scholarly journals Turkish Children in Germany Learning Grammatical Categories in Turkish as a Mother Tongue

2017 ◽  
Vol 4 (2) ◽  
pp. 47-57
Author(s):  
Хрісто Кючуков ◽  
Баріш Гірай
Keyword(s):  
New York ◽  
Language Development ◽  
Nursery School ◽  
Mother Tongue ◽  
Early Years ◽  
Intercultural Education ◽  
Childhood Development ◽  
Eine Analyse ◽  
Turkish Children ◽  
Grammatical Categories

The paper presents and discusses findings from a recent empirical study involving 40 Turkish children aged between 4 and 6 years attending two kindergartens in Berlin in the districts of Wedding and Neukölln. They were tested for their knowledge and comprehension of different grammatical categories in Turkish. Children from Wedding were found to be much better in their knowledge of the grammatical categories in their mother tongue. The differences are statistically significant F (1, 32) = 6. 6258, p = 0. 01488 (p< 0.05). The children from the kindergarten in Neukölln demonstrated lower results in Turkish grammar comprehension and thus their achieved literacy in L1. References Bagdoshvili, S. (2010) Turkish Migrants in Germany. Unpublished MA Thesis. Tbilisi: Institute of European Studies. Barac, R., Bialystok, E. (2012) Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education. Child Development, 83(2), 413-422. Çakir, M. (2002) The use of Turkish as the mother tongue in multicultural settings in Germany. Anadolu University Journal of Social Sciences, 2(1), 39-58 Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education? Rights and responsibilities of educators of bilingual-bicultural children. In: Making a Difference in the Lives of Bilingual-Bicultural Learners, (pp. 15-20). L.D. Soto, ed. New York: Peter Lang. Cummins, J. (2016) Intercultural education and academic achievement: a fraimwork for school based policies in multilingual schools. Intercultural Education, 26(6), 455-468. Haug, S. et al. (2009) Muslimisches Leben in Deutschland. Nurnberg. Horrocks, D. and Kolinsky, E. (1996) Turkish Culture in German Society Today. Oxford: Berghahn Books. Johnston, J. (2015) Factors that influence language development. In: Encyclopedia of Early childhood development [online], Tremblay, R. E., Boivin, M., Peters R. De V., (eds.). Retrieved from: http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/factors-influence-language-development. Schmitz, Anke and Olfert Helena (2013): Minderheitssprachen im deutschen Schulwesen – Eine Analyse der Implementierung allochthoner und autochthoner Sprachen. Zeitschrift für Fremdsprachenforschung, 24(2), 203-227. Skutnabb-Kangas (2005) Skutnabb-Kangas, Tove (2005). Linguistic Genocide. In: Encyclopedia of Genocide and Crimes Against Humanity, 3 Volumes, (pp. 653-654). Shelton, D. (ed.). New York: Macmillan Reference, USA. Treffers-Daller J., Sumru Özsoy, A., Roeland van Houtet, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: An analysis of complex embeddings in narratives. The International Journal of Bilingual Education and Bilingualism, 10(3), 248-276. Yazıcı, Z. (1999). Almanya ve Turkiye’de Anaokuluna Devam Eden 60-76 Aylar Arasındaki Turk Cocuklarının Dil Geli’imi ile Okuma Olgunlugˇu Arasındakiıliskinin Incelenmesi [Investigation of connections between language development and reading readiness ofTurkish nursery school children aged 60-76 months in Germany and Turkey]. Ph.D. thesis, Gazi University. Yazıcı, Z., İlter, B., & Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18(3), 259-268.

Interactive Story Reading and Language Development in Early Years

2020 ◽  
pp. 345-367
Author(s):  
Sühendan Er ◽  
Müdriye Yildiz Biçakçi
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Literacy Development ◽  
Mother Tongue ◽  
Early Years ◽  
Problem Solving Skills ◽  
Story Reading ◽  
Analytical Thinking ◽  
Children's Literacy

Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive, and language development. During this period, one of the major indications is how children use their mother tongue. In respect of environmental effects, stories have a crucial role. Interactive story reading is one of the most studied formats for increasing language learning in children. Many research studies have shown that children make significant gains in various areas of development through interactive story reading experiences. Parents can support their children's language development and thereby their children's literacy development by interactive story reading. Interactive story reading is developed by Whitehurst and others and it is a process that leads the children improve their analytical thinking, expressing themselves, problem solving skills and inquiring. Moving from this, in this chapter, the effects of interactive story reading on language development of children is discussed through research done in the area.

scholarly journals Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?

