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Students who use Kurdish rarely may shift almost entirely to Turkish, and all Kurdish-first-language learners face disadvantages compared with Turkish-first-language peers in multiple areas. This study examines differences in written expression skills across groups, considering dominant language, preschool education status, and socioeconomic level among 428 fourth-grade students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/written-expression-skills-of-both-monoliterate-and-emergent-bilingual-primary-school-students-a-comparison-with-monolingual-students/603031/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/written-expression-skills-of-both-monoliterate-and-emergent-bilingual-primary-school-students-a-comparison-with-monolingual-students/603031.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do Kurdish-first-language students in Turkey often lag in written expression skills?","Question",{"text":112,"@type":113},"They learn Turkish as a second language while continuing education in the same environment as Turkish-first-language students, which creates disadvantages in language-related skill areas, including writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What variables are examined alongside dominant language in the study?",{"text":117,"@type":113},"The study examines the effect of preschool education status and socioeconomic level in addition to dominant language differences on written expression skills.",{"name":119,"@type":110,"acceptedAnswer":120},"How are monoliterate bilinguals described in the text?",{"text":121,"@type":113},"They may speak both languages in everyday life, but in school education they speak mainly the second language (Turkish), with literacy in the first language remaining almost non-existent, which is discussed as monoliterate bilingualism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603031,1793113883,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students1  \nYusuf KIZILTAŞ2  \nVan Yuzuncu Yil University  \nAbstract  \nMany students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is Kurdish continue their education in the same environment with students whose first language is Turkish. As a result, these children lag behind students whose first language is Turkish in many respects. They even lag behind students whose dominant language is Turkish and Kurdish as their first language. This research it is aimed to reveal the differences between the two student groups in the context of written expression skills. The effect of the dominant language difference, preschool education status and socioeconomic level on the written expression skills of primary school students were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227) was determined by criterion sampling method. As a result of the research, it was revealed that the written expression skills of the students whose dominant language is Kurdish remained at a deficient level, and they made more spelling mistakes  \nKeywords: Monoliterate Bilingual, Emergent Bilingual, Primary School Students, Written Expression Skills.  \nDOI: 10.29329/epasr.2022.461.3  \n1 This study was presented as a oral presentation at the ISCER congress (Konya-Turkey) in 2018.  \n2Asst. Prof. Dr., Faculty of Education, Van Yuzuncu Yil University, Van, Turkey, ORCID: 0000-0001-9434-4629  \n[Correspondence](Correspondence: yusufkiziltas@yyu.edu.tr)[: yusufkiziltas@yyu.edu.tr](Correspondence: yusufkiziltas@yyu.edu.tr)  \nIntroduction  \nLanguage is accepted as the most essential and necessary tool in communication and interaction (Abdel-rahman Arman et al., 2015: Farooq et al., 2012) . Thanks to language, people can understand each other more easily. As Bachore (2014) states, language is one of the critical concepts of communication and understanding. For this reason, it is essential to master the dominant language. However, sometimes people may not be able to master their language skills sufficiently for various reasons. Especially individuals in acquiring a second language face these problems (Rao, 2019) . Individuals trying to acquire a second language can partially speak and understand the second language. However, they may not have immediate reach to the ability to speak the second language ata proficiency level (Ellis, 1997) . Therefore, individuals who acquire a second language are likely to encounter difficulties in reading, to speak, listening and writing skills. Sokip (2020) also emphasizes this difficulty in second language learners. Abdel-rahman Arman et al. (2015) attribute these problems in basic language skills to the lack of effective and adequate language teaching. In other words, it is possible to achieve success in the four basic language skills such as reading, writing, listening and speaking with adequate language skills teaching.  \nMonoliterate Bilinguals  \nIn rural regions of Turkey, such as Eastern and Southeastern Anatolia, many students learn Turkish as a second language before starting school, whose first language is Kurdish (Yılmaz &Şekerci, 2016) . Since these students, who are official citizens of Turkey, have different language skills, their proficiency in basic language skills is lower than monolingual students (Asrağ, 2009; Derince, 2012; Uğur, 2017) . These students, who have to learn the second language rather than their first language, are literate only in the second language (Turkish) . In other words, they are not literate in the","cbCaiqsssVNFDyZ8","https://ap.wps.com/l/cbCaiqsssVNFDyZ8","pdf",336546,25,"English","# Abstract\n# Introduction\n# Monoliterate Bilinguals\n# Emergent Bilinguals","[{\"question\":\"Why do Kurdish-first-language students in Turkey often lag in written expression skills?\",\"answer\":\"They learn Turkish as a second language while continuing education in the same environment as Turkish-first-language students, which creates disadvantages in language-related skill areas, including writing.\"},{\"question\":\"What variables are examined alongside dominant language in the study?\",\"answer\":\"The study examines the effect of preschool education status and socioeconomic level in addition to dominant language differences on written expression skills.\"},{\"question\":\"How are monoliterate bilinguals described in the text?\",\"answer\":\"They may speak both languages in everyday life, but in school education they speak mainly the second language (Turkish), with literacy in the first language remaining almost non-existent, which is discussed as monoliterate bilingualism.\"}]","Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students - A Comparison with Monolingual Students | PDF",1792095603,63]