The effect of language focused - preschool education program on turkish acquisition of bilingual children speaking Turkish as the first and second language

In this study, whether there is an effect of Language Focused Preschool Education Program on Turkish acquisition of bilingual children speaking Turkish as the first and second language was examined. The population of the study consisted of bilingual children at the age of 5 ? 6, speaking Turkish as the first language in Norway and as the second language in Turkey. The sampling of the study consisted of 57 children in total, 30 bilingual children speaking Turkish as the first language and 27 bilingual children speaking Turkish as the second language. In this empirical study, control group was just given a pre-test while test group was both applied pre and post-test. A 12 ? week Language ? Focused Preschool Education Program (LFPEP) was applied and post ? tests were given at the end of the application. Gazi Evaluation Tool of Early Childhood Development (GETECD), Average Pronunciation Length (APL), Descoeudres Dictionary Test (DDT) and Peabody Picture Vocabulary Test (PPVT) were applied to collect data. Two factor ANOVA was used in the analyses of data in the repeating assessments and one factor variance analysis and unrelated t test were used in separate comparison of the t tests of the groups. As a conclusion, it was found that group ? assessment common effect of test and control groups of bilingual children speaking Turkish both as the first and the second language was significant at the level of Turkish as the language of receiving and expressing (p<. 05). With these tested results, the hypothesis that LFPEP would be effective at making Turkish acquired at the level of both the first and second language as a receiving and expressing one was verified. While the difference between the groups was insignificant (p > .05) at the pretests of all subtests applied to test and control groups at the level of expressing language of bilingual children speaking Turkish both as the first and second language, the difference was statistically significant between the groups at all other subtests except the test of Repetition of Numbers out of DDT subtests at the tests applied at the end of the application.