A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Hülya Sönmez

doi:10.1515/eujal-2022-0025

Article

A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Hülya Sönmez

Published/Copyright: June 14, 2023

Published by

Become an author with De Gruyter Brill

Submit Manuscript Author Information Explore this Subject

From the journal European Journal of Applied Linguistics Volume 11 Issue 2

Abstract

In the research, the effect of adverse teaching conditions on the Turkish listening comprehension, speaking, written expression, and reading comprehension skills of bilingual students was investigated. In the study, some indicators of the basic language skills of bilingual children were examined according to the multi-grade classroom and COVID-19 factors. The universe of the study is bilingual children studying in multi-grade classrooms of primary education in Muş province. The population is made up of sixty-nine third and fourth-year students from four different primary schools. Three questions were analyzed: (1) What is the level of students’ listening comprehension, speaking, written expression, and reading comprehension skills? (2) How is the effect of independent variables (gender, age of acquisition of Turkish, school level, parents’ education, and school) on students’ language skills? (3) How is the relationship between students’ listening comprehension, speaking, written expression, and reading comprehension skills? The study adopted a multiple-case study design. The data were collected using two rubrics and two achievement tests. Data were analyzed using descriptive statistics, multiple group comparisons, nonparametric tests, and correlation. The results revealed findings regarding participants’ listening comprehension, speaking, written expression, and reading comprehension skills. It was observed that the independent variables did not significantly affect the language skills of the participants. According to the findings, students’ language indicators of written expression are weak and relatively inadequate. Alike students’ language indicators of reading comprehension are partially inadequate. On the other hand, the indicators in speaking and listening comprehension skills were observed to be good but partially insufficient. The results show that the performance of bilingual students in multi-grade classrooms on Turkish language indicators observed during the COVID-19 outbreak is not at an adequate level completely.

Résumé

Cette étude a examiné l’effet des conditions d’enseignement défavorables sur les compétences de compréhension orale, d’expression orale, d’expression écrite et de compréhension de la lecture en turc des élèves bilingues. Dans l’étude, certains indicateurs des compétences linguistiques de base des enfants bilingues ont été examinés en fonction des facteurs combinés de la classe et de la COVID-19. La population de la recherche est constituée d’enfants bilingues qui étudient dans des classes combinées au niveau de l’enseignement primaire à Muş. La population est composée de soixante-neuf élèves de troisième et quatrième année de quatre écoles primaires. Trois questions ont été analysées dans cette recherche : (1) Quel est le niveau des compétences de compréhension orale, expression orale, expression écrite et compréhension de la lecture en turc des élèves ? (2) Quel est l’effet des variables indépendantes (genre, âge d’acquisition du turc, niveau scolaire, éducation des parents et école) sur les compétences linguistiques des élèves ? (3) Comment est la relation entre les compétences de compréhension orale, expression orale, expression écrite et compréhension de la lecture des élèves ? Le processus de recherche a été mené selon le modèle d’études de cas multiples. Les données ont été recueillies avec rubrique et les tests de réussite. Les données ont été analysées à l’aide de tests non paramétriques, de corrélation et de comparaisons de groupes multiples. Les résultats ont révélé des conclusions concernant les compétences d’écriture, d’expression orale, de lecture et de compréhension de lecture et de compréhension auditive des participants. Il a été déterminé que les variables indépendantes n’affectaient pas significativement les compétences linguistiques des participants. Selon les résultats, les indicateurs du langage d’expression écrite des élèves sont faibles et relativement insuffisants. De même, les indicateurs linguistiques de compréhension de la lecture des élèves sont partiellement insuffisants. Les résultats montrent que la performance des élèves bilingues dans les classes multigrades sur les indicateurs de langue turque observés pendant l’épidémie de COVID-19 n’est pas complètement à un niveau adéquat.

