Question 1

0-3 Age Language Development

Accepted Answer

0-3 years language development
Language development is also an important period, as it is the process in which the first foundations of language are laid in the 0-3 age infancy period, as well as studies conducted by linguists and experts.
For verbal expressions, 'Receptive language' is comprehension of language. In this period, even if the baby has not started to use words, he has the ability to understand the words and sentences used by adults and to develop his receptive language. Understanding what is being said and expressing a thought or feeling with a symbol is called 'Expressive' language. Expected features during these periods are listed below.
*0-3 Months Receptive Language: Startle at loud noise, calming-response to the mother's voice, and acceleration of sucking in case of feeding, smiling when spoken to or silently paying attention to the voice
*0-3 Months Expressive Language: Crying to express their needs, smiling to those around them, making sounds that indicate enjoyment
*4-6 Months Receptive Language: Recognizes changes in mother's voice and follows the source of sounds
*4-6 Months Expressive Language: Enjoying (giggling-talking), making noises that indicate dislike
*7-12 Months Receptive Language: Understands simple instructions, looks towards sound, and is aware of frequently used words. He listens to what is being said around him. He likes to play simple games. The period when language learning games can be played can be started. 
*7-12 Months Expressive Language: 'Ba, ba... mmm...' It is the period in which different speech sounds and words are made, imitated, short and long spellings and gestures are made. Around the 12th month, his vocabulary is filled with many words (it may not be clear enough when he uses words).
*1-2 Years Old Language: It is the period when understanding is much more than what they are saying. Can use single words. Shows the object in response to a question, can answer with single words, enjoys listening to simple stories. The stories to be chosen in this period are the stories that guide bilingualism, but they are ideal for the period when language acquisition can be activated in a natural way without being noticed.
*1-2 Years Expressive Language: 'daddy, bye bye, by mother, by mama'. It is a period when questions with a few words can be asked and answered, and consonants can be used at the beginning of words. He adds a few new words to his vocabulary every month. At the age of 2, it is expected that the child will be able to say approximately 50 words and understand many things.
*3 Age Responsive Language: Sequential instructions can be understood and the differences in the meanings of the words used and the contrasts (beautiful-ugly, big-small…) can be understood. In this period, since it is an age where long stories and tales can be listened to, stories should be chosen where the words in the selected stories can receive feedback in a short time and should be such that the child can direct what he hears to questions and thinking in his mind.
*3 Age Expressive Language: Their speech, the words they use are understandable and they tend to name each object. Makes two or three word sentences. Children in this age group are expected to have around 250 vocabulary words.
General Information:
A baby is expected to record certain stages in language development. This period of the baby includes complex stages in terms of language learning. According to the researches, it has been proven according to the scientific researches that it is possible to learn many languages in the 0-3 age period. Based on this information, if bilingual and even multi-language 'Multilingual' education is started in infancy, it should be a period that should not be missed, which will add great advantages to the life of the individual in his later years.
It is normal for children who grew up in a bilingual environment to experience a delay in expressive language compared to their peers who grew up using a single language. It's nothing to worry about.
It is normal for children up to 3 years of age to have difficulty pronouncing especially the letters "r,s,ş,t,k,l,y". This is also seen in children with bilingual use. If the problem persists after the age of 3, it is useful to consult a specialist.

Question 2

LANGUAGE DEVELOPMENT AT 3-6 YEARS

Accepted Answer

*3-4 Age Recipient Language: Since this age period is a period in which the child can turn what he has learned into a game in the world of imagination, 2. It is the period when a language can be easily transformed into a game, depending on the degree of its delivery. Learns the basic structures of the acquired language. Knows what frequently used objects do.
*3-4 Ages Expressive Language: Can express themselves comfortably, express their feelings and thoughts. He learns to whisper and can play imaginary games. Can sequentially describe two events in short sentences. Can use the future tense by putting the question suffix at the end of the sentence correctly.
*4-5 Years Old Language: Understands the passive structure. Can find differences in a picture. Curiosity and awareness of learning begin to form. Interest in rhyming sentences and rhymes begins. Can understand complex commands and sentences. It is a period when he begins to understand the concepts of time.
*4-5 Age Expressive Language: Can make passive sentences. Objects upside down etc. can find. Asks the meaning of a new and unfamiliar object or word. Tells a familiar story in simple sentences. He tends to form complex sentences. It is seen that he uses the words of the other dominant language instead of the words he cannot find while telling the story. Can consciously use the concept of time 'yesterday-tomorrow'. Can put the appropriate word in the continuation of a given sentence. (It gets cold in the winter, in the summer …)
 
