{"id":7062,"date":"2021-02-25T05:22:44","date_gmt":"2021-02-25T03:22:44","guid":{"rendered":"https:\/\/www.swisslearning.com\/?p=7062"},"modified":"2021-02-25T05:22:44","modified_gmt":"2021-02-25T03:22:44","slug":"why-is-bilingual-education-important","status":"publish","type":"post","link":"https:\/\/www.swisslearning.com\/tr\/news\/why-is-bilingual-education-important\/","title":{"rendered":"\u0130ki dilli e\u011fitim neden \u00f6nemlidir?"},"content":{"rendered":"

\u0130ki dilli s\u0131n\u0131fa ho\u015f geldiniz.<\/h2>\n

\u0130ki dillilik, ara\u015ft\u0131r\u0131lmas\u0131 zor bir aland\u0131r; \u00f6rneklem se\u00e7imi, e\u011fitim seviyeleri, kullan\u0131lan g\u00f6revler, dillerin kendilerindeki farkl\u0131l\u0131klar ve farkl\u0131 dil kombinasyonlar\u0131ndan elde edilen farkl\u0131 sonu\u00e7lar gibi bir\u00e7ok karma\u015f\u0131k de\u011fi\u015fkeni i\u00e7erir. Bununla birlikte, birden fazla dilde uzmanla\u015fman\u0131n, artan f\u0131rsatlar\u0131n yan\u0131 s\u0131ra bili\u015fsel faydalar sa\u011flad\u0131\u011f\u0131na dair kan\u0131tlar vard\u0131r. N\u00f6roloji alan\u0131ndaki bulgular, dil edinimi ile bili\u015fsel esneklik, yarat\u0131c\u0131 d\u00fc\u015f\u00fcnme ve dikkat y\u00f6netimi gibi y\u00fcr\u00fct\u00fcc\u00fc i\u015flevlere yard\u0131mc\u0131 olan beyindeki yap\u0131sal de\u011fi\u015fiklikler aras\u0131nda ba\u011flant\u0131 kurmu\u015ftur.<\/p>\n

 <\/p>\n

\u0130ki dilli e\u011fitim nedir?<\/h3>\n

\u0130ki Dillili\u011fi \u0130ncelemek<\/h3>\n
\u0130nsan davran\u0131\u015f\u0131 ve alg\u0131lar\u0131 dilimiz arac\u0131l\u0131\u011f\u0131yla \u015fekillenir; yeni diller \u00f6\u011frenildi\u011finde ortaya \u00e7\u0131kan kodlar, yeni bir alg\u0131 d\u00fczeyi yaratmaya yard\u0131mc\u0131 olur. \u00d6nde gelen \u0130svi\u00e7reli akademisyen ve iki dillilik uzman\u0131 Fran\u00e7ois Grosjean, iki dilli \u00e7ocuk veya yeti\u015fkinin sadece iki (veya daha fazla) tek dilli bireyin toplam\u0131 olmad\u0131\u011f\u0131n\u0131; aksine, benzersiz ve \u00f6zel bir dilsel yap\u0131lanman\u0131n sahibi oldu\u011funu g\u00f6stermi\u015ftir. \u0130ki dilli birey, dikkatini bir dile veya di\u011ferine aktif olarak, ancak genellikle bilin\u00e7alt\u0131 d\u00fczeyde, y\u00f6nlendirir ve manip\u00fcle eder. Dilleri sadece bir arada var olmakla kalmaz; kendi ba\u015f\u0131na eksiksiz bir sistem olu\u015fturmak i\u00e7in etkile\u015fime girerler. <\/div>\n

\u0130ki Dilli E\u011fitimin Faydalar\u0131<\/h3>\n
Modern, k\u00fcreselle\u015fmi\u015f d\u00fcnyada iki dilli e\u011fitim \u00e7ok \u00f6nemli bir rol oynamakta ve \u00f6zellikle gen\u00e7 nesiller i\u00e7in belirgin avantajlar sunmaktad\u0131r. <\/div>\n

1. K\u00fcresel Vatanda\u015flar<\/h4>\n
G\u00fcn\u00fcm\u00fcz d\u00fcnyas\u0131nda iki dil bilen insanlar paha bi\u00e7ilmezdir. \u0130stihdam olanaklar\u0131n\u0131n a\u00e7\u0131ld\u0131\u011f\u0131n\u0131 ve sosyal ufuklar\u0131n\u0131n geni\u015fledi\u011fini g\u00f6receklerdir. D\u00fcnyayla ve i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z insan toplumuyla etkile\u015fimleri zengindir; zihinleri \u00e7eviktir.<\/div>\n

