One Common Future, Two Education Systems: The Case of Syrian Children of Istanbul

The education issues of Syrian students under temporary protection status

“…Similarly, we found that the teachers believed that the problems relating to not comprehending the language led to language and behavioral problems and decreased academic performance. Different studies reported that principals shared the view that refugee students were unsuccessful in schools due to not being proficient in language ( € Ozer et al, 2017) and those students' communication with their peers was negatively affected by that (Aydın and Kaya, 2017). Gu¨n and Baldık (2017) interviewed Syrian students studying in public schools and found that those students had problems with Turkish students in the school and that they were made fun of due to their poor academic performance.…”

“…Dorman (2014) stated that nongovernmental organizations should work with the Public Education Centers to provide Syrian children and adults with certified Turkish language courses and that social activities should be organized in streets and public areas to facilitate the communication and interaction between Syrians and Turks. € Ozer et al (2017), conversely, remarked the need to provide refugee students with Turkish language support and proposed a flexible preparation year prior to their placement in schools to support their language skills.…”

Η Σημασία Της Συμμετοχής Μαθητών Προσφύγων Στην Πρωτοβάθμια Εκπαίδευση.

“…Εκκινώντας αυτή την υποενότητα να αναφέρουμε πως όπως ανέφεραν οι συμμετέχοντες και επιβεβαιώνεται η ενσυναίσθηση και η θέληση για προσφορά δεν επαρκούν (Ozer, Komsuoglu & Atesok 2017). Η πρόκληση για τους εκπαιδευτικούς είναι να προετοιμάσουν μαθήματα Διαπολιτισμικής Εκπαίδευσης που θα αποδίδουν καρπούς και για την επιτυχημένη ένταξη των μαθητών όσο και για την ακαδημαϊκή τους πρόοδο (Gupta, 2014).…”

Development and Validation of the Language Barrier Scale for Primary School Students

“…Considering the research conducted to date on immigrant and refugee students, it can be said that the key obstacles to students' access to school and their ability to "hold on to" educational processes are language-related difficulties (Cülha & Demirtaş, 2020;Koşar & Aslan, 2020;Sözer & Işıker, 2021;Biçer & Özaltun, 2020;Göçer et al, 2020;Işık et al, 2021;Türnüklü et al, 2021;Sarıer, 2020;Emin, 2019;First, 1988;Gülüm & Akçalı, 2017;Istanbul Bilgi University Child Studies Unit, 2015;Kaştan, 2015;Kaysılı et al, 2019;Levent & Çayak, 2017;OECD, 2015aOECD, , 2015bÖzer et al, 2017;Taşkın & Erdemli, 2018;Tosun et al, 2018;UNICEF, 2012). Despite this consensus, the question of what role the school plays in students' difficulties is often overlooked.…”

“…Students are under the influence of a domino effect created by the school's exclusion practices (Hilt, 2017). Marginalization within the host country's educational system (Johns, 2001), separation from other students within the school, prejudice and discrimination (IOM, 2019), exposure to hatred and prejudice or violence, the reluctance of the school administration to cooperate with parents or encourage their participation (First, 1988;Özer et al, 2017), and fixation on certain statuses (Hilt, 2017) are among the mechanisms of schools' exclusion practices. This progression, wherein the development of language-related difficulties is understood as constructing a barrier for students, can also be followed through the course of changes in students' achievement.…”