Document Type : Research

Authors

• Reza Kalantari ¹
• Reza Morad Sahrai ²

¹ Organization for Educational Research and Planning (OERP); Research Institute for Education; Head of Rural, Nomadic and Multilingual Research Center

² Allameh Tabatabai University

Abstract

The present study was conducted to explain linguistic features in designing of a language learning model for preschools in bilingual areas. The research method was applied in terms of its purpose and phenomenological in terms of implementation. For this purpose, the linguistic similarities and differences based on the type of bilingualism were taken into consideration and the teaching experience of four groups of preschool teachers in the regions of Azerbaijan, Kurdistan, Khuzestan and Sistan and Baluchistan through a combined questionnaire was extracted. This questionnaire was designed in a focus group of 6 linguists (12 3-hour sessions for 36 hours). The questionnaire was given to 74 preschool and first-grade teachers in bilingual areas who were selected through purposeful sampling, and 59 preschool teachers were used for its validation. A total of 146 linguists and preschool and first-grade teachers in bilingual areas participated in this research. To validate the data of this research, the content validity ratio of Lavshe was used based on the three-part Likert spectrum (desirable, needing revision and not necessary). Based on this ratio and the number of respondents, the standards above 0.29 were acceptable and those that were calculated to be less than that were eliminated. The findings showed that in all four regions (Azarbaijan, Khuzestan, Kurdistan, and Sistan and Baluchistan regions), preschool children face difficulties in learning and pronouncing the phonemes of the Persian language.

Keywords

• bilingual children
• educational justice
• linguistic similarities and differences
• preschool period

Main Subjects

• Other linguistic interdisciplinary fields