Özet

Bu araştırmada bazı elverişsiz öğretim koşullarının iki dilli öğrencilerin Türkçe dinlediğini anlama, konuşma, okuduğunu anlama ve yazılı anlatım becerileri üzerindeki etkisi araştırılmıştır. Araştırmada iki dilli çocukların temel dil becerilerinden bazı göstergeler birleştirilmiş sınıf ve COVID-19 faktörlerine göre incelenmiştir. Araştırmanın evreni, Muş ilinde ilköğretim kademesindeki birleştirilmiş sınıflarda öğrenim gören iki dilli çocuklardır. Örneklem, dört ilköğretim okulundan altmış dokuz üçüncü ve dördüncü sınıf öğrencilerinden oluşmaktadır. Araştırmada şu üç soruya cevap aranmıştır: (1) Öğrencilerin dinlediğini anlama, konuşma, okuduğunu anlama ve yazılı anlatım beceri düzeyleri nasıldır? (2) Bağımsız değişkenlerin (cinsiyet, Türkçeyi edinme yaşı, sınıf düzeyi, anne baba eğitimi ve okul) öğrencilerin dil becerileri üzerindeki etkisi nasıldır? (3) Öğrencilerin dinlediğini anlama, konuşma, okuduğunu anlama ve yazılı anlatım becerileri arasında nasıl bir ilişki düzeyi vardır? Araştırma süreci çoklu durum çalışması desenine göre gerçekleştirilmiştir. Veriler, dereceli puanlama anahtarları ve başarı testleri ile toplanmıştır. Veriler, tanımlayıcı istatistikler, çoklu grup karşılaştırmaları, parametrik olmayan testler ve korelasyon kullanılarak analiz edilmiştir. Sonuçlar; katılımcıların dinlediğini anlama, konuşma, okuduğunu anlama ve yazılı anlatım becerilerine ilişkin bulguları ortaya çıkarmıştır. Bağımsız değişkenlerin katılımcıların dil becerilerini önemli düzeyde ve anlamlı bir şekilde etkilemediği belirlenmiştir. Elde edilen bulgulara göre öğrencilerin yazılı anlatım dil göstergeleri zayıf ve yetersizdir. Benzer şekilde öğrencilerin okuduğunu anlama dil göstergeleri kısmen yetersizdir. Öte yandan, konuşma ve dinlediğini anlama becerilerindeki göstergelerin iyi ancak kısmen yetersiz olduğu gözlemlenmiştir. Sonuçlar, birleştirilmiş sınıflardaki iki dilli öğrencilerin COVID-19 salgını sırasında gözlemlenen Türkçe dil göstergelerindeki performanslarının tam olarak yeterli düzeyde olmadığını göstermektedir.

Keywords: multi-grade classroom; adverse conditions; bilingual children; pandemic

Mots-clés: classe multigrade; conditions défavorables; l’enfants bilingues; pandémie

Anahtar sözcükler: birleştirilmiş sınıf; elverişsiz koşullar; iki dilli çocuklar; pandemi

Acknowledgments

I would like to thank all the teachers and students who generously cooperated with this study and all experts who examined and evaluated the data collection tools. I would also like to thank all experts who helped me analyze the data.

References

Adanur, Zeynep. 2011. Birleştirilmiş sınıflarda yapılandırmacı yaklaşımın uygulanabilirliğinin öğretmen görüşleri açısından değerlendirilmesi: Trabzon ili örneği. Yüksek Lisans Tezi, Türkiye: Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü. Search in Google Scholar

Aksoy, Naciye. 2008. Multi-grade schooling in Turkey: An overview. International Journal of Educational Development 28. 218–228.10.1016/j.ijedudev.2007.05.002Search in Google Scholar

Alba A. Ortiz, María E. Fránquiz & Geberte P. Lara. 2021. Loss or rebirth? Bilingual educators and communities during the time of COVID. Bilingual Research Journal 44(1). 1–5. DOI: 10.1080/15235882.2021.1933864.Search in Google Scholar

Andrew F. Hayes & Klaus Krippendorff. 2007. Answering the call for a standard reliability measure for coding data. Communication Methods and Measures 1(1). 77–89, DOI: 10.1080/19312450709336664. Search in Google Scholar

Angela Choi Fung Tam. 2021. Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19. Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1928599.10.1080/02602938.2021.1928599Search in Google Scholar

Ascenzi-Moreno, Laura. 2016. An Exploration of elementary teachers’ views of informal reading inventories in dual language bilingual programs. Literacy Research and Instruction 55(4). 285–308, DOI: 10.1080/19388071.2016.1165318.10.1080/19388071.2016.1165318Search in Google Scholar

