1. BATI TRAKYA AZINLIĞI ΣΥΛΛΟΓΟΣ ΕΠΙΣΤΗΜΟΝΩΝ
YÜKSEK TAHSİLLİLER DERNEĞİ ΜΕΙΟΝΟΤΗΤΑΣ ΔΥΤΙΚΗΣ ΘΡΑΚΗΣ
WESTERN THRACE MINORITY
UNIVERSITY GRADUATES ASSOCIATION
Conference on Bilingual Education
The Importance of Learning the Mother Tongue
Ana Dil Öğrenmenin Önemi
Presented by: Kelâmi Dedezade 2 Aralık 2009

2. BICS: Basic Interpersonal Communication Skills
CALP: Cognitive Academic Language Proficiency
BICS = Kişilerarası Temel İletişim Becerileri
CALP = Kavramsal Akademik Dil Yeterliliği

3. BICS (Basic Interpersonal Communication Skills)
BICS = Kişilerarası Temel İletişim Becerileri
Language necessary for day to day living, including conversations with friends,
informal interactions.
BICS
CALP
CALP (Cognitive Academic Language Proficiency)
CALP = Kavramsal Akademik Dil Yeterliliği
Language necessary to understand and discuss content in the classroom

4. Basic Interpersonal Communication Skills
BICS = Temel Kişilerarası İletişim Becerileri
•Conversational fluency: social language
• Includes “Silent Period”
• Lasts 1 – 3 years
• Early production: 1000 words (0-1 year)
BICS • Speech Emergence: 3000 words (1-2 years)
(first 2 years)
CALP Cognitive Academic Language Proficiency
CALP = Kavramsal Akademik Dil Yeterliliği
• Academic proficiency: “school” language
• Intermediate fluency: 6000 words (1-5 years)
• Advanced and continuing language development: 7000
words+ (5-7 and even 10 years)
Office of Organizational Development

5. Beginner/Level 1
başlangıç düzey
BICS
Intermediate/Level 2
orta düzey
Advanced/Level 3
ileri düzey
Fully competent in 2nd language
CALP İkinci dile hakim

6. Hangi işlemler BICS ve CALP tarafından etkilenir?
•Kavrama işlemi
•Kültürel işlemler
•Dil işlemleri
Kavrama ve dil işlemlerine bir bakalım:
Kavrama İşlemi Dil İşlemi
• Bilgi • Kelime hazinesi
• Anlama • Telaffuz,/Söyleniş/Söyleyiş
• Uygulama • Dilbilgisi/Gramer
• Çözümleme • Anlamsal olmak
• Toparlama • Fonksiyonel/İşlemsel anlam
• Değerlendirme

7. Which processes develop where?
Cognitive Process Language Process
Kavrama İşlemi Dil İşlemi
•Knowledge •Vocabulary
•Bilgi •Kelime hazinesi
•Pronunciation
•Comprehension BICS
•Anlama •Telaffuz,/Söyleniş/Söyleyiş
•Application •Grammar
•Dilbilgisi/Gramer
•Uygulama
•Analysis •Semantic meaning
•Çözümleme •Anlamsal olmak
•Synthesis •Functional meaning
•Toparlama •Fonksiyonel/İşlemsel anlam
•Evaluation
• Değerlendirme
CALPs

8. Research* has shown that many skills acquired in the first language can be
transferred to the second language. So, for example, if your child has developed
good reading skills in Turkish, she is likely to be able to apply these skills when
reading English.
Yapılan araştırmalar gösteriyor ki ana dilde elde edilen birçok beceri ikinci bir
dile transfer edilebilir. Örneğin, çocuğunuz Türkçe okuma becerilerini
geliştirmişse bu okuma becerilerini İngilizce okurken de kullanabiliyor.

9. * "In early stages it [reading in the first language] can profoundly accelerate the
development of reading ability in the second language."
This is true because:
• reading skills transfer from language one to language two
• reading provides knowledge of the world that makes second-language texts more
comprehensible
• the pleasure of the reading habit itself transfers to the second language
Krashen, S. (2004) The Power of Reading: Insights from the Research.
“İlk aşamalarda, ana dilde okuma, ikinci dilde okuma kabiliyetinin hızla
gelişmesine ciddi bir şekilde katkıda bulunur.”
Bu doğrudur çünkü:
• okuma için kullanılan beceriler bir dilden öteki dile transfer olur
• okuma yöntemiyle edindiğimiz bilgiler (örneğin, çevremiz veya dünyamız
hakkında) ikinci dilde okuduğumuz tekstleri daha anlamlı/mantıklı kılar.
• okuma alışkanlığı ikinci dilde okumaya da transfer olur
Krashen, S. (2004) The Power of Reading: Insights from the Research.

