Challenges and Coping Strategies for Preschool Teachers with Children Who Cannot Speak a Majority Language

Autor/in	Temiz, Zeynep
Titel	Challenges and Coping Strategies for Preschool Teachers with Children Who Cannot Speak a Majority Language
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Temiz, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1777845
Schlagwörter	Foreign Countries; Turkish; Indo European Languages; Preschool Teachers; Preschool Children; Coping; Educational Strategies; Language Minorities; Barriers; Bilingualism; Second Language Learning; Turkey + Suchen Sie Ihr Suchwort? Ausland; Türkisch; Indoeuropäisch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Bewältigung; Lehrstrategie; Sprachminderheit; Bilingualismus; Zweitsprachenerwerb; Türkei
Abstract	Each year, Turkish public schools welcome many children who have little to no Turkish language skills. This study has been conducted with the purpose of unearthing the challenges that preschool education teachers are likely to experience while teaching children with low Turkish language capabilities. Twenty preschool education teachers, who worked in suburban districts where Kurdish is commonly spoken, participated in this study. A semi-structured interview protocol that was developed by the researchers was used for subsequent data collection. Participants were interviewed on a one-on-one basis in the attempt to determine how early childhood education could support the development of Turkish language skills amongst such children. Miles and Huberman's [1994. "Qualitative Data Analysis: An Expanded Source Book." 2nd ed. Thousand Oaks: Sage Publications] systematic approach was utilised to analyse the data. The findings revealed that teachers are essentially left to cope with this issue on their own, and are generally unable to gain the support or resources needed to teach children the Turkish language. Although they achieve some progress despite these handicaps, their methods were unsystematic, unscientific or were not pedagogically proven. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01