2018 ◽  
Vol 4 (4) ◽  
pp. 63-74
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Mother Tongue ◽  
Age Groups ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Early Age ◽  
Older Children ◽  
Turkish Children ◽  
Grammatical Categories ◽  
New Information ◽  
Turkish Immigrant

How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.

scholarly journals Acquisition of Turkish Grammatical Categories in Bilingual Context

2019 ◽  
Vol 6 (1) ◽  
pp. 32-46
Author(s):  
Хрісто Кючуков
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Netherlands ◽  
Language Development ◽  
Mother Tongue ◽  
Bilingual Children ◽  
Turkish Children ◽  
Children's Narratives ◽  
Turkish Language

The paper presents results form a study on acquisition of Turkish grammatical categories by first grade Turkish speaking minority children in Bulgarian primary school. Two groups of children speakers of Turkish are tested: ethnic Turks and ethnic Roma. The Roma are Muslims and are also speakers of Turkish. Both groups speak the Northeast variety of Turkish, spoken in the surroundings of Varna, Bulgaria. The author examines the lexical reaches, syntax complexity and narrative knowledge of the children and predicts that the low results on mother tongue tests will be a reason for difficulties in the second language acquisition - Bulgarian. The author connects the results of mother tongue knowledge of the children with the language interdependence theory of Cummins (1991), where the level of  the mother tongue is  a predictor of second language acquisition. References Aarssen, J. (1994) Acquisition of discourse anaphora in Turkish children’s narratives. VII International Conference of Turkish Linguistics. Mainz. Akıncı, M. (2016) From emergent bilingualism to biliteracy competences of French-Turkish bilingual children and teenagers in France. The Future of Multilingualism in the German Educational System, Berlin, March 3-4. Aksu-Koç and Slobin (1985) Acquisition of Turkish. In: The Crosslinguistic Study of Language Acquisition: Vol. 1. The Data, (pp. 839-878). D. I. Slobin (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates Aksu- Koç, A. (1994) Development of linguistic forms: Turkish. In: Relating Events in Narrative: A Crosslinguistic Developmental Study. R. Berman and D. Slobin, (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates. Boeschoten, H. (1990) Acquisition of Turkish by immigrant children: a multiple case study of Turkish children in the Netherlands aged 4 to 6. Tilburg: Tilburg University Press. Boeschoten, H. & Verhoeven, L. (1987). Turkish language development of Turkish children in the Netherlands. Proceedings of the Conference on Turkish Linguistics, A. Aksu-Koç & E. Erguvanli-Taylan (Eds.), Istanbul, 1984. Boaziçi University Press, (269-280). Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In: Language Processing in Bilingual Children. (pp. 70-89). E. Bialystock (Ed.), Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620652.006 Küntay, A. (1997) Extended Discourse Skills of Turkish Preschool Children Across Shifting Con­texts. Unpublished Ph. D. dissertation, Berkeley. Kyuchukov, H. (2000) Introducing referents in Turkish children's narratives. Psychology of Language and Communication, 4(1), 65-74. Kyuchukov, H. (2007) Turkish and Roma Children Learning Bulgarian. Veliko Tarnovo: Faber. Kyuchukov, H. (2019) Za Mefkure Mollova i neyniyat prinos za izsledvane na turskite dialekti v Bulgaria. [About Mefkure Mollova and her commitment for researching the Turkish dialects in Bulgaria]. Veliko Tarnovo: Faber Luria, A. R. and Yudevich, F. Ia. (1959) Speech and the Development of Mental Processes in the Child. London: Strapless Press. Pfaff, C. (1993) Turkish language development in Germany. In: Immigrant Languages in Europe, G. Extra and L. Verhoeven (Eds) Clevedon: Multilingual Matters. Verhallen, M. and Schoenen, R. (1993) Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 344-363. Verhoeven, L. (1993) Acquisition of narrative skills in a bilingual context. In: Current Issues in European Second Language Acquisition Research. V. Ketteman and W. Wieden, (Eds). Tübingen: Max Niemeyer.

