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Türkçenin Çocuklara Yabancı Dil ve Ana Dili Olarak Öğretiminde Resimli Hikâye Kitapları: Benzerlikler ve Farklılıklar

Yıl 2025, Cilt: 13 Sayı: 1, 15 - 30, 29.01.2025

Emine Ulu

https://doi.org/10.16916/aded.1610008

Öz

Çocukların ihtiyaçlarına ve ilgilerine uygun çocuk edebiyatı ürünleri ile meşgul olmalarını sağlayacak bir öğrenme ortamı oluşturmak hem ana dili hem de yabancı dil eğitiminde okuryazarlık becerilerini geliştirmelerine yardımcı olmaktadır. Bu sebeple resimli hikâye kitapları sınıf içi ve dışı ortamlarda sıklıkla tercih edilmektedir. Araştırmada çocuklara yabancı dil olarak Türkçe öğretimi için tasarlanan resimli hikâye kitapları ile özellikle yabancı dil öğretimi için tasarlanmamış ve hem ana dili hem de yabancı dil öğretiminde yardımcı materyaller olarak kullanılabilen resimli hikâye kitaplarını karşılaştırmak amaçlanmıştır. Bu doğrultuda Türkiye Maarif Vakfı tarafından çocuklara yabancı dil olarak Türkçe öğretimi için hazırlanan Bir ilkbahar Günü (2022) ve Küçük Küçük Şapkalar (2022) ile otantik metin niteliği taşıyan Dönme Dolap (2020) ve Guzi Okula Gidiyor (2017) adlı resimli hikâye kitapları okumaya uygunluk, duygu ve deneyimleri harekete geçirme, çoklu okuryazarlıkları destekleme, çoğul kültürlü ortama katkı, etkileşimli okumaya uygunluk ve dikkat çekici unsurlar kullanma olmak üzere altı ana tema etrafında karşılaştırılıp analiz edilmiştir.

Anahtar Kelimeler

Çocuk ana dili eğitimi yabancı dil olarak Türkçe öğretimi resimli hikâye kitapları

Kaynakça

  • Arizpe, E. (2006). Young interpreters: children’s response to pictures. In J. Enever & G. Schmid. (Ed.), Picture books and young learners of English (pp. 35-48), Langenscheidt.
  • Bazalgette, C., Buckingham, D. (2012). Literacy, media and multimodality: A critical response. Literacy, 47(2), 95-102. https://doi.org/10.1111/j.1741-4369.2012.00666.x
  • Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.
  • Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of İntercultural Relations, 29(6), 697-712.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, Language Learning Journal, 28(1), 29-39.
  • Clark, B. A. (2000). First-and Second-Language Acquisition in Early Childhood. Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium.
  • Collie, J., Slater, S. (1987). Literature in the Language Classroom. Cambridge University Press.
  • Cope, B. & Kalantzis, M. (2009). New literacies, new learning. Pedagogies, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
  • Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child development research, 2012(1), 602807.
  • Enever, J. (2006). The use of authentic picture books in the development of critical visual and written literacy in English as a foreign language. In J. Enever & G. Schmid. (Ed.), Picture books and young learners of English (pp.59-70). Langenscheidt.
  • Flint, T. K., & Adams, M. S. (2018). “It’s like playing, but learning”: Supporting early literacy through responsive play with wordless picturebooks. Language Arts, 96(1), 21-36.
  • Goodman, Y. M. (2014). Kidwatching: Observing children in the classroom. In Making Sense of Learners Making Sense of Written Language (pp. 197-204). Routledge.
