BATI TRAKYA AZINLIĞI ΣΥΛΛΟΓΟΣ ΕΠΙΣΤΗΜΟΝΩΝ

YÜKSEK TAHSİLLİLER DERNEĞİ ΜΕΙΟΝΟΤΗΤΑΣ ΔΥΤΙΚΗΣ ΘΡΑΚΗΣ

WESTERN THRACE MINORITYUNIVERSITY GRADUATES ASSOCIATION

Ana Dil Öğrenmenin Önemi

The Importance of Learning the Mother Tongue

Conference on Bilingual Education

Presented by: Kelâmi Dedezade 2 Aralık 2009

BICS: Basic Interpersonal Communication Skills

CALP: Cognitive Academic Language Proficiency

BICS = Kişilerarası Temel İletişim Becerileri

CALP = Kavramsal Akademik Dil Yeterliliği

BICS (Basic Interpersonal Communication Skills)BICS = Kişilerarası Temel İletişim BecerileriLanguage necessary for day to day living, including conversations with friends, informal interactions.

CALP (Cognitive Academic Language Proficiency)CALP = Kavramsal Akademik Dil YeterliliğiLanguage necessary to understand and discuss content in the classroom

BICS

CALP

Office of Organizational Development

BICS

CALP

Basic Interpersonal Communication Skills BICS = Temel Kişilerarası İletişim Becerileri

•Conversational fluency: social language• Includes “Silent Period”• Lasts 1 – 3 years• Early production: 1000 words (0-1 year)• Speech Emergence: 3000 words (1-2 years)

(first 2 years)

Cognitive Academic Language ProficiencyCALP = Kavramsal Akademik Dil Yeterliliği

• Academic proficiency: “school” language• Intermediate fluency: 6000 words (1-5 years)• Advanced and continuing language development: 7000 words+ (5-7 and even 10 years)

BICS

CALP

Beginner/Level 1

başlangıç düzey

Intermediate/Level 2

orta düzey

Advanced/Level 3

ileri düzey

İkinci dile hakim

Fully competent in 2nd language

Hangi işlemler BICS ve CALP tarafından etkilenir?

•Kavrama işlemi

•Kültürel işlemler

•Dil işlemleri

Kavrama ve dil işlemlerine bir bakalım:

Kavrama İşlemi

• Bilgi• Anlama• Uygulama• Çözümleme• Toparlama• Değerlendirme

Dil İşlemi

• Kelime hazinesi• Telaffuz,/Söyleniş/Söyleyiş• Dilbilgisi/Gramer• Anlamsal olmak• Fonksiyonel/İşlemsel anlam

BICS

CALPs

Cognitive Process Kavrama İşlemi

•Knowledge

•Bilgi

•Comprehension

•Anlama

•Application

•Uygulama

Language ProcessDil İşlemi

•Vocabulary

•Kelime hazinesi

•Pronunciation

•Telaffuz,/Söyleniş/Söyleyiş

•Grammar•Dilbilgisi/Gramer

•Analysis•Çözümleme

•Synthesis•Toparlama

•Evaluation• Değerlendirme

•Semantic meaning

•Anlamsal olmak

•Functional meaning

•Fonksiyonel/İşlemsel anlam

Which processes develop where?

Research* has shown that many skills acquired in the first language can be transferred to the second language. So, for example, if your child has developed good reading skills in Turkish, she is likely to be able to apply these skills when reading English.

Yapılan araştırmalar gösteriyor ki ana dilde elde edilen birçok beceri ikinci bir dile transfer edilebilir. Örneğin, çocuğunuz Türkçe okuma becerilerini geliştirmişse bu okuma becerilerini İngilizce okurken de kullanabiliyor.

* "In early stages it [reading in the first language] can profoundly accelerate the development of reading ability in the second language."This is true because: • reading skills transfer from language one to language two • reading provides knowledge of the world that makes second-language texts more comprehensible • the pleasure of the reading habit itself transfers to the second language

Krashen, S. (2004) The Power of Reading: Insights from the Research.

“İlk aşamalarda, ana dilde okuma, ikinci dilde okuma kabiliyetinin hızla gelişmesine ciddi bir şekilde katkıda bulunur.” Bu doğrudur çünkü:• okuma için kullanılan beceriler bir dilden öteki dile transfer olur• okuma yöntemiyle edindiğimiz bilgiler (örneğin, çevremiz veya dünyamız hakkında) ikinci dilde okuduğumuz tekstleri daha anlamlı/mantıklı kılar.• okuma alışkanlığı ikinci dilde okumaya da transfer olur

Krashen, S. (2004) The Power of Reading: Insights from the Research.

