Author :
Abstract
Ana dilden farklı bir dil öğrenmeye erken çocukluk döneminde başlamanın, dil becerilerini geliştirmek için zaman kazanılması ve sonraki öğrenmeler için zihnin yapılanması açılarından faydalı olduğu görüşü oldukça yaygındır. Çocukları gelecekteki mesleklere ve yeni dünya düzeninde hayata hazırlamak isteyen öğretmen ve ebeveynlerin çocuğa en az bir farklı dil sunmanın en uygun zamanı konusunda kaygıları ve soruları bulunmaktadır. Bu çalışmanın kapsamı, erken çocuklukta yabancı dil öğrenimine başlamanın en uygun zamanı, yabancı dil öğrenmenin ana dil edinimi üzerine olası etkileri ve ayrıca çocuğun erken yaşta yabancı dil öğrenimi fırsatlarından en iyi şekilde fayda sağlaması için neler yapılabileceği konularına yanıt aramakla sınırlıdır. Buradan hareketle bu araştırmada alanyazında önde gelen kuramsal bakış açılarını ortaya koyarak, güncel araştırmaları analiz etmek ve okulöncesi öğretmenleri, eğitim politikası belirleyen kişiler ve küçük çocuğu olan ebeveynleri erken çocuklukta yabancı dil öğrenimi hakkında detaylı olarak bilgilendirmek amaçlanmıştır. İfade edilen amaçlarla ilişkili yayınlanan alanyazındaki kuram ve araştırmalardan elde edilen bulgular şu şekildedir: Yabancı dil öğrenmeye başlama yaşına dair iki temel bakış açısı, erken başlama ve geç başlamadır. Erken dönemde ana dil edinimi devam ederken öğrenilen yabancı dilin ana dil gelişimine etkileri, ana dilin etkin kullanılıp kullanılmaması, düzenli pratik yapma ve ortamda baskın kullanılan dile göre başkalık göstermektedir ve bu geriye doğru transfer, yabancı dildeki yeterlilik düzeyine göre önce olumsuz, sonra yeterlilik arttıkça olumlu yönde olabilmektedir. Dil öğreniminden daha fazla fayda sağlamak, öğretmenin dile dair bilgisi, çocuğun dile maruz kalma uzunluğu ve ebeveyn katılımı ile mümkündür. Alanyazından elde edilen bulgular tartışılarak uygulamacılara ve ileri araştırmalara yönelik önerilerde bulunulmuştur.
Keywords
Abstract
Beginning to learn another language in early childhood is commonly considered an advantage for time gains for improving language skills and structuring the mind for subsequent learning. Teachers and parents who want to prepare children better for future professions and for life in the new world order express concerns and questions about the optimal time for introducing at least one other language. This study addresses the concerns about when to start learning a foreign language in early childhood, what potential influences there are of foreign language learning on the native language acquisition, and what can be done for the child to benefit from early foreign language learning experiences. With this standpoint, this research aims to analyse the current research studies with regards to the central theoretical perspectives in the literature, and to inform preschool teachers, foreign language teachers, educational policy makers and parents in detail by addressing the concerns, assumptions and considerations for foreign language learning in early childhood. Some of the main findings obtained from the pertinent theories and published research in the literature on the above-mentioned issues are as the following. The two prevailing perspectives for the starting age are the early start view and the late start view, with their own justifications. Native language development may be influenced by learning a foreign language in accordance with native language activation, language practiced and dominance effects, and this backward transfer is usually negative first, and positive with increasing proficiency. More benefits can be achieved in accordance with the teacher’s language proficiency, the child’s length of exposure and parental involvement. The findings obtained from the literature have been discussed and finally summarised with a number of suggestions for teacher training and further research.
Keywords
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