Research Article
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Year 2021, Volume: 7 Issue: 2, 106 - 113, 30.04.2021
https://doi.org/10.24289/ijsser.832591

Abstract

References

  • Biçer, N. (2017). The Views of Syrian Refugees Migrating to Turkey on the Turkish Language and Culture: Kilis Case. Journal of Education and Training Studies, 5(3), 97. https://doi.org/10.11114/jets.v5i3.2100
  • Birman, D., & Addae, D. (2016). Acculturation. In Transitions: The Development of Children of Immigrants (pp. 122–141).
  • Byram, M., & Golubeva, I. (2020). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In The Routledge Handbook of Language and Intercultural Communication (pp. 85–99).
  • Craig, J. (2016). How can cultures be incompatible? https://doi.org/10.13140/RG.2.2.35071.87203
  • Dumbrill, G. C. (2009). Your policies, our children: Messages from refugee parents to child welfare workers and policymakers. Child Welfare, 88(3), 145–168.
  • Green, D. O., Creswell, J. W., Shope, R. J., & Clark, V. L. P. (2007). Grounded theory and racial/ethnic diversity. The Sage Handbook of Grounded Theory, Part V, 472–92.
  • Joshi, P. T., & O’donnell, D. A. (2003). Consequences of child exposure to war and terrorism. Clinical Child and Family Psychology Review, 6(4), 275–292.
  • Kosic, A. (2002). Acculturation Attitudes, Need for Cognitive Closure, and Adaptation of Immigrants. The Journal of Social Psychology, 142(2), 179–201. https://doi.org/10.1080/00224540209603894
  • Longhurst, R. (2003). Semi-structured interviews and focus groups. Key Methods in Geography, 3(2), 143–156.
  • Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., Keane, T., & Saxe, G. N. (2004). Review of Child and Adolescent Refugee Mental Health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24–36. https://doi.org/10.1097/00004583-200401000-00012
  • McLeod, S. (2007). Maslow’s hierarchy of needs. Simply Psychology, 1, 1–8.
  • Oikonomidoy, E. (2010). Zooming into the school narratives of refugee students. Multicultural Perspectives, 12(2), 74–80. https://doi.org/10.1080/15210960.2010.481186
  • Özdemir, A. S. (n.d.). Türkiyedeki Suriyeli Sayısı Ekim 2020 – Mülteciler Derneği. Retrieved November 18, 2020, from https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/
  • Qouta, S., Punamäki, R.-L., Miller, T., & El-Sarraj, E. (2008). Does war beget child aggression? Military violence, gender, age and aggressive behavior in two Palestinian samples. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 34(3), 231–244.
  • Rosenthal, D. A., Gurney, R. M., & Moore, S. M. (1981). From trust on intimacy: A new inventory for examining Erikson’s stages of psychosocial development. Journal of Youth and Adolescence, 10(6), 525–537.
  • Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English Made in Brazil, 2(2), 2007.
  • Şeker, B. D., & Sirkeci, I. (2015). Challenges for Refugee Children at School in Eastern Turkey. ECONOMICS & SOCIOLOGY, 8(4), 122–133. https://doi.org/10.14254/2071-789X.2015/8-4/9
  • Suriyeli Çocukların Türk eğitim Sistemine Entegrasyonun Desteklenmesi Projesi. (2017). https://piktes.gov.tr/
  • Tösten, R., Toprak, M., & Kayan, M. S. (2017). An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools. Universal Journal of Educational Research, 5(7), 1149–1160. https://doi.org/10.13189/ujer.2017.050709
  • UNHCR Türkiye İstatistikleri—UNHCR Country. (n.d.). UNHCR. Retrieved June 13, 2020, from https://www.unhcr.org/tr/unhcr-turkiye-istatistikleri

The other face of the iceberg: The immigrant students in English courses and their teachers

Year 2021, Volume: 7 Issue: 2, 106 - 113, 30.04.2021
https://doi.org/10.24289/ijsser.832591

Abstract

The present qualitative study aimed to provide some insights from common difficulties English language teachers face while working with immigrant children. The research adopted a Grounded Theory design. The data were collected from 6 female English language teachers working at different types of state schools by using semi-structured in-depth interviews. Interviews were first transcribed and emerging categories were analyzed. The findings showed that difficulties experienced at each school type were different. Teachers developed various strategies to be able to cope with these difficulties. Based on the data and the findings of the study, a number of recommendations were provided by the researchers and the participating teachers. It is assumed that the participating teachers’ experiences explored and discussed in this paper will provide baseline information for those teachers who have newly encountered the phenomenon in their teaching contexts.