July-Sep, 2003

                              

Mother Tongue–Best for LearningI attended a conference on Multilingual Education for the Minority Languages of Asia at Bangkok on 6-8 November, 2003. The conference was sponsored by Mahidol University, Bangkok, UNESCO, and Summer Institute of Linguistics (SIL). Nearly three hundred representatives from various government, voluntary, and academic institutions around Asia met to discuss topics related to language and education. Among them were 15 Indian delegates representing Government and Non Government Organisations.

Several speakers in the conference stressed the need of using the mother tongue in the primary stages of education in order to improve the quality of education as well as for preserving the language. Research has proven that students who learn basic reading and writing skills in their mother tongue perform better later in school than those whose basic education is solely through a second language. Prof. Udaya Singh, Director, Central Institute of Indian Languages (CIIL), Mysore gave a plenary presentation on “Language Development and Nation Building in Multilingual Context”. In sub-group meetings a large number of papers was presented covering a wide spectrum of theoretical and practical issues. Eleven papers were presented on problems and issues pertaining to India. One of them was presented by me on the initiatives of Janshala in the education of tribal children, and the issue of medium of instruction.

The conference was very useful in as much as it enabled me to understand issues concerning instruction in mother tongue at the primary level. These consist of making available in schools qualified teachers who know the mother tongue of the local ethnic group, and getting textbooks and teaching-learning material prepared in that language. Prof. Singh of CIIL, in his presentation, gave the information that there were about 1900 languages in the country (and a far larger number of dialects), whereas the instruction at the primary levels were available only in 45 languages. He, however, pointed out that the 45 languages cover more than 90% of the population in terms of the language or the dialect spoken by them. In Janshala blocks there are more than 15 tribal groups, some of them large in number, in the States of Orissa, Jharkhand, Chhatisgarh, Maharashtra, Andhra Pradesh and Karnataka.

Most of these ethnic groups have their own mother tongues but their children receive primary education in the dominant regional language. Often, teachers of the schools located among these ethnic groups do not know the local language and the young children do not fully comprehend the regional language, as they speak their mother tongue at home. It has been reported that very often such situations result in low enrolment, a high drop-out rate, and low attendance of children in schools. There is, therefore, certainly a need for addressing this problem which is adversely affecting the learning environment at schools. A suitable strategy needs to be developed in this regard. Since it has been empirically proven that children at the primary level learn faster in their mother tongue, it is imperative that we ponder the ways and means to provide a solution to the problem of these children belonging to ethnic minority groups whose mother tongue is other than the dominant regional language.

(Vinoba Gautam)

National Consultant, Janshala Programme

The importance of the mother tongue

With one wheel (one language), you can go from place to place.                                      

[Illustrations reproduced with the permission of Professor J. Cummins.]

Bir tekerlekle (yani bir dil), bir yerden başka bir yere gidebilirsiniz.

Ana Dilin önemi

With one big and one small wheel (one good and one not so good language) you can go farther and faster.

[Illustrations reproduced with the permission of Professor J. Cummins.]

Bir büyük ve bir küçük tekerlekle (bir iyi bir de pek iyi olmayan dil) daha uzak yerlere daha çabuk gidebilirsiniz.

With two equal-sized wheels (two strong languages) you can comfortably go anywhere you want!

[Illustrations reproduced with the permission of Professor J. Cummins.]

Eşit büyüklükte iki tekerlekle (iki güçlü dil) istediğiniz yerlere gidebilirsiniz!

A School-Based Choice Template for Planning Literacy Instruction

Instructional Options

Öğretimde seçenekler Current RealitiesWhere Are We?

Şu andaki durumumuz –

neredeyiz?

Vision for the FutureWhere Do We Want

To Be?İlerisi için

vizyonumuz – nerede olmak isteriz?

Getting it DoneHow Do We Get There?

Yürürlüğe koymak – bunu nasıl

becerebiliriz?

Content İçerik (müfredat)How do we adapt curriculum materials to link with students’ prior knowledge and cultural background (e.g. purchase dual language books) and also to promote critical thinking about texts and issues (e.g. whose perspectives are represented in a text)?

Cognition KavramaHow can we modify instruction to evoke higher levels of literacy engagement and critical thinking?

Tools Araç gereçlerHow can we use tools such as computers, digital cameras, camcorders, web pages, etc?

Assessment DeğerlendirmeHow can we complement mandated standardized assessments in order to present to students, parents, and administrators a more valid account of student progress? (e.g. a role for portfolio assessment?)

Language/Culture Dil/KültürWhat messages are we giving students and parents about home language and culture? How can we enable students to use their L1 as a powerful tool for learning? Can we increase students’ identity investment by means of bilingual instructional strategies (teaching for transfer)?

Parental Involvement Velilerle ilişkilerHow can we engage parents as co-educators in such a way that their linguistic and cultural expertise is harnessed as fuel for their children’s academic progress?