Atasever, Gamze. 2012. Birleştirilmiş sınıflarda Türkçe öğretiminin incelenmesi. Yüksek Lisans Tezi. Erzurum: Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü. Search in Google Scholar

Aydın, Erken & Sedat Erol. 2021. The views of Turkish language teachers on distance education and digital literacy during Covid-19 pandemic. International Journal of Education & Literacy Studies. 9(1), 60–71.10.7575/aiac.ijels.v.9n.1p.60Search in Google Scholar

Baker, Colin. 2006. Foundations of Bilingual Education and Bilingualism, (4th edition). Tonawanda, NY: Multilingual Matters. Search in Google Scholar

Baker, Doris Luft, Betsy D. McCoach, Sharon Ware, Michael D. Coyne & Susan M. Rattan. 2021. Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students. International Journal of Bilingual Education and Bilingualism DOI: 10.1080/13670050.2021.1908219.10.1080/13670050.2021.1908219Search in Google Scholar

Baxter, Christine M., Cori More, Tracy G. Spies & Chyllis E. Scott. 2021. Social competence of bilingual and monolingual native English-speaking preschoolers: A comparison of parent and teacher perspectives. Early Child Development and Care 191(4). 569–582, DOI: 10.1080/03004430.2019.1630830. 10.1080/03004430.2019.1630830Search in Google Scholar

Berry, C. 2001. A comparative study of reading progress of students in multi-grade and monograde schools in the Turks and Caicos Islands. International Journal of Educational Development 21,5. 10.1016/S0738-0593(01)00014-1Search in Google Scholar

Briceño, Allison. 2021. Influence of sequential and simultaneous bilingualism on second grade dual language students’ use of syntax in reading. Reading Psychology 42(2). 150–176, DOI: 10.1080/02702711.2021.1888345.10.1080/02702711.2021.1888345Search in Google Scholar

Brown, Byron A. 2010. Teachers’ accounts of the usefulness of multi-grade teaching in promoting sustainable human-development related outcomes in rural south Africa. Journal of Southern African Studies 36(1). 189–207, DOI:10.1080/03057071003607428.10.1080/03057071003607428Search in Google Scholar

Bulut, Seyfettin & Fatma, Susar Kırmızı. 2021. Covid-19 salgını sürecinde uzaktan eğitimde Türkçe dersine ilişkin sınıf öğretmenlerinin görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 7(4), 1–30. 10.51948/auad.960960Search in Google Scholar

Butvilofsky, Sandra A., Susan Hopewell, Kathy Escamilla & Wendy Sparrow. 2017. Shifting deficit paradigms of Latino emerging bilingual students’ literacy achievement: documenting biliterate trajectories. Journal of Latinos and Education 16(2). 85–97, DOI: 10.1080/15348431.2016.1205987.10.1080/15348431.2016.1205987Search in Google Scholar

Butvilofsky, Sandra Adriana & Wendy Lynn Sparrow. 2012. Training teachers to evaluate emerging bilingual students’ biliterate writing. Language and Education 26(5). 383–403, DOI: 10.1080/09500782.2011.651143. 10.1080/09500782.2011.651143Search in Google Scholar

Çarkıt, Cafer & Abdulhamit Koçoğlu. 2020. Covid-19 Sürecinde Türkçe dersi uygulamaları üzerine nitel bir araştırma. IJLET, 8 (4), 110–122. 10.29228/ijlet.48220Search in Google Scholar

Carlo, María S., Christopher D. Barr, Diane August, Margarita Calderón & Lauren Artzi .2014. Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners. Bilingual Research Journal 37(3). 287–310, DOI : 10.1080/15235882.2014.963739.10.1080/15235882.2014.963739Search in Google Scholar

Castellotti, Véronique. 2010. Les Enseignements De ‘Langues (Et Cultures) D’origine’ : Chronique D’une Disparition Opportune ? Langue Et Intégration. Dimensions institutionnelle, socio-professionnelle et universitaire, Peter Lang, Coll. GRAMM-R, pp.83–94. Search in Google Scholar

