Reading turns from being a temptation to a challenge for bilingual learners. Bilingual students who cannot read the second language texts fluency for various reasons cannot understand what they read. One of the difficulties bilingual primary school students in Turkey face in acquiring a second language (Turkish) is reading skills. This review discusses why macro culture and individual monoculturalism or biculturalism need to be carefully elucidated as a factor that can interact with the bilingual experience in shaping EF. This paper directs attention to the small but emerging research that tracks the importance of culture as a separate variable from language. This paper examines the possible effect of culture among bilingual studies on EF by first contextualising how bilingual EF are studied and outlining the absence of culture as a macro variable, followed by a discussion on how culture and language are often conflated. While recent studies have focused on sociodemographic variables and interactional contexts such as age, code-switching frequency, and socioeconomic class to account for various group and individual differences, the impact of culture is seldom scrutinised. In addition to addressing concerns about study quality, this turn of events has spurred research into other variables that may explain the conflicting findings. This debate was characterised by optimism for a bilingual advantage until the last decade, when a steady stream of articles reported failure to find a consistently positive effect for bilingualism. The relationship between executive functions (EF) and bilingualism has dominated debate in the field. The final section examines the role of literature in Next section, the studies explore various perspectives of cultures and languages First, the role of cultures in teacher education is investigated. The studies published in this volume are arranged around three main Working with young children in nurseries, kindergarten and lower primaryĬlasses integrate elements of culture and cultural awareness-raising in their Recently there has been a stronger emphasis on the role of learningĪbout culture in early childhood language development. Looking at one’s own cultural background from a distance can help relate to Understand the new cultures and one’s own culture. Intercultural competencies help one better Proceed further into understanding the new language and hopefully developĪ culturally aware personality. Processing, understanding and accepting the other culture(s), will be able to Language learner, whose learning experience is complete with discovering, Languages and cultures are intertwined, and when learningĪ new language, one will come into contact with the related culture(s). The role of culture in language education has been long recognised andĪcknowledged.
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