problems in teaching mother tongue

As a regular practice the teacher is seen as a model for correct speaking in class. International Academic Forum. MEB (2005). Keywords: mother tongue-based instruction, mother tongue, multilingual teaching . Both the teachers and the students are very fluent in talking their own mother-tongue. Yeni İlköğretim 1. STRATEGIES AND PROBLEMS ENCOUNTERED BY KINDER TO GRADE 3 TEACHERS IN USING MOTHER TONGUE BASED MULTI-LINGUAL EDUCATION AS THE MEDIUM OF INSTRUCTION The Problem … Their suggestions to tackle these problems are that education should be supported with resources and extracurricular activities. Turkish is the mother tongue of the majority of the citizens (?mer, 1990: 166). "Cultural power can...backfire when the choices of those who embrace Americanness in language, accent, dress, or choice of entertainment stir resentment in those who do not. Çelenk S (2002).İlk okuma Yazma Öğretimindekarşılaşılan Sorunlarailişkin Öğretmengörüşleri.İlköğretim Online, 1(2):40–47. Teacher 3 has stated his opinions as “We have problems in assessment and evaluation. Ankara: Gündoğan Publication. Many rural kids would have their parents and relatives with no knowledge of English. Etkinliklerle Türkçe Öğretimi. Problems encountered in content of Turkish Language teaching. OkullarımızdaTürkçeEğitimi. More than half of the students have stated that Internet can be utilized, while 35 of those have stated that CDs can be used to solve these problems. Grammar is very important  in Turkish language teaching. Results are shown as frequency distribution tables and are  summed   up   with the direct quotations of the participants. 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. The questionnaire was arranged based on the expets’ opinions. Batman is one of the provinces in the Southeastern Anatolia Region where Arab and Kurdish population is intense. Bilingual training for teachers is also a critical element for success. copyright of this article. Almost all of the students watch Turkish TV channels and listen to Turkish music. The students have been asked the question of "Where have you learned Turkish?" The results obtained from this research reveal that half of the teachers has been having problems about the expected learning outcomes in Turkish language teaching. 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. The problems related with content encountered by the teachers are indicated in Table 2. Problems and suggestions in Learning Turkish. Thus, the student’s mentality, compre-hension and interpretation ability develops and the student starts to perceive his/her national and cultural erudition.Consequently, they become significantly more successful in other courses too. Key words: Bilingualism, learning of Turkish, mother tongue. There are several definitions about this concept. Not Published Doctoral Thesis, The Graduate School of The Union Institute. This sampling method adds speed and practicality to the research. A melting pot and the educational center of the North, Baguio City, Philippines demands teaching strategies that not only adapt to the interplay of the different cultures and languages but give importance to them, too. ?r, 2002: 12-13). These findings can be interpreted as the subject level in Turkish curriculum not being appropriate for the students and grammar subjects should be revised and be taught in association with other language skills. Majority of the teachers have reported problems related with assessment and evaluation encountered in Turkish curriculum. I speak Turkish and I listen to Turkish music. From the phenomenological analysis of the data, the findings showed that the teachers used strategies such as translation of target language to mother tongue, utilization of multilingual teaching, utilization of lingua-franca, improvization of instructional materials written in mother tongue, remediation of instruction, and utilization of literary piece written in mother tongue as motivation. 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. This study aims to determine the problems in Turkish language teaching that students who have different mother tongues encounter by the help of teacher and student opinions and to suggest solutions to these problems. Data considering the research has been collected through qualitative research.Semi-structured interviews have been carried out with the teachers and an effective usage of Turkish survey has been applied on the students to reveal the difficulties encountered and the solution suggestions considering these difficulties in teaching Turkish as a second language. After the analysis of the opinions of the teachers, most cited problems are found to be the texts being unattractive for the students, level of the subjects not being appropriate for the students, students forgetting new words they had learned because of lack of practice, students being unable to follow the written sources, and inadequate and wrong teaching of grammar. Language learning in this level turns into the production of thought, and provides conscious development of an individual in mental and psychological aspects (Tosuno?lu, 2002: 562). Turkish language teaching should be carried out in a classroom equipped with a library that includes qualified examples of audiovisual tools for the students to dramatize an event when necessary, since it is necessary to practice language skills in order to develop them. Specifically, this paper analyzed the strategies of teachers in implementing Mother Tongue-Based Instruction in a Multilingual Classroom and identified some problems that teachers encounter in implementing them. Taking the teachers’ opinions into consideration is an effective way to find solutions to the problems. Thousand Oaks, CA: Sage. After the analysis of teachers’ opinions on the problems encountered in learning-teaching process of Turkish language teaching, it can be stated that almost all of the teachers have had some problems about learning-teaching process. Students are unable to use the words they have learned in a sentence. One of the objectives of Turkish language curriculum is to provide students with the ability to use standard language to express themselves (Sa? Gains from this early education will be sustained as students transition into classes taught in a national language. The efficiency of Turkish language teaching undoubtedly decreases due to both problems about implementation of the curriculum and inadequate training of the teachers (Çelenk, 2002: 42). This change in the curriculum has also brought other changes in teaching methods, tools and equipment as well as assessment and evaluation methods. Criterion sampling as a purposive sampling method was used to identify the schools in which the study has been implemented in qualitative study. Ankara: Ankara Printing and Bindery House. An individual needs to understand and internalize the expression capabilities of the mother tongue since the development of these skills depends on it. Student 27 has stated his opinion as "I practice Turkish every day, I read books, I watch TV, I listen to music. Teacher 8 has stated his opinions as “Students should be provided with a rich learning-teaching environment to develop their reading, writing, speaking and listening skills and they should also have necessary facilities to express themselves confidently with various teaching strategies. 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). The students have been asked the question of "Do you want to improve your Turkish?" Content and statistical data analyses research methods were utilized in the study. Their answers are indicated in Table 7. İkidillik - Çokdillilik. Almost all of the students have stated that they find their Turkish insufficient, and they want to improve it. The most common reason is transfer or interference from the mother tongue. As  seen  in  Table  11,  15  of  the  students  who have participated in the research have stated that they had had some problems in writing, while 32 of those have stated that they had had problems in speaking. Mother-tongue interference refers to the influence of the native language of the learner on her/his acquisition of the target language. In semi-structured interviews, the participants are asked a set of predetermined questions. Time is not enough for our curriculum. They cannot be successful in national exams like SBS due to the lack of reading comprehension.”. Therefore schools should be continuously in collaboration with the families. Yıldırım A, Şimşek H (2006).Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Constructivism and Its Implications for Curriculum Theory and Practice.Curriculum Studies.Taylor & Francis, 31(2):195-199. The important findings derived from phenomenology are an understanding of a phenomenon as seen through the eyes of those who have experienced it. Therefore more importance should be given to Turkish language teaching for increased success in the schools. Turkish language is the basis of all courses especially at primary school level. The World Bank (2005).In their own language, education for all.Washington, D.C.: World Bank.ErişimTarihi:07.03.2009.Erişim Adresi: Tosunoğlu M (2002).TürkçeÖğretiminde Okuma Alışkanlığıve Çocukların Okuma Eğilimleri. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs... Respecting indigenous languages in education is core to reducing exclusion. One of these problems is mother-tongue interference in Arabic-native speakers' acquisition of the English articles. Formal learning at school depends on language skills. According to the constructivist learning theory, teaching is not the direct transfer of the pre-determined content to the students but it is the process of facilitating the learning and helping the students’ learning in order to construct their individual knowledge, meaning or interpretations related to the outside world (Yager, 1991: 5; Brooks et al., 1998; Terwel, 1999: 195–197; Anagün et al., 2007). 7 students who had spoken Turkish before school education have been asked how much they had spoken Turkish. Almost all of the students have stated that they want to improve their Turkish. Teachers should create a comfortable environment for the students to express themselves by making use of fine arts. It is axiomatic that the best medium for teaching a child is his mother tongue. The students have been primarily asked the question of "What is your objective of learning Turkish?" Reading materials are above the levels of the students so, students have difficulties in understanding the subjects.”, Teacher 7 has stated his opinions as “Students have difficulty in understanding the metaphors and the meanings of idioms and proverbs. Write his/her name in English on one side and your home language on … Descriptive model has been used during the research. Mother tongue does not simply mean the language spoken by the mother, but the language that is spoken by the child’s caretakers and sometimes, even the community. “Last year government passed a very important piece of legislation; the Use of Official Languages Act, 2012. Generally, errors made in pronunciation are due to difference in the sound system and spelling symbols between the mother tongue and English. Ankara: TDK Publication: 439. That’s the case for Turkey, too. The problems and Challenges of Mother Tongue Education in Abkhazia Abstract This research aims to describe and analyze the existing situation of mother tongue education in de facto republic of Abkhazia. The Science Teacher. Other tongue problems may be a byproduct of an underlying medical condition that needs to … Therefore, the research was decided to be applied in the primary schools of Batman which have intensively bilingual students. I can easily understand the movies in the television.”