Suri̇yeli̇ Siğinmacilara Türkçe Öğreti̇mi̇nde Sinif Öğretmenleri̇ni̇n Uygulamalari

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

“…İmamoğlu and Çalışkan (2017) found in their study that the teachers of Syrian students were not supported and could not access information regarding refugee education. Similarly, Aydın and Kaya, (2017); Er and Bayındır, (2015); Taşkaya and Ersoy, (2016); and Tösten, Toprak, and Kayan, (2017) found that the teachers teaching Syrian students were not supported and were not prepared to teach refugee background students. Teaching students from different backgrounds and providing them with a safe and welcoming environment, specifically refugee or asylum-seeker students, require a lot of training and effort.…”

İlgili Çalışmalardan Hareketle Suriyelilere Türkçe Öğretiminde Karşılaşılan Sorunlar

“…Especially if students use a different alphabet or some vowels do not exist in their language, these problems are experienced. When the studies dealing with this subject are analyzed, the problems arising from the language characteristics of Turkish such as alphabetical and structural differences of Turkish (Biçer, 2017;Demirci, 2015;Erdem, 2017;Erdem, Kaya & Yılmaz, 2017;Gözübüyük Tamer, 2020;Şengül, 2015;Taşkaya & Ersoy, 2016); confusion of letters, misuse of vowels, and misuse of consonants (Beyhan & Epçaçan, 2018;; misuse of capital letters and not using punctuation marks (Kara, 2010) and having too many rules (Akkaya, 2013) were found. The characteristics of the target language may cause some problems for foreign students learning that language.…”

“…The results obtained in the researches are in this direction. According to the studies, the problems related to the teacher in teaching Turkish to Syrians can be expressed as; teachers' having inadequate professional knowledge, being not aware of current curriculum, and non-proficient teachers' teaching (Er & Bayındır, 2015;Erdoğan & Kana, 2019;Eyüp et al, 2017;; teachers' use of wrong methods and techniques, having grammar-focused education, lack of experience and feeling lack of self-efficacy (Gencer, 2017;Taşkaya & Ersoy, 2016); teachers' getting inadequate training and teachers' not receiving any training (Boylu & Işık, 2019;Uğurlu & Kayhan, 2017;Yaşar & Amaç, 2018). Similar problems are seen in the teaching of English as a foreign language.…”

“…It is possible to deal with these problems in two ways: Classroom management and learning environment. Problems stemming from classroom management were stated as having disciplinary problems, having students with different language levels in the same class, absenteeism problems and using mother tongue in classrooms (Balkar, Şahin & Işıklı Babahan, 2016;Taşkaya & Ersoy, 2016;Taşkın & Erdemli, 2018), while the problems related to the classroom environment were crowded classrooms, physically unsuitable classrooms for language teaching and lack of technological equipments in the classrooms. (Aykırı, 2017;Güven & İşleyen, 2018;.…”

“…From this point of view, problems in language skills or other learning areas will cause students to have problems in expressing themselves. According to the researches, the problems experienced by students in learning areas can be given as follows: having pronunciation problems, being unable to speak fluently, using local dialect, inability to understand listening texts (Akkaya & Ulum, 2018;Aydın & Kaya, 2019;Dönmez & Paksoy, 2015;Erdem, 2016;Erdem, Şengül, Gün & Büyükaslan, 2015;Yaşar & Amaç, 2018); inability to understand reading texts, having difficulty in writing, making spelling mistakes, having trouble in first reading and writing (Erdem, 2017;Kara, 2010;Taşkaya & Ersoy, 2016;Taşkın & Erdemli, 2018); problems related to grammar and inadequate vocabulary (Demirci & Dinçaslan, 2016;Demirgüneş, 2017;Gürbüz & Güleç, 2016;Kan and Utlu, 2017). There are also problems with learning areas in the teaching of different languages.…”