Türkiye’de Suriyeli Göçmen Çocukların Eğitime Uyumlarını Destekleme: Psikolojik Destek, Dil Becerileri, Aile Desteği, Ders Dışı Sosyal Etkinlikler ve Öğretmen Yeterlilikleri

Suna, Hayri; Çelik, Zafer; Ağar, Murat; Eroğlu, Emine; Coşkun, İsmail

doi:10.26650/sj.2021.41.2.0051

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Various problems faced by refugee children in schools (peer bullying, xenophobia, trauma, etc. ), difficulties such as adapting to a new culture and learning a new language expose these students to the risks of low achievement or expulsion from school (Suna et al, 2021;Sirin and Rogers-Sirin, 2015;Yılmaz, 2021). There is a rich literature examining the education of refugee children with different dimensions (second language acquisition, trauma, adaptation, etc.)…”

Section: Extented Abstractmentioning

confidence: 99%

The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

YILMAZ

2022

İçtimaiyat

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In this study, a theoretical model framing the education processes of refugee children in Turkey is proposed. This model includes needs, risks, and opportunities, as well as the effects of various environments and actors in which refugee children are involved, on their educational experience. This model, which also focuses on the effects of global dynamics and local policies, has an integrative and developmental structure that allows new dimensions to be added. The method used in the study is secondary literature evaluation. Based on this method, this study synthesizes publications focusing on the various needs (psychological, cultural, and educational) of refugee children whose schooling rates are increasing day by day in Turkey, and on issues such as peer bullying, xenophobia, and trauma that these children face. Thus, the conditions of refugee children in their new environment and the cultural approach necessary for their successful adaptation to Turkey are described. The original model designed by the researcher has the claim to provide a framework for future research and practices in educational services to be provided to refugee children.

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Section: Extented Abstractmentioning

confidence: 99%

The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

YILMAZ

2022

İçtimaiyat

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Göçmen Öğrencilerin İlk Okuma Yazma Öğrenme Sürecinde Karşılaştıkları Sorunlara İlişkin Öğretmen Görüşleri

KIRMIZI,

BOZOVALI,

CİNGÖZ

et al. 2023

Sınırsız Eğitim Ve Araştırma Dergisi

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Due to adverse living conditions, healthcare system issues, natural disasters, wars, famine, etc., people migrate to different countries every day to start a new life as immigrants. Recently, Türkiye has received migration flows due to wars in Syria and Ukraine. Additionally, there have been migrations from countries with low living standards, such as Afghanistan and Pakistan. It can be said that children are the most affected group by these migrations. Educational support programs have been implemented for students coming through migration. Especially during the initial stages of learning to read and write, immigrant children have faced significant challenges. The aim of this study is to identify and evaluate the problems encountered in the process of teaching initial reading and writing to immigrant students, according to the views of teachers. As the focus is on identifying the problems encountered in the initial reading and writing instruction of immigrant students, a qualitative research method has been employed in the study. Among the qualitative research designs, "case study" has been preferred. The study was conducted in the spring semester of the 2022-2023 academic year in Denizli and Şanlıurfa. Participants are primary school teachers working in state schools affiliated with the Ministry of National Education. The "criterion sampling method" was used in selecting participants, considering the criterion of "teachers with immigrant students in their classes." These students are refugees or have refugee status and have a foreign background. A total of 49 (34 female, 15 male) primary school teachers were reached in the research. Teachers participated in the study on a voluntary basis. A researcher-developed personal information form and an open-ended question form were used to obtain research data. The open-ended question form was developed with expert opinions. Participants in the sample were reached through Google Forms or directly. Content analysis was employed in data analysis. The data were transferred to the computer, and codes were identified. Related codes were grouped together to reach sub-themes. Sub-themes were combined to form themes. When explaining themes and sub-themes, direct quotations were included. According to the results obtained from the research, parents cannot assist their children's studies at home adequately because they do not know Turkish well enough. The majority of immigrant students, due to not having received preschool education, have readiness levels below what is expected. These students experience difficulties in pronouncing certain letters, writing from left to right, speaking and understanding Turkish, and communicating with their peers. According to teachers' views, even if immigrant students somehow learn to read, they struggle to comprehend what they read. These students cannot read sentences meaningfully because they are not familiar with the stress and intonation of Turkish. They also face difficulties in writing letters of the Latin alphabet because they are not familiar enough with them.

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Türkiye’deki Suriyeli Öğrencilerin Türkçe ve Ana Dil Becerilerine İlişkin Algıları ve Gündelik Hayattaki Dil Tercihleri

YILMAZ

Sağıroğlu

2022

MSGSÜ Sosyal Bilimler

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Öz Göç ve uyum literatüründe dil konusu özel bir yer tutar. Göçmenlerin göç ettikleri yerde kendi ana dilleri ve yeni dilleri ile ilgili tutumları, içine girdikleri topluma uyumları konusunda son derece belirleyici bir göstergedir. Türkiye'deki okullarda Suriyeli öğrenci sayısının artarak devam etmesi dil tartışmalarının önemini pekiştirmektedir. Bu çalışmada, İstanbul ve Gaziantep illerindeki Suriyeli ortaokul öğrencilerinin Türkçe ve ana dil becerilerine ilişkin algıları ve gündelik hayattaki dil tercihleri incelenmektedir. Nicel araştırma yöntemine göre tasarlanan araştırmanın verileri likert tipi anket yardımıyla toplanmıştır. Çalışma grubu Geçici Eğitim Merkezlerindeki (GEM) ve devlet okullarındaki 669 Suriyeli öğrenciden oluşmaktadır. Şehir, okul türü ve cinsiyet değişkenlerinin karşılaştırıldığı çapraz analizler, Suriyeli öğrencilerde ana dilin korunmasına ve Türkçenin edinimine ilişkin dikkat çekici sonuçlara işaret etmektedir.

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Türkiye’de Suriyeli Göçmen Çocukların Eğitime Uyumlarını Destekleme: Psikolojik Destek, Dil Becerileri, Aile Desteği, Ders Dışı Sosyal Etkinlikler ve Öğretmen Yeterlilikleri

Cited by 3 publications

References 11 publications

The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

Göçmen Öğrencilerin İlk Okuma Yazma Öğrenme Sürecinde Karşılaştıkları Sorunlara İlişkin Öğretmen Görüşleri

Türkiye’deki Suriyeli Öğrencilerin Türkçe ve Ana Dil Becerilerine İlişkin Algıları ve Gündelik Hayattaki Dil Tercihleri

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