The Formative Years

2017 ◽  
Author(s):  
Simine Short
Keyword(s):  
High School ◽  
New York ◽  
Mother Tongue ◽  
Hudson River ◽  
Early Years ◽  
High School Diploma ◽  
General Rules ◽  
French Speaking ◽  
Teaching Curriculum ◽  
Home Schooled

This chapter details the early years of Octave Chanute. In 1838, six-year-old Octave arrived in America with his father Joseph Chanut, who had accepted an offer to teach in one of the three major colleges in antebellum Louisiana. The eldest of three, Octave left the security of his life in Paris, where he lived with his mother, grandmother, and two younger brothers, to move to America with a father he barely knew. A new life, so different and not Parisian at all, began for Joseph and Octave. Joseph home-schooled his son, and his French-speaking colleagues supplied a teaching curriculum according to their expertise, usually communicating in their mother tongue. They not only taught the youngster to read and write, but also to tell the truth and observe the general rules of etiquette. In September 1846, Octave entered the Coudert Lyceum in New York for an education different than what he had received from his father and other professors in Louisiana. After graduating in August 1848 with a degree similar to a high school diploma, Octave selected the Hudson River Railroad as his path into the future.

scholarly journals Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?

2018 ◽  
Vol 4 (4) ◽  
pp. 54-64
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Mother Tongue ◽  
Age Groups ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Early Age ◽  
Older Children ◽  
Turkish Children ◽  
Grammatical Categories ◽  
New Information ◽  
Turkish Immigrant

How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.

scholarly journals Peripoperative Mortalität nach ICD-Implantation

Herz ◽  
2021 ◽  
Author(s):  
Harilaos Bogossian ◽  
Dimitrios Panteloglou ◽  
Zana Karosiene ◽  
Susanne Macher-Heidrich ◽  
Heinz Jürgen Adomeit ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
New York ◽  
Heart Association ◽  
Icd Implantation ◽  
Eine Analyse ◽  
New York Heart Association ◽  
Dialysepflichtige Niereninsuffizienz ◽  
Perioperative Letalität

Zusammenfassung Hintergrund Implantierbare Kardioverter-Defibrillatoren (ICD) sind zum Schutz vor plötzlichem Herztod bei Patienten mit primär- oder sekundärprophylaktischer Indikation etabliert. Wie bei allen komplexen operativen Verfahren verbleibt auch bei der ICD-Implantation ein Risiko für Komplikationen bis hin zum Tod. Gegenstand der vorliegenden Arbeit ist es, anhand der Datensätze zur obligaten Qualitätssicherung in Nordrhein-Westfalen die prozedurbezogene Mortalität nach ICD-Implantation zu analysieren. Methoden Aus den Datensätzen erfolgte eine Analyse der stationären Todesfälle bei allen 18.625 ICD-Implantationen der Jahre 2010 bis 2012. Ergebnisse Während des stationären Aufenthalts verstarben 118 Patienten (0,6 %) nach ICD-Implantation. Patienten im Alter über 80 Jahre (7 %) zeigten eine höhere Mortalität (1,9 % vs. 0,5 % bei < 80-jährigen Patienten, p > 0,001), ebenso Frauen (0,95 % vs. 0,54 % bei Männern; p = 0,004) und Patienten mit hoher NYHA(New York Heart Association)-Klasse (0,3 % bei NYHA II, 0,7 % bei NYHA III, 3,4 % bei NYHA IV; p < 0,001 für alle Vergleiche). Das Vorliegen von Diabetes mellitus (23 % des Kollektivs) beeinflusste die perioperative Letalität nicht, während eine dialysepflichtige Niereninsuffizienz eine signifikant erhöhte Mortalität aufwies (p < 0,001 gegenüber Patienten mit Kreatinin ≤ 1,5 mg/dl; p = 0,002 gegenüber nicht dialysepflichtigen Patienten mit Kreatinin > 1,5 mg/dl). Patienten mit sekundärprophylaktischer ICD-Indikation wiesen eine signifikant höhere Mortalität auf (1,2 % vs. 0,4 %; p < 0,001), die sich beim Auftreten von Komplikationen von 0,6 % auf 3,7 % erhöhte (p < 0,001). Schlussfolgerung Die operationsbezogene Mortalität bei ICD-Implantation ist bei Patienten über 80 Jahre, hoher NYHA-Klasse, Dialysepflicht, sekundärprophylaktischer Indikation und nach Auftreten von Komplikationen erhöht.

