A study on the problems that pre-school and primary school students encounter in dual foreign language learning

Foreign language teaching, accelerating as a result of close relationship with European countries beginning in Republican Period in Turkey, has been shaped among French, German and English and continued permanently in spite of changes primarily about foreign language teaching. Russian, Chinese and Spanish have been added to those languages but they haven't become common yet. As the educational systems of multicultural countries set an example for practice and language borders are crossed via language in the 21st century, it is obvious that our young brains need to know at least two foreign languages. In public schools of our country, foreign language education starts with English in the 2nd grade of primary school and continues to be given to every student free of charge until the choice of field in high school's 3rd year. In some of the institutions that provide special education, it has been observed that a second foreign language was added to English in general during this process starting from pre-school and progressed in line with this educational philosophy. It has been aimed to investigate the basic principles, aims and practices of foreign language teaching to students who learn double foreign languages in preschool and primary school private education institutions, and to examine the difficulties and possible causes of them in this age group in learning double foreign languages. An attempt has been made to determine the situation regarding the instructional activities for preschool and primary school students, which constitute the basis of double foreign education in which our country is involved in general. Data collection form with semi-structured questions prepared in line with the literature, 3 questions containing socio-demographic information of teachers (age, gender, education level), 8 questions including professional characteristics (characteristics of the school where they work, foreign language level, duration of work at the school, how many years worked as a teacher, total number of foreign language teachers at the school, how many lessons given per week, approximate number of students in a class), 7 open-ended questions (methods and techniques used, problems caused by students and teachers, and foreign language applications, etc.). It consists of 18 questions in total.