How bilingual is bilingual? Mother-tongue proficiency and learning through a second language

Yazici, Zeliha; Ilter, Binnur Genç; Glover, Philip

doi:10.1080/09669760.2010.521297

Cited by 20 publications

(9 citation statements)

References 10 publications

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“…Obstacles to this kind of learning have arisen because too many immigrant families have little interaction with their neighbours, and many prefer TV channels that offer native language programmes from their home countries. Conversely, first-language competence has been shown to have an effect on learning in a second language (Yazıcı, İlter, and Glover 2010), therefore, immigrant children also need possibilities to use and rehearse their own mother tongues. The younger the child, the more important it is to encourage him/her to also develop native language skills.…”

Section: Resultsmentioning

confidence: 96%

Experiences of Finnish teachers working with immigrant students

Sinkkonen

Kyttälä

2014

European Journal of Special Needs Education

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Compared with many European countries, Finland has a shorter history of immigration. During the last 20 years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers' concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students with different cultural and native language backgrounds in Finnish schools. However, the school system is far from being an all-encompassing multicultural environment for all. Notwithstanding, there are already many practices that do work. In this study, we aimed to find existing practices that, from the point of view of teachers, make immigrant education work. The data consists of interviews with nine teachers who work with immigrant children in schools where the educational language is Finnish. The interviews have been analysed to classify good practices in Finnish immigrant education. Our results show that in addition to adequate lingual support, fluent co-teaching and co-planning in schools, utilising school assistants' working time and skills in various and creative ways have turned out to be effective for the learning and social integration of multicultural students. Carefully and individually planned transitions from preparatory classes to general education also seem to be important. Most of the good practices that teachers mentioned were associated with transplanting the Finnish language and culture onto the 'others'. Scrutinising the thoughts and attitudes behind these good practices would help to create even better, more multicultural ways of arranging education for cultural diversity, which is inclusive of native Finnish students.

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Section: Resultsmentioning

confidence: 96%

Experiences of Finnish teachers working with immigrant students

Sinkkonen

Kyttälä

2014

European Journal of Special Needs Education

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“…Moreover, Ozfidan and Burlbaw (2016) study indicated that a bilingual education program in Turkey “could conserve minority groups” linguistic rights, cultural heritage, and identity. Another study by Yazıcı, İlter, and Glover (2010) indicated that “support for minoirty students receiving education through a second language is often in the form of additional learning opportunities in the second language, however, first language competence has been shown to affect learning in the second language” (p. 259).…”

Section: Resultsmentioning

confidence: 99%

Initial Development and Validation of the Multilingual Education Scale

Doğan

Aydın

2019

International Journal of Educational Reform

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Applicability of multilingual education, which is applied in many countries, has increasingly proficiency and learning been a question of debate in Turkey because of the inclusion of living languages and dialects lessons into educational institutions. The purpose of this study is to develop a valid and reliable Likert-type scale to determine the perception of multilingual education of teachers with the inclusion of living languages and dialects lesson into curricula. For this purpose, a study was conducted with teachers in Turkey. After the instrument was constructed based on the literature, field experts evaluated it, and revisions were made to clarify the language and the design. Following this process, a pilot study was conducted among 150 teachers, resulting in a scale comprising 28 items after the alterations were made. Then, the instrument was sent to 898 teachers utilizing a snowball technique. Exploratory factor analysis was applied to determine the validity of the scale. Factor analysis showed that the scale had a single factor explaining 72.4% of the total variance. The scale’s KMO (Kaiser-Meyer-Olkin) was .974; and the Barlett test was 21828.8. For the sake of validity and reliability, the Cronbach’s alpha internal consistency coefficient for the scale (content validity, construct validity, distinctiveness validity, internal consistency and reliability) was determined as 0.97. Thus, the conclusion can be made that the scale is applicable and reliable enough for future development.

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“…Recognition is perceived as an important inner motivation for many readers [2]. Moreover, the best conditions for learning a new language is a solid foundation in one's first language [31]. Few books written by authors from other cultures living in Norway are published.…”

Section: Phase 5: Publicationmentioning

confidence: 99%

The Development and Production of Literature Within an Easy Language and a Universal Design Perspective

Berget

Bugge²

2022

Pub Res Q

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Finding suitable books for pleasure reading is difficult for many people with reading challenges. Consequently, authors and publishing houses must consider user diversity when developing books. Easy Language comprises an important component, which is closely related to other elements which together constitute accessible books, such as layout, fonts and use of images. Moreover, extensive user testing and involvement must ensure that the books meet the requirements of the readers. This paper presents The Books for Everyone (BfE) Framework, which describes the process from initiation to publication and promotion of Easy Language books, using Norway as a case study. The BfE Framework is illustrated through examples from books and related to the reception and understanding of various user groups.

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How bilingual is bilingual? Mother-tongue proficiency and learning through a second language

Cited by 20 publications

References 10 publications

Experiences of Finnish teachers working with immigrant students

Experiences of Finnish teachers working with immigrant students

Initial Development and Validation of the Multilingual Education Scale

The Development and Production of Literature Within an Easy Language and a Universal Design Perspective

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