Cemiloğlu, İsmet & Ülker Şen. 2012. Belçika’da yaşayan Türk çocuklarının demografik özelliklerine göre Türkçeye yönelik tutumları. Zeitschrift für die Welt der Türken Journal of World of Turks ZfWT, 4(2). 7–26.Search in Google Scholar

Centeno, Jose G. & Nancy Eng. 2006. Bilingual speech-language pathology consultants in culturally diverse schools: considerations on theoretically-based consultee engagement. Journal of Educational and Psychological Consultation 16(4). 333–347, DOI: 10.1207/s1532768Xjepc1604_8.10.1207/s1532768Xjepc1604_8Search in Google Scholar

Chomsky, Noam. 1980. Rules and Representations. New York, NY: Columbia University Press. Colorado Department of Education. .2015. Retrieved from https://www.cde.state.co.us/assessment/coassessadditionalresources#brochure.Search in Google Scholar

Cornish, Linley. 2006. Reaching EFA Through Multi-Grade Teaching: Issues, Contexts and Practices. (Ed. Linley Cornish). Armidale: NSW, Kardoorair Press.Search in Google Scholar

Coşkun, Mehmet. 2018. Birleştirilmiş sınıflarda ve müstakil sınıflarda öğrenim gören 1. sınıf öğrencilerinin okuduğunu anlama becerisinin değerlendirilmesi. Yüksek Lisans Tezi. Ordu: Ordu Üniversitesi. 10.16916/aded.444722Search in Google Scholar

Creswell, John W. 2015. Nitel Araştırma Yöntemleri – Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni (Çev. Mesut Bütün & Selçuk Beşir Demir). Ankara: Siyasal Kitap Evi. Search in Google Scholar

Cutri, Racona Maile, Juanjo Mena & Erin Feinauer Whiting. 2020. Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4). 523–541, DOI 10.1080/02619768.2020.1815702.10.1080/02619768.2020.1815702Search in Google Scholar

Dietz, Gunther & Laura Selene Mateos Cortés. 2021. Mexican intercultural education in times of COVID-19 pandemic. Intercultural Education 32(1). 100–107, DOI: 10.1080/14675986.2020.184389.10.1080/14675986.2020.1843895Search in Google Scholar

Eggers, Kurt, Sabine Van Eerdenbrugh & Courtney T. Byrd. 2020. Speech disfluencies in bilingual Yiddish-Dutch speaking children. Clinical Linguistics & Phonetics 34(6). 576–592, DOI: 10.1080/02699206.2019.1678670.10.1080/02699206.2019.1678670Search in Google Scholar

Escamilla, Kathy, Sandra Butvilofsky & Susan Hopewell. 2018. What gets lost when English-only writing assessment is used to assess writing proficiency in Spanish-English emerging bilingual learners? International Multilingual Research Journal 12(4). 221–236, DOI: 10.1080/19313152.2016.1273740.10.1080/19313152.2016.1273740Search in Google Scholar

Fránquiz, María E., Alba A. Ortiz & Gilberto P. Lara .2020. Bilingual educators: What is our role during and beyond a health and social crisis? Bilingual Research Journal 43(2). 133–136, DOI: 10.1080/15235882.2020.1787072.10.1080/15235882.2020.1787072Search in Google Scholar

Freed, Alice F. 1995. Language and gender. Annual Review of Applied Linguistics 15, 3–22.10.1017/S0267190500002580Search in Google Scholar

Garcia, Nuria. 2015. Tensions between cultural and utilitarian dimensions of language: A comparative analysis of ‘multilingual’ education policies in France and Germany. Current Issues in Language Planning 16(1–2). 43–59, DOI: 10.1080/14664208.2014.947015.10.1080/14664208.2014.947015Search in Google Scholar

Güler, Tekin & Müge Aygün. 2019. Türkiye’de birleştirilmiş sınıflarla ilgili yapılan lisansüstü tezler. Millî Eğitim 48(222). 5–32. Search in Google Scholar

Hayes, Andrew F. & Klaus Krippendorff. 2007. Answering the call for a standard reliability measure for coding data. Communication Methods and Measures 1(1). 77–89, DOI: 10.1080/19312450709336664.10.1080/19312450709336664Search in Google Scholar