References

  • Biçer, N. (2017). The Views of Syrian Refugees Migrating to Turkey on the Turkish Language and Culture: Kilis Case. Journal of Education and Training Studies, 5(3), 97. https://doi.org/10.11114/jets.v5i3.2100
  • Birman, D., & Addae, D. (2016). Acculturation. In Transitions: The Development of Children of Immigrants (pp. 122–141).
  • Byram, M., & Golubeva, I. (2020). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In The Routledge Handbook of Language and Intercultural Communication (pp. 85–99).
  • Craig, J. (2016). How can cultures be incompatible? https://doi.org/10.13140/RG.2.2.35071.87203
  • Dumbrill, G. C. (2009). Your policies, our children: Messages from refugee parents to child welfare workers and policymakers. Child Welfare, 88(3), 145–168.
  • Green, D. O., Creswell, J. W., Shope, R. J., & Clark, V. L. P. (2007). Grounded theory and racial/ethnic diversity. The Sage Handbook of Grounded Theory, Part V, 472–92.
  • Joshi, P. T., & O’donnell, D. A. (2003). Consequences of child exposure to war and terrorism. Clinical Child and Family Psychology Review, 6(4), 275–292.
  • Kosic, A. (2002). Acculturation Attitudes, Need for Cognitive Closure, and Adaptation of Immigrants. The Journal of Social Psychology, 142(2), 179–201. https://doi.org/10.1080/00224540209603894
  • Longhurst, R. (2003). Semi-structured interviews and focus groups. Key Methods in Geography, 3(2), 143–156.
  • Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., Keane, T., & Saxe, G. N. (2004). Review of Child and Adolescent Refugee Mental Health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24–36. https://doi.org/10.1097/00004583-200401000-00012
  • McLeod, S. (2007). Maslow’s hierarchy of needs. Simply Psychology, 1, 1–8.
  • Oikonomidoy, E. (2010). Zooming into the school narratives of refugee students. Multicultural Perspectives, 12(2), 74–80. https://doi.org/10.1080/15210960.2010.481186
  • Özdemir, A. S. (n.d.). Türkiyedeki Suriyeli Sayısı Ekim 2020 – Mülteciler Derneği. Retrieved November 18, 2020, from https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/
  • Qouta, S., Punamäki, R.-L., Miller, T., & El-Sarraj, E. (2008). Does war beget child aggression? Military violence, gender, age and aggressive behavior in two Palestinian samples. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 34(3), 231–244.
  • Rosenthal, D. A., Gurney, R. M., & Moore, S. M. (1981). From trust on intimacy: A new inventory for examining Erikson’s stages of psychosocial development. Journal of Youth and Adolescence, 10(6), 525–537.
  • Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English Made in Brazil, 2(2), 2007.
  • Şeker, B. D., & Sirkeci, I. (2015). Challenges for Refugee Children at School in Eastern Turkey. ECONOMICS & SOCIOLOGY, 8(4), 122–133. https://doi.org/10.14254/2071-789X.2015/8-4/9
  • Suriyeli Çocukların Türk eğitim Sistemine Entegrasyonun Desteklenmesi Projesi. (2017). https://piktes.gov.tr/
  • Tösten, R., Toprak, M., & Kayan, M. S. (2017). An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools. Universal Journal of Educational Research, 5(7), 1149–1160. https://doi.org/10.13189/ujer.2017.050709
  • UNHCR Türkiye İstatistikleri—UNHCR Country. (n.d.). UNHCR. Retrieved June 13, 2020, from https://www.unhcr.org/tr/unhcr-turkiye-istatistikleri
There are 20 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Oya Tunaboylu 0000-0002-9926-7973

Merve Vezir 0000-0002-7037-5778

Ayşenur Uluyol 0000-0002-4358-6836

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 7 Issue: 2

Cite

APA Tunaboylu, O., Vezir, M., & Uluyol, A. (2021). The other face of the iceberg: The immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research, 7(2), 106-113. https://doi.org/10.24289/ijsser.832591
AMA Tunaboylu O, Vezir M, Uluyol A. The other face of the iceberg: The immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research. April 2021;7(2):106-113. doi:10.24289/ijsser.832591
Chicago Tunaboylu, Oya, Merve Vezir, and Ayşenur Uluyol. “The Other Face of the Iceberg: The Immigrant Students in English Courses and Their Teachers”. International Journal of Social Sciences and Education Research 7, no. 2 (April 2021): 106-13. https://doi.org/10.24289/ijsser.832591.
EndNote Tunaboylu O, Vezir M, Uluyol A (April 1, 2021) The other face of the iceberg: The immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research 7 2 106–113.
IEEE O. Tunaboylu, M. Vezir, and A. Uluyol, “The other face of the iceberg: The immigrant students in English courses and their teachers”, International Journal of Social Sciences and Education Research, vol. 7, no. 2, pp. 106–113, 2021, doi: 10.24289/ijsser.832591.
ISNAD Tunaboylu, Oya et al. “The Other Face of the Iceberg: The Immigrant Students in English Courses and Their Teachers”. International Journal of Social Sciences and Education Research 7/2 (April 2021), 106-113. https://doi.org/10.24289/ijsser.832591.
JAMA Tunaboylu O, Vezir M, Uluyol A. The other face of the iceberg: The immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research. 2021;7:106–113.
MLA Tunaboylu, Oya et al. “The Other Face of the Iceberg: The Immigrant Students in English Courses and Their Teachers”. International Journal of Social Sciences and Education Research, vol. 7, no. 2, 2021, pp. 106-13, doi:10.24289/ijsser.832591.
Vancouver Tunaboylu O, Vezir M, Uluyol A. The other face of the iceberg: The immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research. 2021;7(2):106-13.