Türki̇ye De Eği̇ti̇m Gören Mülteci̇ Öğrenci̇leri̇n Di̇lsel Sorunlarinin İncelenmesi̇

Solak, Ekrem

doi:10.17719/jisr.2018.2461

Cited by 11 publications

(7 citation statements)

References 1 publication

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“…This result indicates that these students also learned more about Turkey, Turkish culture, and living with their Turkish peers. The results of this study show similarity to many studies conducted with Syrian participants about the language difficulties and adaptation problems (Doner et al, 2013;Arabaci et al, 2014;Emin, 2016;Erdem, 2017;Imamoglu and Caliskan, 2017;Kardes and Akman, 2018;Solak and Celik, 2018;Zayimoğlu-Öztürk, 2018;Alkan and Icen, 2019;Koç, 2020a). Similarly, the results of this study are seen to have matched the results of the projects conducted by European countries (Arnot and Pinson, 2015;Dryden-Peterson, 2015;Içduygu, 2016;Mixed Migration Platform, 2017;Basar et al, 2018;Dogutas, 2018;Koç, 2020b).…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 88%

“…Many studies indicate that refugee students face difficulties in their new schools along with those in their new lives (Doner et al, 2013;Arabaci et al, 2014;Emin, 2016;Erdem, 2017;Imamoglu and Caliskan, 2017;Kardes and Akman, 2018;Solak and Celik, 2018;Zayimoğlu-Öztürk, 2018;Alkan and Icen, 2019;Arar et al, 2019;Ozenc and Saat, 2020). Considering the literature in Turkey, it is observed that there are some studies based on teachers' views on the difficulties that Syrian students face (Arabaci et al, 2014;Solak and Celik, 2018); the problems Syrian students face in Turkey (Doner et al, 2013); experiences the teachers have so far had with refugee students (Erdem, 2017); and educational support is given to refugee students (Emin, 2016;Imamoglu and Caliskan, 2017;Kardes andAkman, 2018, andZayimoğlu-Öztürk, 2018;Çalışkan, 2020;Gümüş et al, 2020). At the same time, some other studies have been conducted by European countries with similar results (Jeffery and Murison, 2011;Arnot and Pinson, 2015;Dryden-Peterson, 2015;Mixed Migration Platform, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The first stop of transit migrant students on the road to Europe and America: The Turkish education system

2022

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There have been forced migrations from one country to another due to wars, conflicts, and various reasons within and among countries. Turkey is a transit point from Asia to Europe. Accordingly, this study sheds light on experiences the refugee students have in the Turkish Education System. Therefore, this study is meant to be based on a qualitative approach as a case study method. The data were obtained through a semi-structured interview and a focus group interview. The information was gathered from nine students-three Syrians, two Iranians, two Iraqis, and two Afghans-as well as five teachers. According to the results, refugee students had difficulty learning and using a new language, adapting to a new country and environment, and getting used to new friends they made and teachers they were taught by. The results also indicate that students were concerned about their inability to travel to the United States and European countries.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The first stop of transit migrant students on the road to Europe and America: The Turkish education system

2022

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“…In Turkey, teachers assumed that refugee students held negative attitudes toward schooling in addition to their “language and communication problem” (Başar et al, 2018). Moreover, Turkish teachers seemed ill-equipped to provide adequate support for their refugee students because they failed to see students’ experiences of living in multiple cultural worlds as strengths (Başar et al, 2018; Solak & Çelik, 2018).…”

Section: Resultsmentioning

confidence: 99%

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

Lee

Akin-Sabuncu

Goodwin

et al. 2021

Teachers College Record

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Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.

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“…Elde edilen bulgular doğrultusunda Türkçe dil yetersizliğinin sınıflarda gruplandırma yapılmasına, öğrencilerin ders esnasında hareketli olmasına, öğrencilerin başka derslere yönelmesine, içine kapanmasına, etiketlenmesine, akran zorbalığına, özbakım ve beslenme sorunlarına neden olduğu zincirleme kategoriler ortaya çıkmıştır. Bu konudaki alan yazın incelendiğinde birçok çalışmanın Suriyeli öğrencilerin dil yetersizliğine değindiği ve dolayısıyla bu araştırmanın sonuçlarını desteklediği görülmüştür (Cırıt Karaağaç ve Güvenç, 2019;Serim, 2019;Aktürk Çopur, 2019;Güven ve İşleyen, 2018;Solak ve Çelik, 2018;Zayimoğlu Öztürk, 2018;Koçoğlu ve Yanpar Yelken, 2018;Güngör ve Şenel, 2018;Moralı, 2018;Şimşir ve Dilmaç, 2018;Erdem, 2017). Dil yetersizliğiyle ilişkili olarak ortaya çıkan kategoriler incelendiğinde; Suriyeli öğrencilerin içlerine kapanmaları, etiketlenmeleri, akran zorbalığına maruz kalmaları ve dışlanmaları bulguları Pehlivan ve Yılmaz (2019) ile Akdeniz'in (2018) araştırmalarında ortaya çıkan sonuçlarla uyum gösermektedir.…”

Section: Sonuç Ve Tartışmaunclassified

Prospective Primary School Teachers’ Reflections Regarding Multi-Cultural Learning Environments*

Çelik

Baş

2022

Milli Eğitim Dergisi

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This paper aims to secure that prospective teachers reflect their observations in and their thoughts about multi-cultural educational environments. In line with this general purpose, the study is significant in that it describes the circumstances that the Syrian students-who are in our country in the context of multi-culturalism-face in educational environments. Despite the fact that this qualitative study uses the design of multiple case study, the study group was formed in purposeful sampling method. Accordingly, 7 schools located in Altındağ, Ankara included in the study were chosen on the basis of criterion sampling. The findings obtained from reflective prospective teacher diaries were put to content analysis. The themes distinguished at the end of the research describe the problems that the Syrian students encounter in learning Turkish, in teachers' attitudes towards them, in peer bullying, in cultural differences and in classroom management. The results underline the efficiency of intercultural skills development within primary education settings.

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Türki̇ye De Eği̇ti̇m Gören Mülteci̇ Öğrenci̇leri̇n Di̇lsel Sorunlarinin İncelenmesi̇

Cited by 11 publications

References 1 publication

The first stop of transit migrant students on the road to Europe and America: The Turkish education system

The first stop of transit migrant students on the road to Europe and America: The Turkish education system

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

Prospective Primary School Teachers’ Reflections Regarding Multi-Cultural Learning Environments*

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