Table 7 - uploaded by Dilek Ilhan
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In recent years, bilingual education has been a crucial phenomenon in the educational community in Turkey. This study aims to investigate whether academics have positive perceptions towards bilingual education or not. Regarding this issue, it is important to get the opinions of academics that are responsible for training future teachers. An online...
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Citations
... Baker in Dilek and Hassan (2015), suggests that when the first language is less well developed, or where there is attempted replacement of the first language by the second language (e.g. in the classroom); the development of the second language may be relatively impeded, by wasting the linguistic resources of the nation. It may cause children to be discouraged from developing their mother tongues, and this is obviously not reasonable for national self-interest. ...
... Furthermore, fast transition to the majority language causes more harm than good. It denies the child's skills in the home language, even denies the identity and self-respect of the child himself (Baker, in Dilek & Hassan, 2015). Wright (2012), suggested that primary language support can help value and use students" home languages as a resource to help students learn the dominant language and academic content. ...
... Baker in Dilek and Hassan (2015), states that the interaction between teachers and students can flow more naturally through the use of L1. They can exchange opinions on meaning, conducing participatory teaching and learning as well as influencing the affective domain positively. ...
Benefits of dual language of instructions in primary schools in Nigeria
... (p. 27) Although Turkey has been a homeland for 36 different ethnic minorities and cultures for all of her history (Ilhan & Aydin, 2015), Turkish has been the only official language in the national educational system for a century. Therefore, minority or heritage languages include indigenous languages that are often endangered and have been in danger of disappearing in Turkey for many years. ...
The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language-based multilingual education and was conducted through the snowball sampling technique on teachers working in public schools in Turkey. A Cronbach's alpha reliability analysis on the data was conducted, and the reliability coefficient of the scale was .968. The results showed the positive attitudes of teachers concerning multilingual education policies.
... All participants in the interviews mentioned that adopting elements of bilingual education programs from other countries might prevent the Turkish government from encountering would-be problems by examining what other countries had done. Challenges and issues in present in the bilingual education programs of other countries should be studied, and the lessons learned should be incorporated into a Turkish system (Ilhan & Aydin, 2015). ...
The goal of bilingual education is fostering academic achievement, assisting immigrant acculturation to a new community, enabling native speakers to learn a second language, conserving linguistic and cultural heritage of minority groups, and advancing national language resources. This study investigated how certain parameters such as the views and attitudes towards bilingual education and curriculum development may affect the development of a bilingual education curriculum in Turkey. This study is significant because it could pave the way for developing a bilingual education program in Turkey. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 4 participants were interviewed. The results indicated that a bilingual education curriculum is necessary for the education system in Turkey because the population of minority peoples is quite large. Results also reflected that a bilingual education program in Turkey should focus on speaking, listening, writing, reading, and on the development of vocabulary. Universities should open language teacher training departments for teachers who are going to teach in two languages. Examining and implementing elements of bilingual education models from other countries could prove helpful in establishing an efficient bilingual education program in Turkey.
... This research particularly focuses on perceptions of bilingual education in Turkey. Education must effectively address the instructional needs of individuals from linguistic and cultural diversities based on global changes all over the world (Ilhan & Aydin, 2015). In our study, we showed with both survey and interview that most of the participants are supportive of bilingual education in Turkey. ...
Bilingual education is globally an important aspect within the educational community in recent years. The purpose of the study is to explore perceptions towards a bilingual education program and investigate factors that may affect the development of a bilingual education program in Turkey. This study also identifies the benefits of bilingualism in Turkey. The study employed an explanatory sequential mixed method design, which consisted of a quantitative phase followed by a qualitative phase. Data were collected from 40 participants who were graduate students, faculty members, and K-12 teachers. Descriptive analysis was used in the first phase of data analysis; thematic analysis was used in the second phase. A bilingual education program in Turkey might solve the conflict between different ethnic groups. Findings from both phases of data analysis indicated that people in the research group have affirmative perspectives towards a bilingual education program in Turkey.
Although multilingualism in higher education context continues to garner increasing scholarly interest, research remains scarce on school administrators’ policies on multilingualism. To the best of our knowledge, this study constitutes one of the very few attempts to tackle this issue in higher education context and the first of its kind to pursue such endeavour in North Cyprus setting. This study seeks to investigate, through a post-structuralist perspective, the perceptions and policies of multilingualism by the director and assistant directors of an English preparatory school in a North Cyprus university which has flourished as a haven for international education. The study combines a multiplicity of data through semi-structured interviews and informal chats to provide a richer insight into the multifaceted case being investigated. The findings demonstrate that administrators regard multilingualism as a seal of internationalism and educational quality. They remain hesitant and even mostly sceptical, however, about whether translingual practice could offer any meaningful contribution to language learning processes. Although poststructuralist understanding considers truth and identity to be decentred and forever changing, and despite the scope of our study being limited to one particular institution only, our findings promise great potential for inspiring reflection and research in other universities in North Cyprus and elsewhere, which similarly aspire to international competition in higher education.
Applicability of multilingual education, which is applied in many countries, has increasingly proficiency and learning been a question of debate in Turkey because of the inclusion of living languages and dialects lessons into educational institutions. The purpose of this study is to develop a valid and reliable Likert-type scale to determine the perception of multilingual education of teachers with the inclusion of living languages and dialects lesson into curricula. For this purpose, a study was conducted with teachers in Turkey. After the instrument was constructed based on the literature, field experts evaluated it, and revisions were made to clarify the language and the design. Following this process, a pilot study was conducted among 150 teachers, resulting in a scale comprising 28 items after the alterations were made. Then, the instrument was sent to 898 teachers utilizing a snowball technique. Exploratory factor analysis was applied to determine the validity of the scale. Factor analysis showed that the scale had a single factor explaining 72.4% of the total variance. The scale’s KMO (Kaiser-Meyer-Olkin) was .974; and the Barlett test was 21828.8. For the sake of validity and reliability, the Cronbach’s alpha internal consistency coefficient for the scale (content validity, construct validity, distinctiveness validity, internal consistency and reliability) was determined as 0.97. Thus, the conclusion can be made that the scale is applicable and reliable enough for future development.
