Restrictive language policies are based on the idea that monolingual teaching practices yield better learning results. This study contributed to a body of research that disproves, or at least nuances, this hypothesis. ‘Turkish is not for learning miss.’
Doğukan said during one conversation. In the light of this study, that can be considered a myth. On the contrary: the whole linguistic repertoire of bilingual children has a place in their learning process.
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