  • Gülerer, S., & Ertaş, E. (2024). Yabancı dil olarak Türkçe ve İngilizce öğretimine yönelik hazırlanan çocuk hikâye kitaplarının karşılaştırılması. Avrasya Dil Eğitimi ve Araştırmaları Dergisi, 8(1), 12-26.
  • Halliday, M. A. K. (1988). There's still a long way to go …: An interview with emeritus professor Michael Halliday. Journal of the Australian Advisory Council on Languages and Multicultural Education, 1, 35-39.
  • Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The modern language journal, 86(3), 332-348.
  • Kozikoğlu, T. (2020). Dönme dolap (H. Sönmezay, Çiz.). Doğan Egmont.
  • Kress, G. (2003). Literacy in the new media age. Routledge.
  • Lee, C. (2024). Bilingual students’ meaning-making strategies when exploring wordless picturebooks in interactive shared reading. Early Childhood Education Journal, 52(7), 1375-1392.
  • Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health promotion journal of Australia, 20(2), 133-139.
  • Maine, F., & McCaughran, B. (2021). Using wordless picturebooks as stimuli for dialogic engagement. In F. Maine & M. Vrikki (Eds.) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning (pp. 59-72), Springer.
  • Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.
  • MEB. (2020). Diller İçin Avrupa Ortak Başvuru Metni: Öğrenme, Öğretme ve Değerlendirme Tamamlayıcı Cilt. Online erişim: https://ttkb.meb.gov.tr/meb_iys_dosyalar/2022_01/04144518_CEFR_TR.pdf
  • MEB (2024). İlkokul Türkçe dersi öğretim programı (1,2,3 ve 4. sınıflar): Türkiye yüzyılı maarif modeli. Online erişim: https://mufredat.meb.gov.tr/
  • MEB (2024a). Türkiye yüzyılı maarif modeli öğretim programları ortak metni. Online erişim: https://mufredat.meb.gov.tr/
  • MEB (2024b). Okul öncesi eğitim programı: Türkiye yüzyılı maarif modeli. Online erişim: https://mufredat.meb.gov.tr/
  • Moeller, A. K. & Meyer, R. J. (1995). Children’s books in the foreign language classroom: acqu-iring natural language in familiar contexts. Faculty Publications: Department of Teaching,Learning and Teacher Education, 16, 33-45.
  • Pereira, Í.S.P., Gil, M. & Bunzen, C. (2023). Wordless picturebooks as resources for the construction of the pedagogy of multiliteracies. The case of migrants, by Issa Watanabe. Children’s Literature in Education, https://doi.org/10.1007/s10583-023-09544-w
  • Riasati, M. J., & Zare, D. (2010). Textbook evaluation: EFL teachers' perspectives on "New Interchange". Studies in Literature and Language, 1(8), 54-60.
  • Sims Bishop, R. (1991). Evaluating books by and about African-Americans. In Lindgren, M.V. (Ed.), The Multicolored Mirror. Fort Atkinson, WI: Highsmith Press.
  • Slapin, B., Seale, D., & Gonzales, R. (1992). How to tell the difference: A checklist. In Slapin, B. & Seale, D. (Ed.), Through Indian Eyes: The Native Experience in Books for Children. Philadelphia, PA: New Society Publishers.
  • TMV (2020). Türkçenin yabancı dil olarak öğretimi. Online erişim: https://turkiyemaarif.org/editions/turkcenin-yabanci-dil-olarak-ogretimi-programi-2-baski.
  • Türkkol, F. & Kapusızoğlu, F. (2022). Bir İlkbahar Günü. Türkiye Maarif Vakfı.
  • Türkkol, F. & Kapusızoğlu, F. (2022). Küçük Küçük Şapkalar. Türkiye Maarif Vakfı.
  • Wall, L. (2017). Guzi Okula Gidiyor (L. Wall, Çiz). Altın Kitaplar.