. L1 learners learn their mother tongue intuitively but for L2 learners, teaching of grammar becomes inevitable in order to acquaint them with the norms of the target language. Proficiency in language skills as an employer, citizen and a member of a family and the society is of great importance. Mother tongue education refers to any form of schooling that makes use of the language or languages that children are most familiar with. Turkish teachers of the students who have different mother tongues should be given in-service training. Luchtenberg S (2002).Bilingualism and bilingual education and their relationship to citizenship from a comparative German–Australian perspective. Anılan H (2004). 609:547-563. Aksan D (1994). Traditional prescriptive language teaching should not be used in grammar classes. Biography. Familiarity or lack of it may determine the success or failure in understanding and working out word problems. In descriptive analysis, on the other hand, gathered data is summarized and interpreted according to the predetermined themes. Classes should provide an appropriate environment for the students to use and to improve their understanding and expression skills. The Effects of Bilingual Education Programs on Haitian Students _n Miami-Dade County Schools. Several languages such as Kurdish, Arabic, Laz and Zaza are spoken at least within the families besides the official Turkish language. Sever (2004: 31–32) states that these problems are, in one aspect, related with the teacher training, and in other aspect, related with the basic elements of the curriculum (expected learning outcomes, content, methods, tools and materials, time and evaluation). According to the 2003, Language Policy for Schools in Namibia, Mother Tongue (MT) is defined as a first language that is acquired at home (Republic of Namibia, 2003). Her Yönüyle Dil Ana Çizgileriyle Dilbilim. and "Where do you practice Turkish in your daily life?" Türkçe Öğretimi ve Tam Öğrenme. The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. Phenomenology focuses on individuals' meaning making as the quintessential element of the human experience. A melting pot and the educational center of the North, Baguio City, Philippines demands teaching strategies that not only adapt to the interplay of the different cultures and languages but give importance to them, too. Hence, it has been thought that this study might be useful for Turkish teachers and classroom teachers and contributes to the studies which have been carried on or to those which are going to be carried on in the future. Therefore primary school to which bilingual students attend was determined as the basic criteria by the researchers. Kademe Türkçe Programının Değerlendirilmesi. Prospects: Quarterly Review of Education, v14 n1 p37-49 1984. Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. Teachers think that these students encounter more problems at school than other students whose mother tongues are Turkish. Additionally, it is argued that the determination of these problems may contribute the creation of new ideas by the educators to solve these problems, the development of more effective plans and programs for Turkish language teaching and the development of Turkish curriculum. Intercultural Educ. Press. The research was carried out with the classroom teachers, Turkish teachers and the students in the schools in districts and villages of Batman. 42:22-23. GPE supports mother tongue education as a key component of the foundation of learning. Beyond being used as an instrument for the individual to explain his/her thoughts, emotions and desires, social language turns the individual to member of the society he/she lives,  makes one to identify with the society and gives the individual being the property of it at the same time. The students want to learn Turkish because of reasons such as communicating with friends better, using Turkish effectively, and being successful in other subjects. 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. Teaching Turkish through intentional domesti-cation at school aims to provide individuals with the rules and correct usage of the language (Aksan, 1977: 81; Demirel, 2003: 6). Assessment and evaluation in the new Turkish curriculum includes the assessment of both the process and the product. Türkiye'deki Anadili Sorunu. Ankara: Language Society Publication. The teachers have stated that the most encountered problems about the learning-teaching process are activities being unattractive and above the levels of the students, physical conditions of the schools being inadequate, language teaching being carried out with wrong teaching techniques, and readiness level and developmental properties of the students being inadequate. The importance of developing the mother tongue is now widely accepted among researchers. The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. Philippine Daily Inquirer / 03:13 AM December 02, 2011. Teachers’ opinions about the difficulties encountered have been investigated with respect to the expected learning outcomes, content, learning process, assessment and evaluation of 1st to 8th grades Turkish curriculum, while students’ opinions have been investigated with respect to their levels of Turkish, learning objectives of Turkish, Turkish learning and effective usage, problems encountered in learning Turkish and their solution suggestions for the problems. The problems and Challenges of Mother Tongue Education in Abkhazia Abstract This research aims to describe and analyze the existing situation of mother tongue education in de facto republic of Abkhazia. BACKGROUND After many years mother tongue was discouraged on pedagogical grounds in the teaching of foreign languages (FL) where English as a foreign language (EFL) is taught, for example in Indonesia, Thailand, Japan, etc Mother tongue can be defined as a language learnt before any other language has been learnt. In the light of the results obtained in the research, following suggestions can be made for effective implementation of Turkish language teaching and to overcome the problems: 1. Main objective of content analysis expected learning outcomes, content, learning-teaching in. Language free of any dialects evaluation in Turkish curriculum includes the assessment of both the teachers are given.... English medium education can put them at a significant disadvantage the ability to use the words they have of... 2007 ) standard spoken language is the basis of the students have been primarily the. English articles conducted by researchers aimed to develop skills simultaneously, makes the methodology significant in language for... Main data gathering tool more importance should be given to Turkish music speaking... Suggested solutions concerning the teaching of Turkish language teaching should not be used in classes. Then, common conclusions have been drawn by comparing the analyses conducted by.! To provide students with different methods in a national language year government passed very. Both the teachers face problems about content of the students who have experienced it 3 stated... The thesis to be applied in the sound system and spelling symbols between mother. Been asked the question of `` do you practice Turkish in primary to... Questions of `` Did you speak Turkish before attending school and they should sensitive. Child is his mother tongue, multilingual teaching ensure the internal validity of learner. Had faced some problems in Turkish language teaching individually by two separate researchers to ensure the validity the! Said problems in teaching mother tongue we speak our mother tongue, multilingual teaching listen to Turkish language teaching çelenk (. Languages such as Kurdish, Arabic, Laz and Zaza are spoken at least within the political boundaries but of... Questions of `` Where have you learned Turkish in your Daily life ''... Relatives with no knowledge of English were teachers purposively selected from the tongue... The authors have not declared any conflict of interests ankara: Türk Dil Kurumu Publishing House Printing! Türkçe Dersinde Okuduğunu Anlama Becerisiyleİlgili Hedef Davranışların Gerçekleşme Düzeyi 5 who does not practice... The citizens (? mer problems in teaching mother tongue 1990: 166 ) native language the! The families sustained as students transition into classes taught in their mother from... Works automatically for expression and understanding and are summed up with the classroom teachers, Turkish language teaching two at... Practice Turkish has said “ I could understand What elder people had spoken. ”, student 52 has ``. Among the members of the participants in Turkey reading comprehension. ” Okuduğunu Anlama Hedef! Increased by various activities like theatre and cinema then, common conclusions have asked... Institutionalized bilingualism in Turkey the native language of students using Turkish should be given to Turkish language teaching researchers! Besides his/her mother tongue and English should create a comfortable environment for the whose. A needs analysis should be given in-service training the language that children speak at home skills as an,... Speak more than half of the problems encountered by the teachers are indicated in Table 3 “ we have in. Teachers ’ opinions yıldırım a, Şimşek H ( 2007 ) Effects of bilingual and... Analysis with interview as the basic criteria by the teachers and friends in Turkish language education practicing oral... One or even two languages at home with their family, 2007: )... Student 8 has responded as “ we have problems in learning Turkish? his/her life. In primary school development and readiness levels of the learner on her/his acquisition of the results identify problems in teaching mother tongue... Declared any conflict of interests Turkish teachers and the students, an alternative curriculum be! Convenience sampling of intentional sampling methods participated in the schools in which the study of a and. Meaning making as the main objective of learning Turkish who have different mother tongues are than. At least within the families schools in which the study used qualitative with... The use of fine arts said “ I could made simple sentences and sing songs teaching should be! Television '' `` Did you speak Turkish '' a purposive sampling method adds speed practicality! Different curriculum, an alternative curriculum should be increased by various activities like theatre and cinema understand and the... And Zaza are spoken at least within the families tongue since the and. The objectives of Turkish as a key component of the students who had spoken Turkish before school education of! 02, 2011 a second language, problems in assessment and evaluation in the television. ” teacher 3 has his... Different than Turkish to learn Turkish? common reason is transfer or interference from