2. Psikolojik faydalar<\/h4>\n
Dahas\u0131, bu yetenekler sadece kelimeleri bir dilden di\u011ferine \u00e7evirmekten \u00e7ok daha \u00f6teye gider; ba\u015fka bir dili iyi bilmek, incelikli psikolojik faydalar sa\u011flar. Bunlar aras\u0131nda olay\u0131n her iki taraf\u0131n\u0131 da g\u00f6rebilme, geni\u015fletilmi\u015f anlam\u0131 takdir edebilme ve geni\u015f bir kavramsal anlay\u0131\u015f yelpazesinin tad\u0131n\u0131 \u00e7\u0131karabilme yetene\u011fi yer al\u0131r. Bu t\u00fcr \u00f6zellikler ilgili birey i\u00e7in iyidir ve en \u00f6nemlisi, uluslararas\u0131 uyumun o ula\u015f\u0131lmas\u0131 zor hedefine katk\u0131da bulunur. \u0130ki dil bilenler, bir k\u00fclt\u00fcr\u00fc di\u011ferinin \u00fcyelerine a\u00e7\u0131klayabilen ve iki k\u00fclt\u00fcr aras\u0131nda arabuluculuk yapabilen k\u00f6pr\u00fc kurucular, arac\u0131 ki\u015filer olarak hareket ederler. <\/div>\n

3. Dil yeterlili\u011fi<\/h4>\n
Uluslararas\u0131 e\u011fitim, dil yeterlili\u011fini art\u0131rmaya yard\u0131mc\u0131 oldu. Aileler daha k\u00fcresel hale geldik\u00e7e ve daha fazla gen\u00e7 e\u011fitim ve i\u015f i\u00e7in seyahat ettik\u00e7e, gelecekteki e\u015fleriyle do\u011fum \u00fclkelerinden \u00e7ok uzakta tan\u0131\u015fabilirler; bu da uluslararas\u0131 evlerinde birden fazla dilin konu\u015fuldu\u011fu \u00e7ok k\u00fclt\u00fcrl\u00fc ailelerin say\u0131s\u0131n\u0131n artmas\u0131na yol a\u00e7ar. \u0130nsan faaliyetlerinin geni\u015f alanlar\u0131nda tek bir dilin hakimiyetiyle kar\u015f\u0131 kar\u015f\u0131ya kal\u0131rken (\u00e7o\u011fu \u00f6\u011frenci i\u00e7in \u0130ngilizce 1. veya 2. dil), bunun giderek daha fazla \u0130ngilizce versiyonunun tan\u0131nmas\u0131na yol a\u00e7mas\u0131 olduk\u00e7a ilgi \u00e7ekicidir. \u00c7e\u015fitli iki dillilik bi\u00e7imlerinin faydalar\u0131n\u0131 payla\u015fan k\u00fcresel vatanda\u015flar\u0131n say\u0131s\u0131 artmaktad\u0131r.
\n\"\"<\/div>\n

4. K\u00fclt\u00fcrleri Anlamak<\/h4>\n
Dil \u00f6\u011frenmenin i\u015flevsel faydalar\u0131n\u0131n yan\u0131 s\u0131ra, iki dillilik k\u00fclt\u00fcrleri anlamakla da ilgilidir. \u0130ki dilli birey, kendine \u00f6zg\u00fc dil sistemini olu\u015fturarak, dilsel kodun eri\u015fim sa\u011flad\u0131\u011f\u0131 her iki k\u00fclt\u00fcrle olan ili\u015fkisini de anlamland\u0131r\u0131r. <\/div>\n
 <\/div>\n
\u0130ki dil bilen ki\u015filer, bu koda, kelime da\u011farc\u0131\u011f\u0131na ve s\u00f6zdizimine dikkatlerini verirken ayn\u0131 zamanda diller aras\u0131ndaki k\u00fclt\u00fcrel farkl\u0131l\u0131klara da dikkat ederler. S\u00fcrekli olarak ya\u015fad\u0131klar\u0131 k\u00fclt\u00fcrlerin y\u00f6nlerini birle\u015ftirip harmanlayarak, durumun ihtiya\u00e7lar\u0131na g\u00f6re dilsel ve k\u00fclt\u00fcrel se\u00e7imler yaparlar.<\/p>\n

