclopedia of Language and Education (2. baskı, Vol. Bilingual Education, ss. 19-34): Springer.
- MEB – Milli Eğitim Bakanlığı. (2018). İngilizce dersi öğretim programı. İlköğretim. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327
- MEB - Milli Eğitim Bakanlığı. (2018). İngilizce dersi öğretim programı. Ortaöğretim. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=342
- UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Öz
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.
Anahtar Kelimeler
Multilingualism bilingualism holistic approach mother tongue education second language education
Kaynakça
- Baker, C. (2011b). Foundations of bilingual education (5th Edition). Bristol, New York, Ontario: Multilingual Matters.
- Baker, C. (2011a). Anne-babalar ve öğretmenler için rehber ikidilli eğitim. İstanbul: Heyamola.
- Baker, C., & Prys-Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon; Philadelphia, PA: Multilingual Matters.
- Benson, C. (2009). Designing effective schooling in multilingual contexts: The strengths and limitation of bilingual ‘models.’ Mohanty, A., Panda, M., Phillipson, R., &
- Skutnabb-Kangas, T. (Eds.). Multilingual education for social justice: Globalising the local. (ss. 63-81). Clevedon, UK: Multilingual Matters.
- Collier, V.P. (1989). How long? A synthesis of research on academic achievement in second language. TESOL Quarterly, 23, 509-531.
- Cenoz, J. and Gorter, D. (2011). Focus on Multilingualism: A Study of Trilingual Writing. Modern Language Journal 95: 356–369.
- Cenoz, J. and Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. Multilingual education: navigating between language learning and translanguaging, J. Cenoz ve D. Gorter (Ed.), 1–15. Cambridge: Cambridge University Press.
- Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57 (3): 402–423.
- Cook, V. (2013). Multi-competence. The Routledge Encyclopedia of Second Language Acquisition, P. Robinson (Ed.), 447–451. New York: Routledge.
- Council of Europe. (2009). Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment, Modern Language Division. Strasbourg.
- Creese, A. ve Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal 94: 103–115.
- Cummins, J. (1991). Interdependence of first- and second-language-proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (s. 70-89). Cambridge, MA: Cambridge University Press.
- Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon [England]; Buffalo [N.Y.]: Multilingual Matters.
- Cummins, J. (2001a). Bilingual children's mother tongue: why is it important for education? Sprogforum, 19 (7), 15-20.
- Cummins, J. (2001b). Negotiating Identities: Education for Empowerment in a Diverse Society. Los Angeles, CA: California Association for Bilingual Education Press, Multilingual Matters Ltd.
- Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics 10: 221–240.
- Cummins, J., & Hornberger, N. H. (2008). Bilingual education (2.baskı). New York: Springer.
- Cummins, J. (2014). To what extent are Canadian second language policies evidence-based? reflections on the intersections of research and policy. Frontiers in Psychology 5: 358.
- Cummins, J., and R. Persad. (2014). Teaching Through a Multilingual Lens: The Evolution of EAL Policy and Practice in Canada. Education Matters 2: 3–40.
- Cummins, J. (2015). Intercultural education and academic achievement: a framework for school-based policies in multilingual schools, Intercultural Education 26 (6): 455-468.
- Dalton-Puffer, C., Nikula, T., & Smit, U. (Ed.). (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamin.
- ECML - European Centre for Modern Languages of the Council of Europe (2018). https://www.ecml.at/Home/tabid/59/language/en-GB/Default.aspx
- Field, F. W. (2011). Key Concepts in Bilingualism. New York: Palgrave Macmillan.
- Freeman, R. D. (1998). Bilingual education and social change. Clevedon: Multilingual Matters.
- Hamers, J. F., & Blanc, M. H. A. (2000). Bilinguality and bilingualism (2.baskı). Cam¬bridge: Cambridge University Press.
- Haznedar, B. (2012). Türkiye’de yabancı dil öğretimi: İlköğretim yabancı dil programı. Boğaziçi Üniversitesi Eğitim Dergisi, 21 (2), 15-28.
- Helot, C. ve Cavalli, M. (2017). Bilingual Education in Europe. Encyclopedia of Bilingual and Multilingual Education (O. Garcia & A. Lin & S. May editors) Springer International Publishing.
- Grosjean, F. (2008). Studying Bilinguals. Oxford: Oxford University Press.
- Grosjean, F. (2010). Bilingual Life and Reality. USA: Harvard University Press.
- Grosjean, F. Li, P. (2013) The Psycholinguistics of Bilingualism. UK: Wiley-Blackwell.
- Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, Sayı: 4. No: 2.
- Kramsch, C. (2012). Authenticity and Legitimacy in Multilingual SLA. Critical Multilingualism Studies. 1: 107–128.
- Lightbown, P. M., ve Spada, N. (2006). How languages are learned (3. baskı). Oxford: Oxford University Press.
- Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology 25(5): 605–621. http://doi.org/10.1080/20445911.2013.795574
- May, S. (2008). Bilingual/Immersion Education: What the Research Tells Us. J. Cum¬mins, & Hornberger, N. H. (Ed.), Encyclopedia of Language and Education (2. baskı, Vol. Bilingual Education, ss. 19-34): Springer.
- MEB – Milli Eğitim Bakanlığı. (2018). İngilizce dersi öğretim programı. İlköğretim. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327
- MEB - Milli Eğitim Bakanlığı. (2018). İngilizce dersi öğretim programı. Ortaöğretim. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=342
- UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Derleme Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Aralık 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 52 Sayı: 3 |
Cited By
ALMANYA'DA İKİ DİLLİ YETİŞEN TÜRK ÖĞRENCİLERE OYUNLAŞTIRMA İLE ATASÖZLERİ ÖĞRETİMİ KELİMELERLE OKEY OYUNU
Journal of Research in Turkic Languages
https://doi.org/10.34099/jrtl.511
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