14. July-Sep, 2003 Mother Tongue–Best for Learning
I attended a conference on Multilingual Education for the
Minority Languages of Asia at Bangkok on 6-8 November,
2003. The conference was sponsored by Mahidol
University, Bangkok, UNESCO, and Summer Institute of
Linguistics (SIL). Nearly three hundred representatives
from various government, voluntary, and academic
institutions around Asia met to discuss topics related to
language and education. Among them were 15 Indian
delegates representing Government and Non Government
Organisations.
Several speakers in the conference stressed the need of using the mother tongue in
the primary stages of education in order to improve the quality of education as well
as for preserving the language. Research has proven that students who learn basic
reading and writing skills in their mother tongue perform better later in school than
those whose basic education is solely through a second language. Prof. Udaya
Singh, Director, Central Institute of Indian Languages (CIIL), Mysore gave a plenary
presentation on “Language Development and Nation Building in Multilingual Context”. In
sub-group meetings a large number of papers was presented covering a wide spectrum of
theoretical and practical issues. Eleven papers were presented on problems and issues
pertaining to India. One of them was presented by me on the initiatives of Janshala in the
education of tribal children, and the issue of medium of instruction.

15. The conference was very useful in as much as it enabled me to understand issues concerning
instruction in mother tongue at the primary level. These consist of making available in schools
qualified teachers who know the mother tongue of the local ethnic group, and getting textbooks and
teaching-learning material prepared in that language. Prof. Singh of CIIL, in his presentation, gave the
information that there were about 1900 languages in the country (and a far larger number of dialects), whereas
the instruction at the primary levels were available only in 45 languages. He, however, pointed out that the 45
languages cover more than 90% of the population in terms of the language or the dialect spoken by them. In
Janshala blocks there are more than 15 tribal groups, some of them large in number, in the States of Orissa,
Jharkhand, Chhatisgarh, Maharashtra, Andhra Pradesh and Karnataka.
Most of these ethnic groups have their own mother tongues but their children receive primary
education in the dominant regional language. Often, teachers of the schools located among these
ethnic groups do not know the local language and the young children do not fully comprehend the
regional language, as they speak their mother tongue at home. It has been reported that very often
such situations result in low enrolment, a high drop-out rate, and low attendance of children in
schools. There is, therefore, certainly a need for addressing this problem which is adversely affecting
the learning environment at schools. A suitable strategy needs to be developed in this regard. Since it
has been empirically proven that children at the primary level learn faster in their mother tongue, it is
imperative that we ponder the ways and means to provide a solution to the problem of these children
belonging to ethnic minority groups whose mother tongue is other than the dominant regional
language.
(Vinoba Gautam)
National Consultant, Janshala Programme

16. The importance of the mother tongue Ana Dilin önemi
With one wheel (one language), you can go from
place to place.
Bir tekerlekle (yani bir dil), bir yerden başka bir yere
gidebilirsiniz.
[Illustrations reproduced with the permission of Professor J. Cummins.]

17. With one big and one small wheel (one good and one
not so good language) you can go farther and faster.
Bir büyük ve bir küçük tekerlekle (bir iyi bir de pek iyi
olmayan dil) daha uzak yerlere daha çabuk gidebilirsiniz.
[Illustrations reproduced with the permission of Professor J. Cummins.]

18. With two equal-sized wheels (two strong
languages) you can comfortably go anywhere you
want!
Eşit büyüklükte iki tekerlekle (iki güçlü dil) istediğiniz
yerlere gidebilirsiniz!
[Illustrations reproduced with the permission of Professor J. Cummins.]

19. A School-Based Choice Template for Planning Literacy Instruction
Instructional Options Current Realities
Where Are We?
Vision for the Future
Where Do We Want
Getting it Done
How Do We Get There?
Şu andaki To Be? Yürürlüğe koymak –
Öğretimde seçenekler durumumuz – İlerisi için bunu nasıl
neredeyiz? vizyonumuz – nerede becerebiliriz?
olmak isteriz?
Content İçerik (müfredat)
How do we adapt curriculum materials to link with students’ prior
knowledge and cultural background (e.g. purchase dual language books)
and also to promote critical thinking about texts and issues (e.g. whose
perspectives are represented in a text)?
Cognition Kavrama
How can we modify instruction to evoke higher levels of literacy
engagement and critical thinking?
Tools Araç gereçler
How can we use tools such as computers, digital cameras, camcorders,
web pages, etc?
Assessment Değerlendirme
How can we complement mandated standardized assessments in order to
present to students, parents, and administrators a more valid account of
student progress? (e.g. a role for portfolio assessment?)
Language/Culture Dil/Kültür
What messages are we giving students and parents about home language
and culture? How can we enable students to use their L1 as a powerful tool
for learning? Can we increase students’ identity investment by means of
bilingual instructional strategies (teaching for transfer)?
Parental Involvement Velilerle ilişkiler
How can we engage parents as co-educators in such a way that their
linguistic and cultural expertise is harnessed as fuel for their children’s
academic progress?