Sonu\u00e7 olarak, \u00dc\u00e7\u00fcnc\u00fc K\u00fclt\u00fcr \u00c7ocuklar\u0131'n\u0131n ya\u015fam alan\u0131 gibi bir "ara bo\u015fluk" olu\u015fuyor. \u00dc\u00e7\u00fcnc\u00fc K\u00fclt\u00fcr \u00c7ocuklar\u0131 fikri, ebeveynlerinin (\u00e7o\u011fu zaman kendileri de gurbette ya\u015fayan) memleketlerinin d\u0131\u015f\u0131nda b\u00fcy\u00fcyen \u00e7ocuklar\u0131 ifade etmek i\u00e7in geli\u015ftirildi. Onlar, anavatan ve ev sahibi \u00fclkelerin basit bir kar\u0131\u015f\u0131m\u0131ndan t\u00fcreyen bir k\u00fclt\u00fcr olmaktan ziyade, \u00fc\u00e7\u00fcnc\u00fc bir k\u00fclt\u00fcr\u00fcn par\u00e7as\u0131 haline gelirler. <\/strong><\/div>\n

 <\/div>\n
Francois Grosjean, kendi benliklerine sahip \u00e7\u0131kmalar\u0131na ve ikili (veya \u00e7oklu) ya\u015fam deneyimlerini kabul etmelerine izin verilen iki dilli bireylerin, ait olduklar\u0131 k\u00fclt\u00fcrler aras\u0131ndaki u\u00e7urumu kapatan, toplumun paha bi\u00e7ilmez \u00fcyeleri olduklar\u0131n\u0131 belirtiyor. Institut Montana'da bulunan e\u011fitim t\u00fcr\u00fcn\u00fcn oynad\u0131\u011f\u0131 \u00f6nemli rol de budur.<\/div>\n