Helot, Christine & Andrea Young. 2002. Bilingualism and language education in French primary schools: why and how should migrant languages be valued? International Journal of Bilingual Education and Bilingualism 5(2). 96–112, DOI: 10.1080/1367005020866774. 10.1080/13670050208667749Search in Google Scholar

Holm, Gunilla & Monica Londen. 2010. The discourse on multicultural education in Finland: education for whom? Intercultural Education 21(2). 107–120, DOI: 10.1080/14675981003696222.10.1080/14675981003696222Search in Google Scholar

Hopewell, Susan & Sandra Butvilofsky. 2016. Privileging bilingualism: Using biliterate writing outcomes to understand emerging bilingual learners’ literacy achievement. Bilingual Research Journal 39(3–4). 324–338, DOI: 10.1080/15235882.2016.1232668. 10.1080/15235882.2016.1232668Search in Google Scholar

Howard, Sarah K., Jo Tondeur, Fazilat Siddiq & Ronny Scherer. 2021. Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education 30(1). 141–158, DOI: 10.1080/1475939X.2020.1839543.10.1080/1475939X.2020.1839543Search in Google Scholar

Kelly Rosensweet, Colorado Department of Education. 2015. 2015 Innovation Report. Retrieved from https://files.eric.ed.gov/fulltext/ED572282.pdf. Search in Google Scholar

Lee, Scott, Ron, Watt & Jack Frawley. 2015. Effectiveness of bilingual education in Cambodia: a longitudinal comparative case study of ethnic minority children in bilingual and monolingual schools. Compare: A Journal of Comparative and International Education 45(4), 526–544, DOI: 10.1080/03057925.2014.909717. 10.1080/03057925.2014.909717Search in Google Scholar

Liddicoat, Anthony J. & Kerry Taylor-Leech. 2015. Multilingual education: The role of language ideologies and attitudes. Current Issues in Language Planning 16 (1–2). 1–7, DOI: 10.1080/14664208.2015.995753. 10.1080/14664208.2015.995753Search in Google Scholar

Lindholm-Leary, Kathryn. 2014. Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency. International Journal of Bilingual Education and Bilingualism 17(2). 144–159, DOI: 10.1080/13670050.2013.866625.10.1080/13670050.2013.866625Search in Google Scholar

Little, Angela, W. 2001. Multi-grade teaching: towards an international research and policy agenda. International Journal of Educational Development 21(2001). 481–49710.1016/S0738-0593(01)00011-6Search in Google Scholar

Lucero, Audrey. 2018. Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism 21(2). 248–264, DOI: 10.1080/13670050.2016.1165181.10.1080/13670050.2016.1165181Search in Google Scholar

MacSwan, Jeff. 2017. A multilingual perspective on translanguaging. American Educational Research Journal 54(1). 167–201. DOI:10.3102/0002831216683935.10.3102/0002831216683935Search in Google Scholar

Malone, Dennis L. 2003. Developing curriculum materials for endangered language education: lessons from the field. International Journal of Bilingual Education and Bilingualism 6(5). 332–348, DOI: 10.1080/13670050308667790. 10.1080/13670050308667790Search in Google Scholar

Mason, DeWayne A. & Robert B. Burns. 1996. “Simply No Worse and Simply No Better” May Simply be Wrong: A Critique of Veenman’s Conclusion about Multigrade Classes. Review of Educational Research 66(3), 307–322.10.3102/00346543066003307Search in Google Scholar

McIntyre, Laura Lee, Cameron L. Neece, Catherine M. Sanner, Geovanna Rodriguez & Jonathan Safer-Lichtenstein. 2021. Telehealth delivery of a behavioral parent training program to Spanish-speaking Latin parents of young children with developmental delay: Applying an implementation framework approach. School Psychology Review. DOI: 10.1080/2372966X.2021.1902749. 10.1080/2372966X.2021.1902749Search in Google Scholar

Montanari, Simona. 2004. The development of narrative competence in the l1 and l2 of Spanish-English bilingual children. International Journal of Bilingualism 8(4). 449–497.10.1177/13670069040080040301Search in Google Scholar

Ocakçı, Ebru. 2017. Birleştirilmiş sınıf öğretmenlerinin sınıf yönetimi yeterlilikleri ve sınıf yönetimi ile ilgili görüşlerinin incelenmesi. Yüksek Lisans Tezi. Erzurum: Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü. Search in Google Scholar

