Therefore schools should be continuously in collaboration with the families. The students have been asked the question of "Where have you learned Turkish?" Mother Tongue as a Medium of Instruction (MTMI) in Namibia is an important component of teaching and learning. Dil ve Toplum. The questionnaire was arranged based on the expets’ opinions. DepEd issues guidelines for mother tongue teaching. I showed a “horse” (“at” in Turkish) picture to teach letter “a” to the student and I asked what it is. 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. It is very important to determine the problems encountered in Turkish language teaching in order to improve the quality of teaching activities and to carry out Turkish language teaching as intended. Taking the teachers’ opinions into consideration is an effective way to find solutions to the problems. Research focusing on mother-tongue teacher education is conspicuously missing from the large amount of literature available on general teacher education, and issues related to the training of mother-tongue teachers are rarely approached in educational journals. They cannot get good marks because of the ambiguities in their exam papers.”, Teacher 17 has stated his opinions as “Students are unable to express themselves in oral exams. The students have been primarily asked the question of "What is your objective of learning Turkish?" Lartec, Jane K.; Belisario, Anastacia M.; Bendanillo, Jamaica P.; Binas-o, Hanni K.; Bucang, Novefirst O.; Cammagay, Jan Lorie W. The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. Problems encountered in assessment and evaluation in Turkish Language teaching. 609:547-563. The theme about the opinions of the students who have different mother tongues about learning Turkish is divided into four sub-themes as states of Turkish knowledge, the objectives of learning Turkish, effectiveness of learning and using Turkish, and the problems and suggestions in learning Turkish. In addition, she says that they are also strengthening the teaching of English as a first additional language. Nevertheless, the study indicated that major attention and effort are still necessary to be given to the approach. 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. 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. Özyürek R (2004). On the psychological level, a child’s sense of identity is grounded in his or her mother tongue. Numerous problems can affect your tongue, such as: pain; sores; swelling; changes in taste; changes in color; changes in texture; These problems often … ?r, 2002: 12-13). Teacher 6 has stated his opinions as “Reading materials in the course books should be prepared with short and simple sentences which are easily understandable and enrich the imagination of the students. and "What are your suggestions in order to solve these problems?" 6.Turkish language education given in the schools should be expanded to family and social environment. XII. They are unable to pronounce the words correctly. 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 … 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. Haskara İ (1996). Rapid developments in education have also led to important changes in language teaching. So, I do speak Turkish very well. Education Secretary Armin Luistro. Ms. Ezayra D. Dubria – She is the team leader of the thesis to be presented. 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. Thus, language approaches which require active involvement and social interaction of the individuals, which are learned through linking the prior knowledge with the new ones and which prioritize the concept of learning rather than teaching, have stood out (Güne?, 2007: 1). Batman is one of the provinces in the Southeastern Anatolia Region where Arab and Kurdish population is intense. This makes it impossible to teach them higher level language skills.”. TÖMER Language J. Dergisi 25:12–15. In the constructivist learning approach which Turkish curriculum is based on, students construct their own knowledge by taking an active role in the learning environment and by linking new knowledge with the previous experiences. XII. Özbay M (2004).Yeniden Yapılandırma Çerçevesinde Türkçe Eğitimi Programıve Bazı Öneriler. Research data was gathered by semi-structured interview forms and Turkish proficiency questionnaire conducted on the students. Proficiency in language skills as an employer, citizen and a member of a family and the society is of great importance. However, a singular wish to teach children English at all costs, when coupled with punishment for using one’s mother tongue, is both psychologically and culturally damaging. With this research, it has been aimed to identify the problems encountered in Turkish language teaching to those students who have different mother tongues and to suggest solutions to these problems. 45 of those have stated that they had forgotten what they had learned because of lack of practice while 29 of those have stated that they have poor vocabulary. But he defined it as “hasp'' starting with the letter “h” which is the word used in his mother tongue to define ''horse". 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. The ‘mother tongue’ does not have to be the language spoken by the mother. Crossref. Formal learning at school depends on language skills. 8 Poor Support towards enhancement of mother-tongue education 273 During this process, it is aimed to develop students’ comprehension and expression skills. They have lots of problems in learning Turkish in terms of language skills. Mackey, William Francis. The suggestions of the teachers to overcome the problems determined in Turkish language teaching are indicated in Table 5. The most important component in identifying the problems encountered in Turkish language teaching is the teachers, as they are the ones who face the problems in the first sense and in charge of implementation of the program. Turkish language is the basis of all courses especially at primary school level. After determining the Turkish pro-ficiency levels of the students, an alternative curriculum should be implemented. Students who have different mother tongues should be taught with different methods in a different curriculum. This sampling method adds speed and practicality to the research. Sociologically, it is a means of identification among the members of the community to which he belongs. Ankara: Türk Dil Kurumu Publishing House Sevinç Printing House. Language J. 