The case of bilingualism in the context of inclusive education: Understanding or not understanding

In this study, it is aimed to evaluate the phenomenon of bilingualism in educational institutions with individuals whose mother tongue is different in the context of inclusive education. In accordance with the subject and nature of the research, it was created with a qualitative research design. Basic qualitative research method was used in the study. While the population of the research consists of classroom teachers, the sample of the research consists of 20 classroom teachers working in the central districts, other districts, villages and hamlets of Diyarbakır province. Since an impartial approach was taken in the sampling of the study, criterion sampling, one of the non-probability based purposive sampling methods, was used. The data were collected through a semi-structured interview form developed by the researcher. The views of the participants were recorded with a voice recorder throughout the interviews. Descriptive analysis, one of the qualitative data analysis methods appropriate to the structure and method of the research, was used to analyze the data. Some of the conclusions reached through the findings obtained by completing the data analysis of the research are as follows: • Bilingual children are the majority in educational institutions in rural settlements around Diyarbakır. • The ability of children with different mother tongues to socialize and participate in educational processes is inadequate. • Children with different mother tongues lag behind especially in Turkish language learning outcomes, and the new generation has difficulties in life sciences, science and mathematics. • While bilingualism is seen as an advantage by most participants, some teachers see bilingualism as a disadvantage. • Participants stated that learning children's mother tongue has positive effects on educational processes. • The number of participants who received any training on children's adaptation to school was 6 and the number of participants who did not receive any training was 14. • While the number of participants who had information about inclusive education was 12, the number of participants who did not have any information was 8. • For the participants, inclusion means equality of opportunity, integrity, special education, a free and diverse educational environment where children can express themselves freely, non-discrimination and education for all. • In the context of inclusive education, there are positive and negative opinions on the reflections of bilingualism on educational environments. In addition, in order to solve the problems related to bilingualism on the basis of inclusion, the research suggests that in-service training support should be provided to teachers who will work with bilingual children, effective materials should be prepared to be used in education, pre-school education should be compulsory, the ministry should develop a different program for bilingual education, awareness should be raised about inclusive education and education in mother tongue should be legalized.