Ana Dil Öğrenmenin Önemi

1. BATI TRAKYA AZINLIĞI ΣΥΛΛΟΓΟΣ ΕΠΙΣΤΗΜΟΝΩΝ YÜKSEK TAHSİLLİLER DERNEĞİ ΜΕΙΟΝΟΤΗΤΑΣ ΔΥΤΙΚΗΣ ΘΡΑΚΗΣ WESTERN THRACE MINORITY UNIVERSITY GRADUATES ASSOCIATION Conference on Bilingual Education The Importance of Learning the Mother Tongue Ana Dil Öğrenmenin Önemi Presented by: Kelâmi Dedezade2 Aralık 2009

2. BICS: Basic Interpersonal Communication Skills CALP: Cognitive Academic Language Proficiency BICS = Kişilerarası Temel İletişim Becerileri CALP = Kavramsal Akademik Dil Yeterliliği

3. BICS (Basic Interpersonal Communication Skills) BICS = Kişilerarası Temel İletişim Becerileri Language necessary for day to day living, including conversations with friends, informal interactions. CALP (Cognitive Academic Language Proficiency) CALP = Kavramsal Akademik Dil Yeterliliği Language necessary to understand and discuss content in the classroom BICS CALP

4. 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) BICS CALP • Cognitive Academic Language Proficiency • CALP = 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) Office of Organizational Development

5. Beginner/Level 1 başlangıç düzey BICS Intermediate/Level 2 orta düzey Advanced/Level 3 ileri düzey Fully competent in 2nd language CALP İkinci dile hakim

6. 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

7. Which processes develop where? • Language Process • Dil İşlemi • Vocabulary • Kelime hazinesi • Pronunciation • Telaffuz,/Söyleniş/Söyleyiş • Grammar • Dilbilgisi/Gramer • Cognitive Process • Kavrama İşlemi • Knowledge • Bilgi • Comprehension • Anlama • Application • Uygulama BICS • Semantic meaning • Anlamsal olmak • Functional meaning • Fonksiyonel/İşlemsel anlam • Analysis • Çözümleme • Synthesis • Toparlama • Evaluation • Değerlendirme CALPs

8. 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.

9. * "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.

14. 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.

15. 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

16. The importance of the mother tongue Ana Dilin önemi Bir tekerlekle (yani bir dil), bir yerden başka bir yere gidebilirsiniz. [Illustrations reproduced with the permission of Professor J. Cummins.]

17. With one big and one small wheel (one good and one not so good language) you can go farther and faster. Bir büyük ve bir küçük tekerlekle (bir iyi bir de pek iyi olmayan dil) daha uzak yerlere daha çabuk gidebilirsiniz. [Illustrations reproduced with the permission of Professor J. Cummins.]

18. With two equal-sized wheels (two strong languages) you can comfortably go anywhere you want! Eşit büyüklükte iki tekerlekle (iki güçlü dil) istediğiniz yerlere gidebilirsiniz! [Illustrations reproduced with the permission of Professor J. Cummins.]