Picture Story Books in Teaching Turkish as a Native Language and as a Foreign Language to Children: Similarities and Differences

Yıl 2025, Cilt: 13 Sayı: 1, 15 - 30, 29.01.2025

Emine Ulu

https://doi.org/10.16916/aded.1610008

Öz

Creating a learning environment that engages children with literary works suited to their needs and interests contributes to the development of literacy skills in both native and foreign language education. For this reason, picture storybooks are frequently preferred in both classroom and non-classroom settings. This study aims to compare picture storybooks designed specifically for teaching Turkish as a foreign language to children with those not specifically created for foreign language instruction but used as supplementary materials in both native and foreign language teaching. In this context, the study analyzes and compares two picture storybooks prepared by the Turkish Maarif Foundation for teaching Turkish as a foreign language to children -Bir İlkbahar Günü (2022) and Küçük Küçük Şapkalar (2022)- with two authentic texts, Dönme Dolap (2020) and Guzi Okula Gidiyor (2017). The comparison is conducted around six main themes: suitability for reading, ability to evoke emotions and experiences, support for multiliteracies, contribution to a multicultural environment, suitability for interactive reading, and the use of attention-grabbing elements.

Anahtar Kelimeler

Child mother tongue education teaching Turkish as a foreign language picture story books

Kaynakça

  • Arizpe, E. (2006). Young interpreters: children’s response to pictures. In J. Enever & G. Schmid. (Ed.), Picture books and young learners of English (pp. 35-48), Langenscheidt.
  • Bazalgette, C., Buckingham, D. (2012). Literacy, media and multimodality: A critical response. Literacy, 47(2), 95-102. https://doi.org/10.1111/j.1741-4369.2012.00666.x
  • Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.
  • Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of İntercultural Relations, 29(6), 697-712.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, Language Learning Journal, 28(1), 29-39.
  • Clark, B. A. (2000). First-and Second-Language Acquisition in Early Childhood. Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium.
  • Collie, J., Slater, S. (1987). Literature in the Language Classroom. Cambridge University Press.
  • Cope, B. & Kalantzis, M. (2009). New literacies, new learning. Pedagogies, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
  • Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child development research, 2012(1), 602807.
  • Enever, J. (2006). The use of authentic picture books in the development of critical visual and written literacy in English as a foreign language. In J. Enever & G. Schmid. (Ed.), Picture books and young learners of English (pp.59-70). Langenscheidt.
  • Flint, T. K., & Adams, M. S. (2018). “It’s like playing, but learning”: Supporting early literacy through responsive play with wordless picturebooks. Language Arts, 96(1), 21-36.
  • Goodman, Y. M. (2014). Kidwatching: Observing children in the classroom. In Making Sense of Learners Making Sense of Written Language (pp. 197-204). Routledge.
  • Gülerer, S., & Ertaş, E. (2024). Yabancı dil olarak Türkçe ve İngilizce öğretimine yönelik hazırlanan çocuk hikâye kitaplarının karşılaştırılması. Avrasya Dil Eğitimi ve Araştırmaları Dergisi, 8(1), 12-26.
  • Halliday, M. A. K. (1988). There's still a long way to go …: An interview with emeritus professor Michael Halliday. Journal of the Australian Advisory Council on Languages and Multicultural Education, 1, 35-39.
  • Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The modern language journal, 86(3), 332-348.
  • Kozikoğlu, T. (2020). Dönme dolap (H. Sönmezay, Çiz.). Doğan Egmont.
  • Kress, G. (2003). Literacy in the new media age. Routledge.
  • Lee, C. (2024). Bilingual students’ meaning-making strategies when exploring wordless picturebooks in interactive shared reading. Early Childhood Education Journal, 52(7), 1375-1392.
  • Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health promotion journal of Australia, 20(2), 133-139.
  • Maine, F., & McCaughran, B. (2021). Using wordless picturebooks as stimuli for dialogic engagement. In F. Maine & M. Vrikki (Eds.) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning (pp. 59-72), Springer.
  • Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.
  • MEB. (2020). Diller İçin Avrupa Ortak Başvuru Metni: Öğrenme, Öğretme ve Değerlendirme Tamamlayıcı Cilt. Online erişim: https://ttkb.meb.gov.tr/meb_iys_dosyalar/2022_01/04144518_CEFR_TR.pdf
  • MEB (2024). İlkokul Türkçe dersi öğretim programı (1,2,3 ve 4. sınıflar): Türkiye yüzyılı maarif modeli. Online erişim: https://mufredat.meb.gov.tr/
  • MEB (2024a). Türkiye yüzyılı maarif modeli öğretim programları ortak metni. Online erişim: https://mufredat.meb.gov.tr/
  • MEB (2024b). Okul öncesi eğitim programı: Türkiye yüzyılı maarif modeli. Online erişim: https://mufredat.meb.gov.tr/
  • Moeller, A. K. & Meyer, R. J. (1995). Children’s books in the foreign language classroom: acqu-iring natural language in familiar contexts. Faculty Publications: Department of Teaching,Learning and Teacher Education, 16, 33-45.
  • Pereira, Í.S.P., Gil, M. & Bunzen, C. (2023). Wordless picturebooks as resources for the construction of the pedagogy of multiliteracies. The case of migrants, by Issa Watanabe. Children’s Literature in Education, https://doi.org/10.1007/s10583-023-09544-w
  • Riasati, M. J., & Zare, D. (2010). Textbook evaluation: EFL teachers' perspectives on "New Interchange". Studies in Literature and Language, 1(8), 54-60.
  • Sims Bishop, R. (1991). Evaluating books by and about African-Americans. In Lindgren, M.V. (Ed.), The Multicolored Mirror. Fort Atkinson, WI: Highsmith Press.
  • Slapin, B., Seale, D., & Gonzales, R. (1992). How to tell the difference: A checklist. In Slapin, B. & Seale, D. (Ed.), Through Indian Eyes: The Native Experience in Books for Children. Philadelphia, PA: New Society Publishers.
  • TMV (2020). Türkçenin yabancı dil olarak öğretimi. Online erişim: https://turkiyemaarif.org/editions/turkcenin-yabanci-dil-olarak-ogretimi-programi-2-baski.
  • Türkkol, F. & Kapusızoğlu, F. (2022). Bir İlkbahar Günü. Türkiye Maarif Vakfı.
  • Türkkol, F. & Kapusızoğlu, F. (2022). Küçük Küçük Şapkalar. Türkiye Maarif Vakfı.
  • Wall, L. (2017). Guzi Okula Gidiyor (L. Wall, Çiz). Altın Kitaplar.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Emine Ulu 0000-0002-6836-5589

Erken Görünüm Tarihi 15 Ocak 2025
Yayımlanma Tarihi 29 Ocak 2025
Gönderilme Tarihi 30 Aralık 2024
Kabul Tarihi 7 Ocak 2025
Yayımlandığı Sayı Yıl 2025Cilt: 13 Sayı: 1

Kaynak Göster

APA Ulu, E. (2025). Türkçenin Çocuklara Yabancı Dil ve Ana Dili Olarak Öğretiminde Resimli Hikâye Kitapları: Benzerlikler ve Farklılıklar. Ana Dili Eğitimi Dergisi, 13(1), 15-30. https://doi.org/10.16916/aded.1610008

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.