Language teachers ought to give their students a sound grounding in what is known as the five C's-communication, communities, cultures, connections, and comparisons-in addition to the classic four basic language skills. This study examines how first-year Turkish students currently enrolled in a culture course at Giresun University view culture-focused courses, and how much cultural training they had received (if any) in high school prior to entering university. This study is qualitative in nature, and provides information by using multiple sources of data. The fact of the matter is that their high school teachers focused more on grammar and avoided culture due to the constraints of both time and of an exam-oriented education system. Regarding the benefits, the course has pushed them to examine the relationship between language and culture, offered a reason to study the target language, and made the learning process real. It takes patience and effort in order to convince youth of the necessity of languages, as well as to make them better aware of, and to dispel their prejudices towards other cultures. The study also provides recommended practices that can encourage educators to implement during foreign language instruction.

This paper approaches addressing the linguistic needs of Iraqi refugee students living in Turkey.  Having a command of Turkish and English will allow them to feel more self-confident, more easily establish communication with their peers, receive a better education, have broader employment opportunities, and eventually earn a better income. Language will also help remove the distance between them and society, enable healthy dialogue, and speed up their process of social integration. Turkey is trying to find solutions to this language and social barrier. The core of this research is comprised of eighty-three Iraqi refugee students receiving education at a middle as well as high school in the province of Ordu. The students’ educational progression was evaluated through classroom observation, interviews, e-mails, telephone conversations, face-to-face discussions, family visits, and casual talks with parents, children, youth, and teachers, and then defined as the sample group. The aim of this paper is to show what benefits that the foreign language training we provide has on institutions, communities, and individuals in order to accelerate guest students’ adaptation into the society within which they are living, as well as into education. This paper is also expected to serve as a reference guide for language training programs in especially multicultural environments as is based on the results obtained from our research and experience.

This paper aims to investigate the role of conjunctive adverbs as resources of academic metadiscourse in research articles from the field of Psychology. The research involved a small specialized corpus that included a total of 124,657 words, and it was comprised of 24 research articles written in English. Half of the articles were written by native speakers of Serbian, and the other half by native speakers of English. The materials were extracted from two leading journals in the field-Psihologija and The Journal of General Psychology. The corpus was analyzed both in quantitative and qualitative terms. Quantitative analyses involved statistical comparisons of mean densities performed via repeated measures ANOVAs and independent samples t-tests, while qualitative analysis was conducted in line with the model of metadiscourse presented in Hyland and Tse (2004), and Hyland (2005). The obtained results showed that native speakers of English used more metadiscourse resources, and did so more consistently compared to native speakers of Serbian. Additionally, conjunctive adverbs identified in the corpus performed the functions of transitions, frame markers, code glosses, and boosters.

The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming a never pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugeeoriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students.