“…The number of studies addressing the problems experienced in teaching Turkish to Syrians is quite high. When the literature is analyzed, the general problems seen in these studies are ; material problems (Beyhan & Epçaçan, 2018;Boylu and Işık, 2019;Bulut, Kanat Soysal & Gülçiçek, 2018;Doğan & Ateş, 2018;Gözübüyük Tamer, 2020); problems encountered due to the language characteristics of Turkish (Demirci, 2015;Gün & Ağırman, 2018;; affective problems (Bozkırlı, Er & Alyılmaz, 2018;Dilek, Boyaci, & Yaşar, 2018;Erdem, 2016;Yıldız, 2016); problems arising from trainers (Erdoğan & Kana, 2019;Eyüp, Aslan & Cevher, 2017;Pilancı, Çalışır Black, Saltık & Yaşar, 2020); curriculum-related problems (Aykırı, 2017;Ünal, Taşkaya, & Ersoy, 2018); classroom management and the teaching environment problems (Balkar, Şahin, & Işıklı Babahan, 2016;; problems experienced in learning areas (Demirgüneş, 2017;Kan & Utlu, 2017;Kara, 2010); problems related to family and environment (Güngör & Şenel, 2018). It is very important to identify these problems encountered in teaching Turkish to Syrians and to offer solutions to them.…”