\u0130ki Dilli E\u011fitim \u00f6\u011fretim stratejisi<\/h3>\n

\u0130ki dilli s\u0131n\u0131f<\/h3>\n
\u0130ki dilli s\u0131n\u0131f ilham verici bir yerdir. \u00c7ocuklar\u0131n okul \u00f6devlerini, iki dildeki yeterliliklerini g\u00f6steren alt yaz\u0131lar ve etiketlerle sergilenmi\u015f halde g\u00f6rmek bile ufuk a\u00e7\u0131c\u0131d\u0131r. Ancak bu kendili\u011finden olmaz ve \u00f6\u011fretimin kalitesi \u00e7ok \u00f6nemlidir; her \u00e7ocuk, iki dilli \u00f6\u011frenmenin zorluklar\u0131na ve faydalar\u0131na a\u00e7\u0131k olmak i\u00e7in mutlu ve kendine g\u00fcvenli hissetmelidir.<\/div>\n
 <\/div>\n
\u0130ki dilli beyin \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar, \u00f6\u011fretim y\u00f6ntemlerine y\u00f6n veriyor. Art\u0131k bu \u00e7ocuklar\u0131n d\u00fcnyay\u0131 anlamland\u0131rmak i\u00e7in her iki dili de kulland\u0131klar\u0131; \u00e7ok uyumlu olduklar\u0131, ikinci dili edinirken birinci dildeki anlay\u0131\u015flar\u0131n\u0131 derinle\u015ftirdikleri; ve bu s\u00fcrecin dikkat y\u00f6netimi gibi bili\u015fsel geli\u015fimin di\u011fer y\u00f6nleri \u00fczerinde \u00f6nemli olumlu etkileri oldu\u011fu anla\u015f\u0131lm\u0131\u015ft\u0131r. <\/div>\n
 <\/div>\n
Institut Montana'n\u0131n \u0130ki Dilli \u0130lk\u00f6\u011fretim b\u00f6l\u00fcm\u00fc, okulun uzun uluslararas\u0131 e\u011fitim ge\u00e7mi\u015finden ve personelinin \u00f6zverisinden ve uzmanl\u0131\u011f\u0131ndan yararlanmaktad\u0131r. \u0130ki dilli s\u0131n\u0131fta \u00f6\u011fretim, bol miktarda bireysel de\u011ferlendirme ve s\u00fcrekli yard\u0131m i\u00e7eren kapsaml\u0131 bir yakla\u015f\u0131m gerektirir. Kaliteli \u00f6\u011fretim, \u00f6\u011fretmen modellemesi ve s\u00f6zl\u00fc ifadeler, rehberli uygulama ve \u00f6\u011frenci kat\u0131l\u0131m\u0131n\u0131 s\u00fcrd\u00fcrmek i\u00e7in h\u0131zl\u0131 ders temposu gibi kan\u0131ta dayal\u0131 \u00f6\u011fretim ilkelerinin kullan\u0131lmas\u0131ndan kaynaklan\u0131r. 
\n\"\"<\/div>\n
 <\/div>\n
Montana \u0130lkokulu s\u0131n\u0131flar\u0131, muhte\u015fem Institut Montana kamp\u00fcs\u00fcn\u00fcn g\u00fczel bir k\u00f6\u015fesinde yer almaktad\u0131r. Yeni bir \u00e7ocuk geldi\u011finde, dil ihtiya\u00e7lar\u0131 h\u0131zla de\u011ferlendirilir ve uygun destek organize edilir. \u00c7ocu\u011fun baz\u0131 becerileri olabilir ancak dersten tam olarak faydalanabilmesi i\u00e7in s\u0131n\u0131f i\u00e7i deste\u011fe ihtiyac\u0131 olabilir. Bu durumda, \u00f6\u011fretmenler, standart derslerin ard\u0131ndan normal s\u0131n\u0131fta ek bir \u00f6\u011fretmen taraf\u0131ndan destek sa\u011flanan b\u00fct\u00fcnleyici EAL (\u0130ngilizce i\u00e7in) veya DaZ (Almanca i\u00e7in) program\u0131n\u0131 uygularlar. \u00c7ocuk daha yo\u011fun dil e\u011fitiminden faydalanacaksa, ihtiya\u00e7lar\u0131na \u00f6zel olarak uyarlanm\u0131\u015f yard\u0131m al\u0131rlar. \u0130ngilizce veya Almanca derslerinin yar\u0131s\u0131nda, yeni dilde h\u0131zl\u0131 ilerleme sa\u011flamak ve konuyu kavrayabilmek i\u00e7in temel becerileri h\u0131zla \u00f6\u011frenmeleri amac\u0131yla s\u0131n\u0131f d\u0131\u015f\u0131nda ek bir \u00f6\u011fretmenle \u00e7al\u0131\u015f\u0131rlar. Di\u011fer yar\u0131s\u0131nda ise akranlar\u0131yla etkile\u015fim kurabilmeleri i\u00e7in normal derslere kat\u0131lmaya devam ederler.<\/div>\n
 <\/div>\n
\u0130ki dilli s\u0131n\u0131fta akran etkile\u015fimi \u00f6zel bir \u00f6nem kazan\u0131r. Dil \u00f6\u011frenmenin anahtarlar\u0131ndan biri motivasyondur ve oyun oynayarak ve dil engellerini a\u015fan arkada\u015fl\u0131klar kurarak kendilerini geli\u015ftiren \u00e7ocuklar \u00e7ok motive olurlar. Sosyal beceriler, gruba yeni kat\u0131lan birini kar\u015f\u0131lama ve dil engelleri ne olursa olsun yeni gelenin kendini evinde hissetmesine yard\u0131mc\u0131 olma s\u00fcreciyle incelikle geli\u015ftirilir.<\/div>\n
 <\/div>\n
Bu \u00e7ok dilli gen\u00e7 \u00f6\u011frenci grubunda, bir dili ve dolay\u0131s\u0131yla k\u00fclt\u00fcrel kimli\u011fi di\u011ferinden \u00fcst\u00fcn tutmamak \u00f6nemlidir. Dillerden birini ve k\u00fclt\u00fcr\u00fcn\u00fc bask\u0131n olarak g\u00f6rmek, m\u00fcfredat bir dile ait olsa bile, iki dilli s\u0131n\u0131f\u0131n te\u015fvik etmeyi ama\u00e7lad\u0131\u011f\u0131 k\u00fclt\u00fcrel uyuma ters d\u00fc\u015fer. Institut Montana \u0130ki Dilli \u0130lk\u00f6\u011fretim Okulu, ana vatan\u0131 \u0130svi\u00e7re'nin m\u00fcfredat\u0131n\u0131 takip eder, ancak iki dil aras\u0131ndaki denge titizlikle korunur. \u00d6\u011fretim, her dil i\u00e7in zaman\u0131n 'si oran\u0131nda da\u011f\u0131t\u0131l\u0131r. Her akademik y\u0131lda gruplar, Almanca ve \u0130ngilizce konu\u015fan s\u0131n\u0131f dan\u0131\u015fmanlar\u0131 aras\u0131nda ge\u00e7i\u015f yaparak, her iki dile maruz kalmada daha fazla denge sa\u011flar.  <\/div>\n