*5-6 Years Recipient Language: It has been determined that the vocabulary is between 8 thousand and 14 thousand. This may vary depending on the color of the social environment in which the child is located. For the brain, which can learn 5-8 words on a daily basis, this period is counted as the active period of language acquisition, since the child does not have a second language concept at this age. Although teachings containing the concept of humor can be made as a receptive language at this age, the child cannot make sense of it, since the meaning of humorous structure is not yet in the development period. For this reason, the structures taught in the language aimed to be taught are not only entertaining but also suitable for this age.
*5-6 Years Expressive Language: The fact that the target language taught to the child is fun increases his permanence and desire to learn. While using fun songs, games and nursery rhymes suitable for the age period, the child can acquire the language without realizing it. He/she uses the sentence differently and realizes his/her own mistakes. They can express their thoughts in the target language, or even tell a short story (the language acquisition time must be taken into account in order for this expectation to be realized).
 
General Information:
Comprehension and narration are interrelated features in verbal communication. In children before the age of 7, the number of words understood is higher than the number of words used, as in any age. Until this age, they learn to direct their expressions according to the level of knowledge and interest of the people in communication with the preschool school where the child is, and the social environment. This period is the age when the basics of what and how much they should convey to the other party are grasped. The foundations of the mother's or primary caregiver's linguistic communication with the child form the next linguistic development.
It is expected that the child will be able to acquire and express words that have double meanings, and understand and express words belonging to genus and species, and logical words, in the period up to the age of 11, when they start primary school. Using the dominant language 2. It does not prevent him from learning a language at the same level. Since all of this basically mentioned information takes place in the language part of the brain, it is scientifically proven that the acquisition and learning of all languages takes place in the same part of the brain. In addition to learning the spoken language and its structure in the language learning part of the brain, the use of all senses is a feature that facilitates language learning.

Question 3

THE 'DOMINO' EFFECT IN FOREIGN LANGUAGE TEACHING AND ITS ADAPTATION TO THE MONTESSORI SYSTEM

Accepted Answer

Scientific research on the necessity of learning a language at a young age; reveals that learning a language becomes more difficult as the age progresses due to the taboos acquired with environmental factors. Regardless of their education level, people who go abroad at an advanced age can learn the language of that country in a short time (regardless of exceptional circumstances), but the fact that those who have received foreign language education in our schools for years cannot speak that language shows the distortion of foreign language education. Although the source of this distortion actually extends to teacher training schools, it is not a problem that cannot be solved with a new restructuring.
 
When we look at the countries that follow a bilingual education policy; It is observed that it is easier to achieve success from children thanks to informing and educating the families of the students in the kindergarten-kindergarten period, which is the age of meeting with the school for the first time, and working with the families who give serious support to the system.
 
In order to receive family support in this regard and to provide guidance to parents about language learning, there should be a specialist who has good presentation and knowledge in the institution providing education, and a specialist who can intervene immediately in educational and psychological problems that may arise during the education. This person should be capable of directing and supervising the teaching staff in line with their needs. In order for the teachers working in the institution to be able to follow the innovations in their fields and to be able to use the foreign language easily in practice, they should be provided with regular participation in foreign education courses until they reach a level that can reach a certain level.
 
NURSERY-KINDERGARTEN
 This period, which constitutes the 4-6 age group; It is a period in which children do not recognize order and are like 'ping-pong balls that can't be stopped even if they are submerged under water and that jump to the top', as defined by one author. It is an age that can be trained with a completely game, song-oriented education system. Just being an English teacher is not enough. The curriculum to be followed and to be created must be chosen carefully.
 
It is not impossible to present the Montessori approach in English. Bilingual education can easily adapt to the existing system; because the curriculum applied in kindergartens is practical and more flexible than other levels. It is important that the teacher who will use the foreign language is a well-trained, conscious teacher, has a good understanding of child psychology and is prone to teaching with games.
 
