摘要：The aim of this study is to identify the problems experienced by bilingual (Arabic and Turkish) children in the early reading and writing stages and to propose solutions to solve those problems, based on teachers’ views. Phenomenology research design was used in this study. The study group consisted of 20 first grade teachers, working in schools in Hatay’s Reyhanlı and Defne counties where bilingual students reside heavily. In the study, a semi-structured interview form, developed by the researchers, was used as the data collection tool. The data obtained were analyzed, using the descriptive analysis technique. Based on the opinions of the teachers who participated in the study, it was determined that bilingual children experienced various problems in all stages of early reading and writing (i.e. “preparation for early reading and writing”, “beginning early reading and writing and progressing, and “independent reading and writing”). Half of the teachers stated that bilingual children had problems in visual reading; more than half of the teachers stated that bilingual children had problems in perceiving and recognizing sounds, reading and writing the sounds/letters, and constituting syllables, words, sentences, and texts. The majority of the participating teachers stated that bilingual children had problems in independent reading and writing. Solutions suggested by the teachers to solve these problems were also presented.
其他摘要：Bu araştırmanın amacı, ilk okuma yazma öğretiminde izlenen aşamalarda iki dilli (Arapça ve Türkçe) çocukların yaşadıkları sorunları ve bu sorunlara dair çözüm önerilerini öğretmen görüşleri doğrultusunda belirlemektir. Olgubilim deseninde tasarlanan araşt
关键词：Early reading and writing instruction; mother tongue; bilingualism
其他关键词：İlk okuma yazma öğretimi; ana dili; iki dillilik