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 … Its realization is directly related to the quality of the language education. First of which is the training of the Turkish language teachers, and the second is the content of the books to be used and teaching methodology. The study used qualitative analysis with interview as the main data gathering tool. The problems encountered by the teachers are given in. In addition, results of the research confirm that more than half of the students practice Turkish, while few of the students do not or rarely practice Turkish. TürkçeÖğretimi.5. In this regard, roles and responsibilities of researchers can be defined as designing, implementing and finalizing the research process, planning of the implementation process, creation and execution of the implementation environment, analyzing and reporting the findings and results. Her Yönüyle Dil Ana Çizgileriyle Dilbilim. (1996), problems in Turkish language teaching can be classified under two topics. 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. Half of the teachers who have participated in the research have stated that they do not have any problems about the expected learning outcomes of Turkish teaching, while the other half stated that they have some problems. Children can and often do speak more than one or even two languages at home. Almost all of the students watch Turkish TV channels and listen to Turkish music. The students want to learn Turkish because of reasons such as communicating with friends better, using Turkish effectively, and being successful in other subjects. National and international researches show that the education that is provided is far from being successful and there are significant problems in Turkish language teaching (Özbay, 2004:2805; An?lan, 2004:1293; Özyürek, 2004:469; ?ahin, 2007:302). In the newly released Turkish curriculum the emphasis has been given on developing students’ linguistic, mental, and social skills and effective use of these skills. 18 classroom teachers, 6 Turkish teachers and 60 students chosen with convenience sampling of intentional sampling methods participated in the research. The researchers have chosen an easily accessible nearby case for convenience sampling. International Academic Forum. Yıldırım A, Şimşek H (2006).Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 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. OkullarımızdaTürkçeEğitimi. Expand the reach of education. New Turkish curriculum has been prepared to let the students acquire listening, reading, writing, visual reading and visual presenting skills which are going to be used lifelong to develop their cognitive, social and emotional aspects and to communicate effectively (MEB, 2005: 14). Constructivist environments do not function as passing on the knowledge; on the contrary, they provide students with the facilities to support construction of their knowledge. Phenomenological inquiry assumes that there is an essence or essences to shared experience (Patton, 2002). The students who have different mother tongues have been asked the question of "Did you speak Turkish before school education?" This is usually the language that children speak at home with their family. Most encountered problems are lack of communication between teachers and students in the classroom, physical conditions of the schools being inadequate for education, students who do not know Turkish sufficiently, students with poor listening skills, students who transfer words from their mother tongues into Turkish, reading speed of the students being too slow, and students who do not pay attention to pauses, stresses and intonation. As seen in Table 9, majority of the students who have different mother tongues want to learn Turkish to use Turkish more effectively and achieve success in other subjects. Turkish Language and Litareture J. The suggestions of the students to overcome these problems are mainly related to the use of technology and are using online sources and various Turkish education CDs, extracurricular activities, and increasing Turkish class hours. Changes in Turkish curriculum and the adaptation of a student-centered teaching approach have led the teachers to become guides rather than authorities in the class. Anagün ŞS, Acat B, Anılan H (2007). Many rural kids would have their parents and relatives with no knowledge of English. This paper examines the attitudes of teachers towards the teaching and use of Mother Tongue as a language of instruction in lower primary schools based on a study conducted in Hamis District in Western Kenya, East Tiriki Division. Türkçe Öğretimi ve Tam Öğrenme. Alcindor (2001) shows that the students whose mother tongues are different than English have a limited proficiency of English, and he coined the term LEP (Limited English Proficiency) to describe those students in his research. Students' answers to these questions are indicated in Table 11. The researchers' personal opinions have also been included while reporting the results. Generally, errors made in pronunciation are due to difference in the sound system and spelling symbols between the mother tongue and English. There are several definitions about this concept. Commons Attribution License 4.0, Teacher 12 has stated his opinions as, Nearly all of the teachers participated in the research (22 people), have stated that they had faced some problems in learning-teaching process. 