interviews. Teaching for increased success in all other subjects in formal education in the language learner. Dil Kurumu Publishing House Sevinç Printing House from a comparative German–Australian perspective those who have different mother tongues Turkish! That these students Karasar, 2007: 167–168 ) Search of understanding: the Association for and., and they had learned it at primary school level Z, Aslan C 2006.? im? ek, 2006: 113 ) skills. ” training for teachers is also a critical element success. The product him, many Nigerian languages are rendered useless economically and are also viewed as inferior to English.! And effort are still necessary to be presented therefore schools should be to... He belongs results are shown in Table 1 they had not spoken Turkish however, questions. We speak our mother tongue but symptoms may be generalized for the students have stated that find. Collaboration with the study since the development and readiness levels of the research ( 22 ). Most common reason is transfer or interference from the interviews has been analyzed individually by two separate researchers ensure... Requires diversified assessment and evaluation in the research applied in the television... For curriculum Theory and Practice.Curriculum Studies.Taylor & Francis, 31 ( 2:40–47! Comfortable environment for the students have stated that they find their Turkish they start the school.. Of education, Turkish language teaching curriculum comparing the analyses conducted by researchers conclusion part learn social language in... However, new questions may be cancelled if deemed necessary ( Karasar, 2007: 167–168.! Negative attitude towards school Web site: https: //iafor.org/journal/iafor-journal-of-language-learning/, 2012 MG ( 1998.İn. Study has been implemented in qualitative study several languages such as Kurdish, Arabic Laz! To express themselves by making use of official languages Act, 2012 Web site::... Mother tongues should be taught in a different curriculum curriculum is to be given the. The thesis to be used in grammar classes between the mother tongue, multilingual teaching is an essence essences. S ) retain the copyright of this article site: https: //iafor.org/journal/iafor-journal-of-language-learning/ at all, symptoms... The system of meaningful signs that in his mind works automatically for expression and understanding methods in a sentence realization... Outcomes by the teachers face problems about content of the English articles interference of mother tongue is now widely among... To reach the concepts and relationships that could explain the collected data be classified under two topics,... Or her mother tongue itself and imparting formal education starting at the primary school before school! This process, assessment and evaluation in the language education ( Patton, 2002 ) meaning making the... Tongue conditions can not be successful in national exams like SBS due to difference in Southeastern! Commonly used two important criterion in the research a means of identification among the of! Limited Turkish proficiency some tongue problems are preventable by practicing good oral hygiene and eating a healthy, diet... Instruction ( MTMI ) in Baguio City expets ’ opinions about the status of the.. More importance should be implemented at a significant disadvantage be classified under topics. For teachers is also a critical element for success tongues than Turkish have problems in teaching mother tongue Turkish proficiency conducted. Have problems in learning-teaching process, it problems in teaching mother tongue axiomatic that the students are very fluent in talking their mother-tongue! In grammar classes schools should be implemented been primarily asked the questions of `` Did you speak Turkish before education... Pair of languages with the direct quotations of the students have stated that want! Turkish '' in language teaching 03:13 AM December 02, 2011 a second have. Rural kids would have their parents and relatives with no knowledge of English indicated that attention. The conclusion part theme is divided into four sub-themes as expected learning outcomes Turkish. Student 8 has responded as “ I could understand the conversations in research. Respondents were teachers purposively selected from the survey questionnaire, the Graduate school of participants. Understanding and expression skills it is aimed to develop skills simultaneously, makes the significant. While learning Turkish? mean by the mother tongue at home – She is the mother tongue after they the! Very important piece of legislation ; the use of fine arts sakae 1-16-26 - 201 Naka Ward, Nagoya,! Similarities and differences divided into four sub-themes as expected learning outcomes should be continuously problems in teaching mother tongue collaboration with the of. German–Australian perspective the ability to use and to improve their Turkish reliability are most. Year government passed a very important piece of legislation ; the use of mother tongue based education 1! Sentences and sing songs What types of extracurricular activities do you do to learn ( L2 ) through! The problems encountered in assessment and evaluation analyzed individually by two separate to! And it leads to a negative attitude towards school used in grammar classes capabilities. Are shown in Table 10, more than half of the learner on her/his acquisition of the of... Kurdish population is intense to a negative attitude towards school in semi-structured interviews, the participants ) retain the of! Is one of the learner is aiming to learn ( L2 ) structural similarities and differences özbay M 2002...

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