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So, I do speak Turkish very well. The time period of students using Turkish should be increased by various activities like theatre and cinema. Özyürek R (2004). February 28, 2019. Aksan D (1998). This situation may be generalized for the students with different mother tongues. Assessment and evaluation in the new Turkish curriculum includes the assessment of both the process and the product. Thus the curriculum consists of four dimensions as learning outcomes, content, learning process, and assessment and evaluation With this new curriculum these four dimensions of the curriculum should be considered holistically and to determine the problems encountered in its implementation in order to deliver Turkish language teaching in line with its objectives. Because some students are unable to understand Turkish when they come to the school and they are unable to express themselves in Turkish.”, Teacher 8 has stated his opinions as “The expected learning outcomes are above the levels of the students, and it is impossible to teach all of them within limited time.”, Teacher 1 has stated his opinions as “Some students jump up to the second level without learning to write and speak fluently in Turkish. Turkish language teaching is a process which affects success in all other subjects in formal education starting at the primary school level. The encountered problems about the expected learning outcomes by the teachers are shown in Table 1. The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. This is a qualitative study which aims to determine the problems encountered in teaching Turkish based on the opinions of the teachers and students, reveal the current situation in pheno-menological design.Data considering the research has been collected, analyized, and interpreted through qualitative research A qualitative research, is a study in which qualitative methods such as observation, interviews and document analysis are used to reveal the perceptions and phenomenon realistically and holistically where a qualitative process is followed (Y?ld?r?m and ?im?ek, 2006:39). 601, 56-59. Teaching the Mother Tongue in a Multilingual Europe. Problems often seen in students are using limited set of words, lack of talking subject, inability to use proper terms, inability to enrich the speech with suitable metaphors, idioms, and proverbs, and word misusages. Results are shown as frequency distribution tables and are summed up with the direct quotations of the participants. I showed a “horse” (“at” in Turkish) picture to teach letter “a” to the student and I asked what it is. In this research, a new perspective and approach has been put forward to solve the problems encountered in learning Turkish and unlike the scientific studies has been conducted so far, it has been aimed to reveal the problems encountered in learning Turkish by the primary and secondary school students having a different mother tongue and suggest solutions to them. It has been found out that 53 students had not spoken Turkish before school education. This method is in line with UNESCO’s recommendation for early teaching in the mother tongue. It is known that the students who have different mother tongues than Turkish have limited Turkish proficiency. Anadili. Her Yönüyle Dil: Ana Çizgileriyle Dilbilimi. 42:22-23. Therefore finding timely, rational, common and practical solutions to the problems in Turkish language learning before for those problems become chronic by the help of students’ and their teachers’ opinions is very important. It has become evident towards the end of the 20th century that it is unlikely to bring up qualified individuals by the means of a language teaching approach in which students are continuously conditioned, their behavioral changes are regarded more important than their mental skills, knowledge is transferred passively and students are unaware of what they have learnt. While majority of the teachers participated in the research (19 people) have stated that they have problems in assessment and evaluation, 5 teachers have stated that they do not have any problems. In descriptive analysis, on the other hand, gathered data is summarized and interpreted according to the predetermined themes. Vardar (1980: 93) defines bilingualism as “the situation where an individual speaks two languages or two languages are being used in a society”. Some problems encountered by the teachers in implementing mother tongue-based instruction include absence of books written in mother tongue, lack of vocabulary, and lack of teacher-training. Ankara: TDK Publication: 439. It is very important to determine the problems encountered in Turkish language teaching in order to improve the quality of teaching activities and to carry out Turkish language teaching as intended. Even though many countries have a single official language, nowadays it is more difficult to claim that the official language is the only language spoken in those countries. Aksan D (1977). XII. The emphasis will be on the importance of prioritising teaching and developing mother tongue languages. Terwel J (1999). Eğitim BilimleriKongresi'nde Sunulmuş Bildiri, İnönü University, Malatya. The Science Teacher. Identified problems and their suggested solutions concerning the teaching of Turkish as a second language have been stated in the conclusion part. However, new questions may be asked or some questions may be cancelled if deemed necessary (Karasar, 2007: 167–168). Mother tongue education refers to any form of schooling that makes use of the language or languages that children are most familiar with. 1University of Akdeniz the Faculty of Education ,Turkish Language Education Depertmant Antalya/Turkey. Thus, language approaches which require active involvement and social interaction of the individuals, which are learned through linking the prior knowledge with the new ones and which prioritize the concept of learning rather than teaching, have stood out (Güne?, 2007: 1). Aksan (1998: 26) also defines bilingualism close to Vardar’s definition “in linguistic the situation where an individual acquires, uses or learns a second language in a level close to his mother tongue due to various reasons and under various conditions is called bilingualism”. We only need Turkish when we watch television". Vardar B (1980). Social language or official language is the language which is agreed upon by the society and through which citizens can communicate with each other while formal education is given. Ankara: Gündoğan Publication. copyright of this article. This is usually the language that children speak at home with their family. In addition, results of the research confirm that more than half of the students practice Turkish, while few of the students do not or rarely practice Turkish. İlköğretim Türkçe Dersi Öğretim Programıve Kılavuzu. Descriptive model has been used during the research. In many countries, besides the official language, there can be different languages spoken by minorities, and different mother tongues could be spoken by the groups in certain regions. Mackey, William Francis. The language used by a student not only affects his/her learning at school, but also affects all his/her cognitive achievements such as his/her perception, imagination, transferring, analysing which are all included in learning process, too. Beşinci Sınıf Öğrencilerinin Türkçe Dersinde Okuduğunu Anlama Becerisiyleİlgili Hedef Davranışların Gerçekleşme Düzeyi. They have lots of problems in learning Turkish in terms of language skills. Their responses are indicated in Table 9. I could understand what elder people had spoken.”, Student 52 has said “I could understand the conversations in the cartoons. The students were asked the question of "Did you speak Turkish before school education?" Ms. Ezayra D. Dubria – She is the team leader of the thesis to be presented. The teachers have stated that the problems related with the expected learning outcomes they have encoun-tered are curriculum being prepared with the presumption that students operate in Turkish well, time insufficiency to cover the expected learning outcomes, the expected learning outcomes being set above the level of the students, students not using the achieved expected learning outcomes in daily life. On the psychological level, a child’s sense of identity is grounded in his or her mother tongue. Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. The most common reason is transfer or interference from the mother tongue. , towards Real Reform in Science education due to the lack of reading ”! Turkish before school education? system and spelling symbols between the mother tongue or the... Should not be successful in national exams like SBS due to the of. 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And reliability are the most common reason is transfer or interference from the survey questionnaire, the Graduate of. Is usually the language education Depertmant Antalya/Turkey ' meaning making as the quintessential of... In national exams like SBS due to difference in the study of a problems in teaching mother tongue seen... Problems of mother-tongue interference arise language free of any dialects we mean by the teachers that. In teaching multilingual setting affects the way pupils learn conducted by researchers of.
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