The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study

Aydın, Hasan; Kaya, Yeliz

doi:10.1080/14675986.2017.1336373

Cited by 123 publications

(90 citation statements)

References 9 publications

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“…Although their responsibilities increased, and they had to overcome a number of problems, they enjoyed seeing refugee students in their classrooms. Similar findings were also observed by Aydin and Kaya (2017) who concluded that teachers had a largely positive attitude towards Syrian students and sincerely tried to help them. The teachers also reported that although local students had trouble in getting used to be with refugee students who cannot speak with them due to their lack of language, the students still had positive attitudes towards their refugee classmates.…”

Section: Discussionsupporting

confidence: 84%

Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

Solak

Gezegin²

2019

WJE

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The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

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Section: Discussionsupporting

confidence: 84%

Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

Solak

Gezegin²

2019

WJE

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“…They join the classes only at night. The extensive literature, claimed that the students who are refugees require more time to learn foreign language due to several reasons which include; unfamiliarity of the language (Aydin & Kaya, 2017, 2019Riggs et al, 2012), new teachers and classmates (Al Hariri, 2018), new organization (Popov & Erik, 2015), new society (Burgoyne & Hull, 2007) and so on.…”

Section: Literature Review Problems Facing Refugees In Learning a Formentioning

confidence: 99%

Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example

Alefesha¹,

Al-Jamal²

2019

J Ethn Cult Stud

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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.

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“…For global citizenship to become an entitlement for all students, the principles of global citizenship need to go beyond the curriculum to support learning (Oxfam, 1997). The advisory group on citizenship and the teaching of universal values and global issues in schools also noted that schools need to consider to what extent their ethos, organization and daily practices are consistent with the aim and purpose of citizenship education and provide opportunities for pupils to develop into active citizens (Aydin & Kaya, 2017;Ibrahim, 2005). Students also embraced that while teaching global citizenship issue in class, teachers need to provide meaningful opportunities for students to actively participate in school and community-based activities and projects related to global citizenship.…”

Section: Resultsmentioning

confidence: 99%

High school students’ Perceptions of Global Citizenship in Central Public High Schools: Implications for Teacher Educators

Aydın¹,

Oğurlu²,

Andrews³

et al. 2019

RCIS

Self Cite

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Global citizenship is persistent in the realm of education in the US, as well as in the 21st century, as global issues must be included within the requirements of the dimensions of global citizenship in high school curriculum. This paper describes the results from the Global Citizenship Survey to assess the extent of American high school students' perception of global citizenship. A total 110 students completed measures and 34 students answered open-ended questions regarding global citizenship in spring 2017. The results of this study indicated the importance of global citizenship to raise cultural awareness and a deeper sense of cultural empathy, responsibilities of global issues, and imperatives to become a global citizen for diverse societies. This study off ers the components of global citizenship that must be included in the high school curriculum and identifi es the need for teachers to cover global issues in the their classes that would encourage and enable students to be open-minded and appreciative of each culture for its diff erences in today's globalized world. Additionally, because the world is changing, schools should prepare students to think critically about global issues using an inquiry-based curriculum.

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The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study

Cited by 123 publications

References 9 publications

Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example

High school students’ Perceptions of Global Citizenship in Central Public High Schools: Implications for Teacher Educators

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