Startseite Bildungswissenschaften Cultural Awareness on A Bilingual Education: A Mixed Method Study
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Cultural Awareness on A Bilingual Education: A Mixed Method Study

  • Burhan Ozfidan EMAIL logo und Mustafa Toprak
Veröffentlicht/Copyright: 26. Januar 2019

Abstract

The purpose of this study is to investigate how a bilingual education program would protect the cultural inheritance, linguistic knowledge, ethnic and religious identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. Both quantitative and qualitative data reflected that a bilingual education program could increase the educational success of students and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them. A bilingual education program for minority people is essential for equal access to education. It solves conflicts between different ethnic groups and brings happiness to the society.

APPENDIX

A IRB OUTCOME LETTER

DIVISION OF RESEARCH

DATE: September 21, 2016 MEMORANDUM

TO: FROM:

Lynn M Burlbaw TAMU - College Of Education & Human Dev - Teaching, Learning And Culture

Dr David Martin Chair, TAMU IRB

SUBJECT: Expedited Approval – Reference #043138

Study Number: IRB2016-0601

__________________________________________________________________________

Investigation of Parameters Affecting the Development of a Bilingual Education Curriculum in Turkey

Date of Determination: Approval Date: 09/21/2016 Continuing Review Due: Expiration Date: 09/15/2017

Title:

Documents Reviewed and Approved:

Only IRB-stamped approved versions of study materials (e. g. consent forms, recruitment materials, and questionnaires) can be distributed to human participants. Please log into iRIS to download the stamped, approved version of all study materials. If you are unable to locate the stamped version in iRIS, please contact the iRIS Support Team at 979.845.4969 or the IRB liaison assigned to your area.

08/15/2017

Submission Components
Study Document
TitleVersion NumberVersion DateOutcome
Survey QuestionsVersion 1.108/17/2016Approved
Interview QuestionsVersion 1.108/17/2016Approved
Study Consent Form
TitleVersion NumberVersion DateOutcome
consent form for interviewVersion 1.208/17/2016Approved
consent form for survey instrumentVersion 1.308/17/2016Approved

Document of Consent: Written consent in accordance with 45 CF 46.116/21 CFR 50.27 Waiver approved under 45 CFR 46.117 (c) 1 or 2/21 CFR 56.109 (c)1 Waiver of Consent:

__________________________________________________________________________

Comments

  1. This study has been approved for 200 participants. □

  2. This IRB study application has been reviewed and approved by the IRB. □Research may begin on the approval date stated above. □

  3. Research is to be conducted according to the study application approved □by the IRB prior to implementation. □

  4. Any future correspondence should include the IRB study number and □the study title. □

__________________________________________________________________________

Investigators assume the following responsibilities:

  1. Continuing Review: The study must be renewed by the expiration date in order to continue with the research. A Continuing Review application along with required documents must be submitted by the continuing review deadline. Failure to do so may result in processing delays, study expiration, and/or loss of funding. □

  2. Completion Report: Upon completion of the research study (including data collection and analysis), a Completion Report must be submitted to the IRB. □

  3. Unanticipated Problems and Adverse Events: Unanticipated problems and adverse events must be reported to the IRB immediately. □

  4. Reports of Potential Non-compliance: Potential non-compliance, including deviations from protocol and violations, must be reported to the IRB office immediately. □

  5. Amendments: Changes to the protocol and/or study documents must be requested by submitting an Amendment to the IRB for review. The Amendment must be approved by the IRB before being implemented. □

  6. Consent Forms: When using a consent form or information sheet, the IRB stamped approved version must be used. Please log into iRIS to download the stamped approved version of the consenting instruments. If you are unable to locate the stamped version in iRIS, please contact the iRIS Support Team at 979.845.4969 or the IRB liaison assigned to your area. Human participants are to receive a copy of the consent document, if appropriate. □

  7. Post Approval Monitoring: Expedited and full board studies may be subject to post approval monitoring. During the life of the study, please review and document study progress using the PI self-assessment found on the RCB website as a method of preparation for the potential review. Investigators are responsible for maintaining complete and accurate study records and making them available for post approval monitoring. Investigators are encouraged to request a pre-initiation site visit with the Post Approval Monitor. These visits are designed to help ensure that all necessary documents are approved and in order prior to initiating the study and to help investigators maintain compliance. □

  8. Recruitment: All approved recruitment materials will be stamped electronically by the HRPP staff and available for download from iRIS. These IRB-stamped approved documents from iRIS must be used for recruitment. For materials that are distributed to potential participants electronically and for which you can only feasibly use the approved text rather than the stamped document, the study’s IRB Study Number, approval date, and expiration dates must be included in the following format: TAMU IRB#20XX- XXXX Approved: XX/XX/XXXX Expiration Date: XX/XX/XXXX. □

  9. FERPA and PPRA: Investigators conducting research with students must have appropriate approvals from the FERPA administrator at the institution where the research will be conducted in accordance with the Family Education Rights and Privacy Act (FERPA). The Protection of Pupil Rights Amendment (PPRA) protects the rights of parents in students ensuring that written parental consent is required for participation in surveys, analysis, or evaluation that ask questions falling into categories of protected information. □

  10. Food: Any use of food in the conduct of human research must follow Texas A&M University Standard Administrative Procedure 24.01.01.M4.02.

  11. Payments: Any use of payments to human research participants must follow Texas A&M University Standard Administrative Procedure 21.01.99.M0.03.