Education and training in this age group has an unacceptable place. The formation of prejudice against language puts language teaching at an advanced age into serious difficulties. It should be ensured that the child acquires this language by constantly creating a natural environment and using the language that will be given how it needs to be spoken. Montessori materials and approach are also suitable for addressing this age group in foreign language. As an English Montessori teacher, the teacher's presentation of the subject taught in a foreign language is easily accepted for an age whose prejudices are not developed. However, in order for the teacher to be able to use this language actively, he should be in the classroom as an English Montessori teacher, not in the role of an assistant teacher, like a Turkish Montessori teacher, and not in the role of an assistant teacher. In addition to the activities organized according to the topics to be taught, listening to the songs suitable for the age group while doing the activity in the environment seriously affects the ear fullness. The child should be integrated with the subject to be taught, and the language should be acquired by being drawn into the natural environment.
 
The Montessori teacher working in kindergarten classes must be affiliated with the elementary school English department. Since the subjects that should be taught in kindergarten will form the beginning of primary school English, it should be a bridge between primary school English teaching in the Montessori classroom.
 
Parent support is very important. For this reason, video recordings and informative texts should be given to the parents at certain times, where they can watch how their child acquires the language, either one-on-one or via the internet, in order to gain confidence in the implemented system. Continuing the foreign language education adapted to the Montessori approach by adding the serious support of the parents should create the potential for the next year.
 
Teacher issue is the most important point in this system. There are certain qualities that the teacher who will address the kindergarten group and who will always speak English must acquire. In order to acquire these characteristics naturally, they should be provided with experience in kindergartens or Montessori schools in English-speaking countries. If these opportunities are not available, they can be subjected to an internship-style training with a Montessori teacher. It should not be forgotten that knowing English and transferring this language to younger age groups as a daily language are very different from academic studies. That's why it definitely needs to be experienced. The teacher who will constantly use a foreign language will give 'Bilingual' education in the classroom. This form of education seems to be the most effective method in terms of not disrupting the system of foreign language education, which is one of the sine qua non of our country, in Montessori schools.
 
Research on children who grow up in different cultures and learn foreign languages have revealed that these children use both sides of their brains more actively, communicate more easily with foreign cultures, and become individuals who are respectful to different languages and lives.
 
Children in the last period of this age group should adopt the transition to primary school as a period of seniority, not to be feared, and it is a serious matter that cannot be left empty; but at the same time, it should be felt that a fun period will begin. By visiting the 'primary school' at certain intervals, 'communication' language dialogue in a foreign language should be made with the upper classes, and curiosity and excitement should be aroused in the kindergarten children while eliminating their fears about the next upper class. The most efficient education is the one that is given in a controlled way, consciously from scratch. This is why any orientation should be planned in advance in order to retain students who have been educated since kindergarten. In school life, students from different systems and intermediate classes always push the school in terms of language education. 
 
 PRIMARY SCHOOL
In order for foreign language education to continue at the standards in Montessori classrooms, it is necessary to be in the bilingual system and to continue in communication with the English department. Foreign language should be taught as a branch course, not as a supplement. The basis of the grammar subjects, which will be given without being noticed, begins in this period. Only the branch teacher who has been trained in this subject can give this in the most effective way.
 
Although Montessori education and second foreign language education are different fields, they have overlapping aspects. It is necessary to evaluate the positive approaches to be gained from each other. However, dialogue and small-group education are more efficient and more practical than too much one-on-one education in second language education.
 
For a primary school student to attend a language class equipped with English materials, it is absolutely essential to focus. The language class should be used actively in each lesson period reserved for foreign language. According to the researches, the most efficient standard number of students in language teaching is stated as maximum 15.
 
Teaching with drama provides a quick teaching in primary school as well as a serious benefit in practice. It is important for permanent learning of the subjects. It enables students to gain self-confidence and encourages them to use a foreign language easily in the community.
 
With the courses such as science and mathematics in bilingual education to be applied in the Montessori classroom, the child perceives the reality of using a foreign language in every field.
In terms of muscle development, writing exercises and electronic tools should be common in primary school. There is no harm in education in using technology, which has become a must-have, in positive ways and accustoming it to primary school students. Foreign language education tools that constantly renew themselves support this issue positively.
 
With bilingual education that will start in kindergarten, it is a big plus for students to transition to primary school with a serious ear saturation. With the continuation of the same system in primary school, the introduction of the constructive language course as a branch course and the implementation of these courses in the language class in our country are different in all respects. The materials used in the English room, giving the feeling of a foreign language speaking country, add a serious difference to English education.
 