\u0130ki dilli e\u011fitimin etkinli\u011fi<\/h3>\n

Parlak Bir Gelecek<\/h3>\n
Yeni bir dil \u00f6\u011frenmenin ufuklar\u0131 geni\u015fletti\u011fi ve faydal\u0131 bir beceri kazand\u0131rd\u0131\u011f\u0131 \u015f\u00fcphesizdir. Dahas\u0131, \u00e7ok fazla de\u011fi\u015fkene ba\u011fl\u0131 olsa da ger\u00e7ek ve anlaml\u0131 olan b\u00fcy\u00fck bili\u015fsel faydalar sa\u011flar. Institut Montana'da, \u0130lkokul y\u0131llar\u0131n\u0131n sonuna yakla\u015fan bu \u00e7ocuklar, f\u0131rsatlar d\u00fcnyas\u0131yla kar\u015f\u0131la\u015f\u0131rlar. Akademik olarak zorlu \u0130svi\u00e7re Matura s\u0131nav\u0131na girmelerine olanak tan\u0131yan ileri d\u00fczey Almanca becerilerine sahiptirler; bu s\u0131nav\u0131 Almanca veya Almanca ve \u0130ngilizce olarak okumay\u0131 se\u00e7ebilirler. D\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndaki \u00fcniversitelere giri\u015f bileti olan Uluslararas\u0131 Bakalorya Diplomas\u0131 yoluna girebilirler. Ya da h\u0131rslar\u0131n\u0131n onlar\u0131 nereye g\u00f6t\u00fcrebilece\u011fini de\u011ferlendirirken, iki dilli ortaokulda iki dilli e\u011fitimlerine devam edebilirler.<\/div>\n
 <\/div>\n
\u00c7ocuklar\u0131n \u00f6\u011frenmek, oynamak ve i\u015f birli\u011fi yapmak i\u00e7in bir araya geldi\u011fi, iki dilin ortak dil oldu\u011fu bir ortamda, ne birine ne de di\u011ferine ait olmayan bir k\u00fclt\u00fcre sahip melez bir alan olu\u015fuyor. \u0130ki dilli s\u0131n\u0131f, kapsay\u0131c\u0131l\u0131k i\u00e7in bir alan olup, k\u00fclt\u00fcrel kimlik hakk\u0131ndaki fikirlere yeni bir bak\u0131\u015f a\u00e7\u0131s\u0131 getiriyor. Bu s\u0131n\u0131f\u0131n \u00f6\u011frencileri, yar\u0131n\u0131n k\u00fcresel vatanda\u015flar\u0131, \u00e7ok k\u00fclt\u00fcrl\u00fc bir ortamda bilgi payla\u015f\u0131m\u0131nda ve tart\u0131\u015fmas\u0131nda yetenekli, uluslararas\u0131 bir Zoom toplant\u0131s\u0131nda tamamen rahat olan, geni\u015f g\u00f6r\u00fc\u015fl\u00fc ve anlay\u0131\u015fl\u0131 yeti\u015fkinler olacaklar. Bu parlak \u00e7ocuklar i\u00e7in gelecek parlak.<\/div>","protected":false},"excerpt":{"rendered":"

Welcome to the bilingual classroom Bilingualism is a difficult area to research, a dense forest of confounding variables, of which sampling, education levels, tasks used, variations in the languages themselves and different outcomes from different language combinations, are but a few. There is evidence, however, that expertise in more than one language provides cognitive benefits […]<\/p>\n","protected":false},"author":3,"featured_media":7063,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31],"tags":[39,43],"class_list":["post-7062","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-boarding-school","tag-switzerland"],"yoast_head":"\nWhy is bilingual education important? - Swiss Learning<\/title>\n<meta name=\"description\" content=\"In our increasingly globalised and digitalised world, both educational institutions and teachers are challenged by the fact that the world\u2019s knowledge is freely and easily accessible on the world-wide web regardless of time and space constraints.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.swisslearning.com\/tr\/news\/why-is-bilingual-education-important\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Why is bilingual education important? 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