Ortiz, Alba A., María E. Fránquiz & Gilberto P. Lara. 2021. Loss or rebirth? Bilingual educators and communities during the time of COVID. Bilingual Research Journal 44(1). 1–5, DOI: 10.1080/15235882.2021.1933864 10.1080/15235882.2021.1933864Search in Google Scholar

Özgül, Emrah., Ceran, Dilek & Derya Yıldız. 2020. Uzaktan eğitimle yapılan Türkçe dersinin öğretmen görüşlerine göre değerlendirilmesi. Millî Eğitim 49, Special Issue (1), 395–412. 10.37669/milliegitim.776137Search in Google Scholar

Pavlenko, Aneta. 2011. Bilingualism, gender, and ideology. The International Journal of Bilingualism 5(2). 117–151.10.1177/13670069010050020101Search in Google Scholar

Pearson, Barbara Zurer. 2002. Narrative competence among monolingual and bilingual school children in Miami (Eds. In D. K. Oller & R. E. Eilers). Language and literacy in bilingual children, 135–174. Clevedon: Multilingual Matters.10.21832/9781853595721-008Search in Google Scholar

Poggeschi, Giovanni. 2003. Language rights and duties in domestic and European courts. Journal of European Integration 25(3). 207–224, DOI: 10.1080/0703633032000133565. 10.1080/0703633032000133565Search in Google Scholar

Pontier, Ryan & Mileidis Gort. 2016. Coordinated translanguaging pedagogy as distributed cognition: a case study of two dual language bilingual education preschool coteachers’ languaging practices during shared book readings. International Multilingual Research Journal 10(2). 89–106, DOI: 10.1080/19313152.2016.1150732.10.1080/19313152.2016.1150732Search in Google Scholar

Proctor, C. Patrick, Jeffrey R. Harring & Rebecca D. Silverman. 2017. Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal 40(4). 372–391, DOI: 10.1080/15235882.2017.1383949.10.1080/15235882.2017.1383949Search in Google Scholar

Resnik, Julia. 2010. Integration without assimilation? ethno‐nationalism in Israel and universal laïcité in France. International Studies in Sociology of Education 20(3).201–224, DOI: 10.1080/09620214.2010.516108. 10.1080/09620214.2010.516108Search in Google Scholar

Ruiz-Felter, Roxanna, Solaman J. Cooperson, Lisa M. Bedore & Elizabeth D. Peña. 2016. Influence of current input–output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking Kindergarteners. International Journal of Language and Communication Disorders 51(4). 368–383. DOI: 10.1111/ 1460–6984.12214.10.1111/1460-6984.12214Search in Google Scholar

Rumlich, Dominik. 2020. Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal 48(1),115–119, DOI: 10.1080/09571736.2019.1696879.10.1080/09571736.2019.1696879Search in Google Scholar

Sarıkaya, Bünyamin. 2018. An investigation of secondary school students’ critical visual reading skills depending on different variables. Educational Policy Analysis and Strategic Research 13(4), 26–36. DOI: 10.29329/epasr.2018.178.2. 10.29329/epasr.2018.178.2Search in Google Scholar

Sarıkaya, Bünyamin. 2020. Ortaokul öğrencilerinin dinleme/izleme stratejileri kullanım sıklıklarının çeşitli değişkenler açısından değerlendirilmesi. AJER – Academia Eğitim Araştırmaları Dergisi 6(1), 46–58. Search in Google Scholar

Schwartz, Mila, Victor Moin, Mark Leikin & Anna Breitkopf. 2010. Immigrant parents’ choice of a bilingual versus monolingual kindergarten for second-generation children: motives, attitudes, and factors. International Multilingual Research Journal 4(2). 107–124, DOI: 10.1080/19313152.2010.499038.10.1080/19313152.2010.499038Search in Google Scholar

Schwartz, Mila. 2013. Immigrant parents’ and teachers’ views on bilingual preschool language policy. Language and Education 27(1). 22–43, DOI: 10.1080/09500782.2012.673626. 10.1080/09500782.2012.673626Search in Google Scholar