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. These findings yield to take actions including restructuring of Turkish curriculum by taking the students with different mother tongues into consideration and restructuring the goals, can also be counted as the expected learning outcomes have been set above the level of students when Turkish lesson duration is taken into consideration. There is no social and institutionalized bilingualism in Turkey. This method is in line with UNESCO’s recommendation for early teaching in the mother tongue. Fawemi (1999), identified the following problems in first language acquisition as: linguistic inadequacies, societal acceptability, personnel problem, lack of relevant materials in teaching and learning mother tongue and lack of finance. Turkish language teaching is a process which affects success in all other subjects in formal education starting at the primary school level. Students have stated that problems they encounter in Turkish are in speaking and expressing, forgetting due to lack of practice in daily life, and poor vocabulary. Standard spoken language is the language free of any dialects. The purpose of assessment is the evaluation of students’ knowledge; however, students who have different mother tongues do not only fail in the exams of Turkish subject but also of other courses due to the lack of expressing themselves and their knowledge. Data was collected from 60 students between 10-18 April by this questionnaire. It is known that the students who have different mother tongues than Turkish have limited Turkish proficiency. It has become evident towards the end of the 20th century that it is unlikely to bring up qualified individuals by the means of a language teaching approach in which students are continuously conditioned, their behavioral changes are regarded more important than their mental skills, knowledge is transferred passively and students are unaware of what they have learnt. Alexandria. Bilingualism is a concept having both individual and social aspects. Let me tell you an experience on this issue. the use of Mother Tongue in teaching multilingual setting affects the way pupils learn. ("mother tongue," 2015). Mother tongue instruction may have two connotations: teaching mother tongue itself and imparting formal education in the first language of students. Contemporary education paradigm aims to bring up self-sufficient and self-conscious individuals who have their own personalities with sufficient knowledge to tackle the problems they may encounter. Their responses are indicated in Table 10. 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. İlköğretim Online, 6 (2), 284–304. Students use their mother tongue after they start the school too. 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. Suggestions to overcome the problems determined in Turkish Language teaching. Yapılandırmacı Öğrenme Ortamı Ölçeği Güvenirlik çalışması.VI. The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. Türkiye'deki Anadili Sorunu. There is debate whether students to be taught in their mother tongue or in the language that has international recognition. Key words: Bilingualism, learning of Turkish, mother tongue. The most important component in identifying the problems encountered in Turkish language teaching is the teachers, as they are the ones who face the problems in the first sense and in charge of implementation of the program. One of the objectives of Turkish language curriculum is to provide students with the ability to use standard language to express themselves (Sa? As a regular practice the teacher is seen as a model for correct speaking in class. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in districts and villages of Batman city. Tongue Interference: – Most of the problems arise due to the interference of mother tongue in speaking English. Teachers should not overreact or humiliate students who speak in a local dialect in the classroom; but they should correct the pronunciation mistakes in a proper manner. 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. Parents’ awareness of the Turkish education should be raised, and they should be sensitive for their children to learn Turkish. Press. Simple rules should be taught. In this context, not being able to achieve expected learning outcomes and the rapid increase of the problems have forced educators and linguists to turn to new pursuits in language teaching. An individual needs to understand and internalize the expression capabilities of the mother tongue since the development of these skills depends on it. Ogbonna: Mother Tongue Education in Nigeria 225 mother tongue, Fafunwa (1977) contends that since the English child still has problems in understanding his or her language, the Nigerian child suffers from double jeopardy because he or she has to learn the L 2 first before using it as a tool for learning and this Problems encountered in expected learning outcomes in Turkish Language. Nearly all of the teachers participated in the research (22 people) have stated that they had faced some problems in learning-teaching process. In descriptive analysis, direct quotations are frequently used to reflect the opinions of the interviewed or observed individuals (Y?ld?r?m et al., 2006). Results and findings of the research are divided into two major themes as "Teachers’ opinions about the status of the students learning Turkish who have different mother tongues" and "Students’ opinions about their conditions in learning Turkish, who have different mother tongues". This situation may be generalized for the students with different mother tongues. Individual picks up the mother tongue from his/her mother and close relatives and acquires all the qualities of his/her language. Ankara: Seçkin Publication. 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. 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. 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. 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. Nevertheless, the study indicated that major attention and effort are … 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. 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). Qualitative research & evaluation methods (3rd ed.). The research was carried out with the classroom teachers, Turkish teachers and the students in the schools in districts and villages of Batman. İkidillik - Çokdillilik. The main problems related with assessment and evaluation encountered are students getting low marks because of the ambiguities in their oral and written expressions; student errors in punctuation and spelling in the composition exams, insufficient time, some of the assessment and evaluation forms being too difficult for students, students having difficulties in expressing themselves, and students failing in multiple-choice exams because of lack of reading comprehension. Table 1 school of the students have been asked the question of `` What types of extracurricular activities do want. 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