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Challenges and coping strategies for preschool teachers with children who cannot speak a majority language.

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Title: Challenges and coping strategies for preschool teachers with children who cannot speak a majority language.
Authors: Temiz, Zeynep1 ztemiz@kmu.edu.tr
Source: International Journal of Early Years Education. Jun2022, Vol. 30 Issue 2, p276-289. 14p. 2 Charts.
Subject Terms: *Psychological adaptation, *Preschool teachers, *Early childhood special education, *Bilingual education, *Children's language, Turkish language ability testing
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Challenges and coping strategies for preschool teachers with children who cannot speak a majority language.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Jun2022, Vol. 30 Issue 2, p276-289. 14p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+special+education%22">Early childhood special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br /><searchLink fieldCode="DE" term="%22Turkish+language+ability+testing%22">Turkish language ability testing</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09669760.2020.1777845
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        Text: English
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      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Preschool teachers
        Type: general
      – SubjectFull: Early childhood special education
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      – SubjectFull: Bilingual education
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      – SubjectFull: Children's language
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      – SubjectFull: Turkish language ability testing
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              Text: Jun2022
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