SYSTEM OVERVIEW
This prepared report is the version of the foreign language education system, which I call 'Domino Learning', which is my master's work, adapted to the Montessori system, based on the data I have personally experienced, the students, the complaints and the satisfaction of the teachers. Education is a whole and should be in a way that supports each other with many factors within the triangle of family-child, administration-teacher, school. Since the movement of one stone will affect all the stones, the movements of the system should be prepared in advance and continued with stability.
 
Nihan Alperen, MA

Question 4

DOMINO METHODOLOGY OF LEARNING

Accepted Answer

Learning is a natural way of brain's duration. If there is not any problem, it does its duty from birth to death. Language learning is a gift, which is given by creator. Using its capacity is optional. These capacities limits enlargement is on the hand of human being in any age.
The methodological sides of learning language are the most important things. How can these capacities be enabled on language learning? What is the true way of learning language? Who can draw the true steps? We can write millions of questions. These entire questions and answers target is teacher and teacher's reflection is student, student's helpers are parents, teacher's supporters are parents, teacher's helper is school board. If all of them are satisfied from each other they all get good results from education and training. It is like a 'Domino'. A motion of domino stone affects each of them. They touch each other. Missing stone affects all of them too.
 
ENVIRONMENTAL USAGE
In the school English is not like an ordinary lesson. They have curriculum but its implementation is different. They are far away from traditional English teaching. The approach of classical class view couldn't be seen and lessons are like friendship communication and sharing. Language classes arrange according to students levels. In these classes, students feel themselves as in an English world. Because, everywhere decorated with electronic English posters to take the students' interest on the specific patterns, which are changed according to curriculum. And also students' English activities are there to encourage students on creativity, and the last technology is used in these classes to show students that learning English is not far away from them. Tables and chairs are moveable. According to activities, they are triage staffs. Each desk has got its own tablet, which belongs to each student. School curriculum, English music with lyrics etc. loaded in it. With the way of teacher's permission students' activities can be reflected on the class board or school board and Internet controlling is on the teacher's hand. Student believes in deeply that learning language is a reachable and practicable language. These classes shouldn't be crowded because pair working and group working is the base of lessons. In break times, students can use these classes as an activity or entertainment class. Just allowing program, especially songs and lyrics can be used on that time. They listen to English music and also they have music box with headphone to choose their songs according to their wish. Automatically windows opened with the school music starts and just daylight is seen in the class. School board always supports English learning so break time ring is also English. Their approach to English is fun.
 
INDIVIDUAL TURNS TO SOCIAL
The main aim in Domino learning is absorbed by language learning, which is a natural thing that everybody can do naturally with fun. Learning Slogan is; “Are you able to talk, learn English on the same way!”. Students and parents couldn't exaggerate the language learning in their mind. Just using way is natural way, not forcing and not frightening way.
Students have exams every month to see their evaluation in the school. They can't see each other's scale. Their results can be seen in their computer at home. They have 'sharing hours', which appointed before for each student to discuss or chat about their mistakes, problems, unknown things or anything with their teacher. This is the obstruction of rivalry. Students accustomed to compete him/herself. Objective of this system is, encourage students to share their activities for sharing and unity. This system makes students friend, not enemy. Self-language learning actualizes naturally with cooperation.
Student's previous knowledge has been learned before beginning of semester. This determination is not level classes; actually it is for activity functions. Student's weak sides assist to enrichment. Student is motivated to progress her/him selves.
 
Teacher instructs parents about the weak sides of the students and guides them about do's and don'ts. Instruction also is given step by step on school's web side, which each student has own password to follow the instruction. Teacher controls the duties that she/he gives by computer routinely. Tests are given by net on the private page, which belongs to each student with the way of school web. Just teacher and parents can follow up students. School subjects about language are generally given in the school by the way of activities base on communication. Each student evaluates him/herself, teacher and also lesson's efficiency at the end of the last English lesson of the school day.
 
LEARNER ROLE
Learner role in this system is following the teacher's guide. Collect all activities about her/him selves in electronic portfolio box till end of the semester. Student's original activities such as English diary, personal prepared magazine or student's own short stories, which are prepared by student in the school are presented by student to his or her own guests. Camera taking is organized by student to watch and make comment about him/herself. These portfolio shows variety, according to students' wish and age. With this way student feels his/her self's own show and progress in his/her own class in his/her school. Semester report is prepared with the student. Student evaluate him/her self with teacher by the data. So student accepts the own level. Progressing himself/herself actualizes naturally with students' acceptance. Thus adaptation is actualized on the learning place.
 