Pediatric Acquired Immunodeficiency Syndrome: An Unusually High Incidence of Twinning

PEDIATRICS ◽  
1990 ◽  
Vol 86 (5) ◽  
pp. 774-777
Author(s):  
PAULINE A. THOMAS ◽  
STEVEN J. RALSTON ◽  
MARIE BERNARD ◽  
ROSALYN WILLIAMS ◽  
RITA O'DONNELL
Keyword(s):  
New York ◽  
New York City ◽  
Hiv Infection ◽  
York City ◽  
Acquired Immunodeficiency Syndrome ◽  
Early Years ◽  
Pediatric Aids ◽  
High Incidence ◽  
Acquired Immunodeficiency ◽  
Immunodeficiency Syndrome

Surveillance data on incidence of twins among reported cases of pediatric AIDS in New York City are presented. Most pairs are concordant for HIV infection. Three discordant pairs have been described elsewhere. Possible reasons for the association are discussed, including the most likely explanation that twins show symptoms early and are overrepresented in the early years of surveillance of pediatric AIDS.

A Profile of the Population Enrolled in New York State's Child Health Plus

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_E1) ◽  
pp. 706-710 ◽  
Author(s):  
Jane L. Holl ◽  
Andrew W. Dick ◽  
Laura Pollard Shone ◽  
Lance E. Rodewald ◽  
Jack Zwanziger ◽  
...  
Keyword(s):  
New York ◽  
Health Insurance ◽  
Child Health ◽  
Parental Education ◽  
Family Income ◽  
Participation Rate ◽  
Early Years ◽  
Participation Rates ◽  
Poverty Level ◽  
Child Health Plus

Background. The recently enacted State Children's Health Insurance Program (SCHIP), designed to provide affordable health insurance for uninsured children, was modeled in part on New York State's Child Health Plus (CHPlus), which was implemented in 1991. All SCHIP programs involve voluntary enrollment of eligible children. Little is known about characteristics of children who enroll in these programs. Objectives. To provide a profile of children enrolled in CHPlus between 1993 and 1994 in the 6-county upstate New York study area, and to estimate the participation rate in CHPlus. Methods. A parent interview was conducted to obtain information about children, 0 to 6.9 years old, who enrolled in CHPlus in the study area. Two school-based surveys and the Current Population Survey were used to estimate health insurance coverage. Enrollment data from New York State's Department of Health, together with estimates of the uninsured, were used to estimate participation rates in CHPlus. Results. Most children enrolled in CHPlus in the study area were white. Although 17% of all children in the study area who were &lt;13 years old and living in families with incomes below 160% of the federal poverty level were black, only 9% of CHPlus-enrolled children were black. Twenty-one percent of enrolled children were uninsured during the entire year before enrollment and 61% of children had a gap in coverage lasting &gt;1 month. Children were generally healthy; only 4% had fair or poor health. Eighty-eight percent of parents of enrolled children had completed high school or a higher level of education. Parents reported that loss of a job was the main reason for loss of prior health insurance for their child. Most families learned about CHPlus from a friend (30%) or from their doctor (26%). The uninsured rate among children in the study area was approximately 4.1%. By 1993, the participation rate in CHPlus was about 36%. Conclusion. Blacks were underrepresented in CHPlus. Because the underlying uninsured rate was relatively low and parental education and family income were relatively high, the effects of CHPlus observed in this evaluation may be conservative in comparison to the potential effects of CHPlus for other populations of children. Participation rates during the early years of the program were modest.

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