Schwartz, Mila & Yehudit Shaul. 2013. Narrative development among language-minority children: the role of bilingual versus monolingual preschool education. Language, Culture and Curriculum 26(1). 36–51, DOI: 10.1080/07908318.2012.76056810.1080/07908318.2012.760568Search in Google Scholar

Shareefa, Mariyam. 2021. Using differentiated instruction in multi-grade classes: a case of a small school. Asia Pacific Journal of Education 41(1).167–181, DOI: 10.1080/02188791.2020.1749559.10.1080/02188791.2020.1749559Search in Google Scholar

Sirem, Özgür & Özlem Baş. 2020. Okuma güçlüğü olan ilkokul öğrencilerinin Covid-19 sürecinde uzaktan eğitim deneyimleri. Turkish Studies, 15(4).10.7827/TurkishStudies.43346Search in Google Scholar

Smythe, Fiona. 2022. School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2022.2056189.10.1080/01434632.2022.2056189Search in Google Scholar

Sönmez, Hülya & Mehmet Ali Akıncı. 2022. Fransa’daki iki dilli Türk çocuklarının Türkçe dil becerilerinin gözlemlenmesi (Paris ve Normandiya örnekleri). Ana Dili Eğitimi Dergisi 10(4). 718–737. https://doi.org/10.16916/aded.1111145. Search in Google Scholar

Sönmez, Hülya. 2022. The use and environments of teaching Turkish as a foreign language in France. Research And Experience Journal (Rej) 7 (2). 63–79. https://doi.org/10.47214/adeder.1181790. Search in Google Scholar

Stow, Carol & Barbara Dodd. 2005. A survey of bilingual children referred for investigation of communication disorders: a comparison with monolingual children referred in one area in England. Journal of Multilingual Communication Disorders 3(1). 1–23, DOI: 10.1080/14769670400009959. 10.1080/14769670400009959Search in Google Scholar

Uchikoshi, Yuuko & Helen Maniates. 2010. How does bilingual instruction enhance English achievement? a mixed-methods study of Cantonese-speaking and Spanish-speaking bilingual classrooms. Bilingual Research Journal 33(3). 364–385, DOI: 10.1080/15235882.2010.525294.10.1080/15235882.2010.525294Search in Google Scholar

Ustabulut, Mete Yusuf. 2014. İki dilli Türk çocuklarına Türkiye Türkçesi öğretiminde sesli okuma hataları ve bu hataların düzeltilmesi için yapılabilecek yöntem ve teknikler (Romanya örneği). Yüksek Lisans tezi. Ankara : Gazi niversitesi Sosyal Bilimler Enstitüsü.Search in Google Scholar

Veenman, Simon. 1995. Cognitive and noncognitive effects of multi-grade and multi-age classes: A best-evidence synthesis. Review of Educational Research 65. 319–381.10.3102/00346543065004319Search in Google Scholar

Vincent, Susan. 1999. The Multi-grade Classroom: A Resource Handbook for Small, Rural Schools Book 1: Review of the Research on Multigrade Instruction. (Edt. Susan Vincent) Northwest Regional Educational Laboratory, Portland: Oregon. Search in Google Scholar

Westerveld, Marleen F. 2014. Emergent literacy performance across two languages: assessing four-year-old bilingual children. International Journal of Bilingual Education and Bilingualism 17(5). 526–543.10.1080/13670050.2013.835302Search in Google Scholar

Yıldırım, Ahmet & Hasan Şimşek. 2013. Sosyal Bilimlerde Nitel Araştırma Yöntemleri, 9. Baskı. Ankara: Seçkin. Search in Google Scholar

Yıldırım, Muhammed. 2008. Birleştirilmiş Sınıflı İlköğretim Okullarında Ses Temelli Cümle Öğretimi Yöntemi ile İlk Okuma Yazma Öğretimi Sırasında Karşılaşılan Güçlükler. Yüksek Lisans Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Search in Google Scholar

Published Online: 2023-06-14

Published in Print: 2023-08-23

You are currently not able to access this content.

Articles in the same Issue

https://doi.org/10.1515/eujal-2022-0025

Keywords for this article

multi-grade classroom; adverse conditions; bilingual children; pandemic