TEACHER ROLE
Teacher attends teacher-training courses in service about the steps of system as well as NLP techniques on students. Teacher has a good knowledge about English teaching techniques. These techniques practice frequently in teacher-training courses so implementation actualizes naturally. Group works and sharing accomplishes in the department routinely. First lesson preparation is done in the department meeting then implementation is recorded to see the power of implementation. All Courses records are watched after new subject's implement at the first lesson. Teacher has to be creative and willing to learns/uses new technology. Teacher role is to be guidance in this system, not patronized students. Always he/she is a helper and sharer one to students. 
 
PARENTS ROLE
Parents are allowed to know all details about the running system, face to face or by school web site with the wish of parents. Parents are the supporter of teacher, because they are satisfied with feedbacks about student by teacher. Supported teacher is accepted and braced by students. Parents can watch the student whenever they want by camera system. They enlighten about the system by the school board. If there is a problem or question about lesson, parents reach by the way of e-mailing. Teacher meeting has on specific hours for each parent via net.
 
SCHOOL BOARD
School board allows to teacher facility of education. Department has a system to control teacher on using the facilities or using NLP techniques. It gives feedback routinely on teacher's web. Teacher has opportunity to discuss about advantages or disadvantages on system or any problem. School board cares of teacher's requirements. School board arranges resource day for teacher. Happy teacher becomes more creative and permanent in the school. This system needs sophisticated teacher. Using this system needs training of teacher efficiently. Every new one needs training so this forces the system because till teacher takes training and absorb the information, it's a time waste. School board vision has to be wide open. 
 
CONS
However this system has an attractive vision, teacher ability is very important on it. Qualified teacher is the most important factor. Before beginning the work poor knowledge teacher impose the system in training time. Uncreative teacher just uses instruction of books; it is difficult to put original things in the curriculum, because of this student's interest falls down. Lessons can be so mechanical because this system uses high technology in education. Creative and knowledgeable teacher always continue to put students interest on the subject with or without technology. Using high technology is very important in this area but without technology teacher able to continue curriculum with him/her creative sides. 
 
This is a high-priced system. It needs accoutered teacher in accoutered school. Student starts and finishes in the same system because accustomed high-technological system, student has difficulty to pass Untechnological School. School board has a strong crew to continue high-technological school system financially and mentally. Starting this system needs permanency. Using high technology in education needs strong, efficient and numerous technological crews. This system needs efficient team on public relations. This team is a bridge between parents and school board as well as teacher. Lack of this team, parents need to examine this system unexpectedly in a rude way. School board or teacher falls in a bad situation so gap is possible in treatment. Thus, senseless parents can impose school board, teacher as well as treatment of education.
PROS
Student uses technology out of school. They accustomed to use it everywhere; even they carry their high technological phones. This system put them to take education in their accustomed world. They can be more creative in this system so they don't force the treatment of education. It becomes student's natural world. Teacher can reach easier to students and parents anywhere. Students can share everything with their teacher. Human being cannot stop evolution of high technology. Using it in treatment is unavoidable. Good communication between teacher, parents and student make productivity.
 
ACTIVITY
Doing activity in this system implements naturally because all lessons base of activity. High technology has full of activity but important thing is in this system the ages of the students. However young ages need more kinesthetic learning, in elder ages students direct towards real communication between each other. Role-play, simulate, karaoke, poem readings are few of the activities. Teacher creativeness reflects to students. Students' encouragement is very important. Frequently teacher directs students to presentation. With these ways students be creative, and endowed with high technology as well as social communicators. 
 
CONCLUSION
In this era, it is difficult to escape from technology. Teacher should enlarge knowledge on technology or else schools continue their classical way on education but students don't stop themselves on it. If the system is out of step, students force teacher as well as school board on education so lots of problems are uplifted on education. This Domino system is not far away from us. Each year new programs or equipment surround our daily life. Teacher has to catch up latest technology as soon as possible. Enlargement the knowledge gives human being satisfaction. Teacher with knowledge on high technology concretes with student. Productivity cannot be stopped between them.
 
Nihan Arkan Alperen, M.A

Yazılar

0-3 Age Language Development

LANGUAGE DEVELOPMENT AT 3-6 YEARS

THE 'DOMINO' EFFECT IN FOREIGN LANGUAGE TEACHING AND ITS ADAPTATION TO THE MONTESSORI SYSTEM

DOMINO METHODOLOGY OF LEARNING