  12. Records Retention: Federal Regulations require records be retained for at least 3 years. Records of a study that collects protected health information are required to be retained for at least 6 years. Some sponsors require extended records retention. Texas A&M University rule 15.99.03.M1.03 Responsible Stewardship of Research Data requires that research records be retained on Texas A&M property.

This electronic document provides notification of the review results by the Institutional Review Board.

References

Baker, C. (2000). A parents' and teachers' guide to bilingualism (2nd ed.). Clevedon, England: Multilingual Matters.Suche in Google Scholar

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). New York: Multilingual matters.Suche in Google Scholar

Baltaci, A. (2017). Relations between Prejudice, Cultural Intelligence and Level of Entrepreneurship: A Study of School Principals. International Electronic Journal of Elementary Education, 9(3), 645–666.Suche in Google Scholar

Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.10.1017/S0142716412000288Suche in Google Scholar

Bland, J. M., & Altman, D. G. (1996). Statistics notes: Measurement error. The BMJ, 313, 744. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2352111/10.1136/bmj.313.7059.744Suche in Google Scholar

Cummins, J. (1991). Language development and academic learning. In L. Malave, & G. Duquette (Eds.), Language, culture and cognition (pp. 132-151). Clevedon, UK: Multilingual Matters.Suche in Google Scholar

Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education. Sprogforum, 7(19), 15–20.Suche in Google Scholar

Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In J. Cummins, & N. H. Hornberger (Eds.), Encyclopedia of Language and Education 5 (2nd ed., pp. 1528–1538). New York: Springer.10.1007/978-0-387-30424-3_116Suche in Google Scholar

Diyarbakir Institute for Political and Social Research, (DISA). (2011). Dil Egitimi Modelleri ve Ulke Ornekleri. (Educational Language Models and Country Examples). Available at http://www.ozgurcerkes.com/FileUpload/ds213192/File/onceanadili2.pdfSuche in Google Scholar

Fishman, J. A. (1972). Language and nationalism. Rowley, MA: Newbury House Publishers.Suche in Google Scholar

Hakuta, K. (1990). Language and cognition in bilingual children. Bilingual education: Issues and strategies, 47–59.Suche in Google Scholar

Hanson, W. B., Creswell, J. W., Plano-Clark, Y. L., Petska, K. S., & Creswell, D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224–235. doi:10.1037/0022-0167.52.2.224Suche in Google Scholar

Krashen, S. (2000). Bilingual education: Current challenges. Educators for Urban Minorities, 1(2), 53–68.Suche in Google Scholar

Malone, S. (2007). Mother tongue-based multilingual education: Implications for education policy. Paper presented at the Seminar on Education Policy and the Right to Education: Towards more Equitable Outcomes for South Asia’s Children, Kathmandu, Nepal, 1-3 October. Available at https://www.sil.org/resources/archives/42737Suche in Google Scholar

Ngai, P. B. (2002). Bilingual education for all: A benefits model for small towns. Bilingual Research Journal, 26(2), 269–294.10.1080/15235882.2002.10668711Suche in Google Scholar

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.Suche in Google Scholar

Ozfidan, B., & Burlbaw, L. (2017). A Literature-Based Approach on International Perspectives of Bilingual Education. Journal of Educational Issues, 3(2), 25–40. doi:10.5296/jei.v3i2.11551Suche in Google Scholar

Ozfidan, B., Burlbaw, L., & Kocabas, S. (2018). Investigating Attitudes towards a Bilingual Education Curriculum: A Scale Development Study. Review of Research and Social Intervention, 62, 105–117.Suche in Google Scholar

Ozfidan, B., Burlbaw, L., & Kuo, L. J. (2016). Perceptions of an Anticipated Bilingual Education Program in Turkey. International Education Studies, 9(10), 174.10.5539/ies.v9n10p174Suche in Google Scholar

Ozfidan, B., & Burlbaw, L. M. (2016). Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey. Journal of Ethnic and Cultural Studies, 3(1), 49–58.10.29333/ejecs/49Suche in Google Scholar

Ozfidan, B., Machtmes, K., & Demir, H. (2014). Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. European Journal of Education Research, 3(4), 185–191.10.12973/eu-jer.3.4.185Suche in Google Scholar

Laerd Statistics. (n.d.). Pearson product moment correlation. Retrieved from https://statistics.laerd.com/statistical-guides/pearson-correlation-coefficient-statistical-guide.php.Suche in Google Scholar

Tashakkori, A., & Teddlie, C. (2003). The past and future of mixed methods research: From data triangulation to mixed model designs. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 671–702). Thousand Oaks, CA: Sage.Suche in Google Scholar

Ucarlar, N. (2009). Between majority power and minority resistance: Kurdish linguistic rights in Turkey. Lund University, Lund, Sweden. Available at https://lucris.lub.lu.se/ws/files/4283150/1486821.pdfSuche in Google Scholar

UNESCO. (1974). Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. Adapted by the General Conference at its Eighteenth Session, Paris, 17 October-23 November. Available at http://unesdoc.unesco.org/images/0011/001140/114040e.pdf#page=144Suche in Google Scholar

UNESCO. (2003). Education in a multilingual world. Paris: Paris: United Nations Educational, Scientific and Cultural Organization. Available at http://unesdoc.unesco.org/images/0012/001297/129728e.pdfSuche in Google Scholar

Published Online: 2019-01-26

© 2020 Walter de Gruyter GmbH, Berlin/Boston

Heruntergeladen am 3.2.2026 von https://www.degruyterbrill.com/document/doi/10.1515/mlt-2017-0019/html?lang=de
Button zum nach oben scrollen