Cultural Awareness on A Bilingual Education: A Mixed Method Study

Özfidan, Burhan; Toprak, Mustafa

doi:10.1515/mlt-2017-0019

Cited by 11 publications

(6 citation statements)

References 9 publications

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“…Though extensive research still needs to be conducted, it clearly seems that Spanish bilingual programmes are beginning to assume how important it is to instil intercultural learning as one of the assets of education. Moreover, bilingual schemes can help preserve minority groups' cultural heritage and linguistic knowledge, since students can more easily become integrated into the mainstream society (Ozfidan & Toprak, 2019). The results of this paper clearly stress the importance of two key factors for IL within bilingual education, namely: international exchange schemes; and native language assistants.…”

Section: Discussionmentioning

confidence: 63%

Measuring Intercultural Learning through CLIL

Parra¹

2020

J. New Approaches Educ. Res.

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CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources’ for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.

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Section: Discussionmentioning

confidence: 63%

Measuring Intercultural Learning through CLIL

Parra¹

2020

J. New Approaches Educ. Res.

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“…The relatively high mean scores of the items under this factor highlighted that schools should have a set of principles and values that identify diversity and conduct self-assessment to confirm sensitivity to cultural characteristics. Schools need to become culturally competent when there is an issue or crisis, a shared vision, and a desired outcome (Ozfidan & Toprak, 2019). Schools should demonstrate attitudes, behaviors, policies, and structures that allow MLLs to work efficiently cross-culturally and value diversity.…”

Section: Resultsmentioning

confidence: 99%

Investigating Beliefs of Teachers of Multilingual Learners (MLLs)

Ozfidan,

Hos

2023

iejee

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The purpose of this study is to measure teachers’ beliefs and perceptions about multilingual learners (MLLs), MLLs’ needs and struggles, and parental involvement of MLL families. We adapted Karabenick and Noda’s (2004) survey instrument, which measures the teachers’ beliefs, attitudes, practices, and needs related to MLLs. Exploring teachers’ beliefs, attitudes, and practices toward MLLs is a first step in understanding the professional needs of teachers of MLLs. The total sample size of the study was 308. In the first phase of the study, Confirmatory Factor Analysis (CFA) was used to test logic and feasibility of the instrument. In the second phase, we used descriptive statistics to explain the basic features of the data of the study and provide a brief summary of the samples and the measures done on this study. The results of this study indicated that although teachers’ beliefs about MLLs are slightly negative their overall beliefs are positive. Many teachers while welcoming MLLs in their classrooms, desiring to support them, are unsure of how to do so.

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“…Furthermore, the present study emphasizes on the essential practices and training that teachers must enhance in multicultural class settings in order to strengthen the academic development of bilingual children. Finally, the professional development of teachers is of vital importance in order to create an educational context which allows and empowers the fair linguistic and cultural exchange known as "bilingual and cultural awareness" (Tsokalidou, 2005;Ozfidan & Toprak, 2019). This exchange will construct a positive school environment for the holistic development of all students, contributing to the protection of social justice, equity and human rights.…”

Section: Discussionmentioning

confidence: 99%

“…Bilingual education should involve teaching school subjects in two or more languages at school. Bilingual education should be meaningful education, on the one hand, and on the other hand it should show an understanding towards other languages and cultures (Ozfidan & Toprak, 2019), thus reinforcing the respect of diversity and social coexistence in a multicultural environment from the perspective of Intercultural Education (Palaiologou & Dietz, 2012 ;Pliogou & Karakatsani, 2020).…”

Section: Bilingual Educationmentioning

confidence: 99%

Investigating the Relationship of Working Memory and Inhibitory Control: Bilingual Education and Pedagogical Implications in Elementary School

Sofologi¹,

Zafiri²,

Pliogou³

2020

IJLTER

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Present study aims to shed light on the relationship of working memory and executive functioning in bilingual elementary school children when compared with monolingual population of the same age. The investigation of the relationship between working memory and language learning abilities of children, who are bilingual, is particularly important as it plays a key role in understanding the literacy and language competence of bilingual populations. The purpose of this study was to examine Verbal Working Memory and Executive Functions in 20 bilingual elementary school students who were compared to 20 monolingual school-age students in different cognitive tasks. The research results showed that bilingual students did not appear to perform better in Working Memory compared to the performance of monolingual students of the same age. Correspondingly, bilingual students performed better in the task of inhibitory control and cognitive change. The findings of the present study reinforce the hypothesis that when learning a language, be it the mother tongue or the foreign /second language, the working memory does not correlate to all executive functions but forms a separate cognitive function. The implications of bilingual learning strategies in multicultural class settings are discussed as a pedagogical memory frame that can empower academic achievement while acknowledging the importance of acquiring standardized language skills by promoting a variety of memory strategies.

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Cultural Awareness on A Bilingual Education: A Mixed Method Study

Cited by 11 publications

References 9 publications

Measuring Intercultural Learning through CLIL

Measuring Intercultural Learning through CLIL

Investigating Beliefs of Teachers of Multilingual Learners (MLLs)

Investigating the Relationship of Working Memory and Inhibitory Control: Bilingual Education and Pedagogical Implications in Elementary School

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