Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-10-150-15
DOI: https://dx.doi.org/10.15863/TAS.2025.10.150.15
Language: English
Citation: Alinder-Ismailova, E.O. (2025). Language as barrier or capital? Bilingualism in children of Turkish ethnic origin in Bulgarian preschool education: a critical socio-pedagogical analysis in the era of transformations. ISJ Theoretical & Applied Science, 10 (150), 239-241. Soi: https://s-o-i.org/1.1/TAS-10-150-15 Doi: https://dx.doi.org/10.15863/TAS.2025.10.150.15 |
Pages: 239-241
Published: 30.10.2025
Abstract: This critical socio-pedagogical analysis investigates the challenges faced by bilingual children of Turkish ethnic origin in preschool education in Bulgaria. The core thesis argues that despite the neurocognitive potential of early bilingualism (Bialystok, 2017), institutional linguistic asymmetry and assimilationist practices often impose subtractive bilingualism (Cummins, 2000). The analysis views the language barrier not merely as a cognitive problem but as a mechanism of social deprivation leading to affective blockade and the devaluation of symbolic capital (Bourdieu, 1986). The System for Dynamic Assessment and Intercultural Design (SDAID) is proposed as a methodological framework—a two-phase model utilizing the principles of Translanguaging (Garcia & Wei, 2014) and Linguistic Scaffolding. SDAID aims to transform the mother tongue into a cognitive bridge and turn ethnic identity into a social resource. The conclusion underscores that the intercultural transformation of preschool education is a civic imperative for achieving additive bilingualism and guaranteeing social cohesion.
Key words: Bilingualism; Preschool Education; Subtractive Bilingualism; Translanguaging; Turkish Ethnic Group; Intercultural Pedagogy; Dynamic Assessment; Cognitive Capital.
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