Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 2, 303 - 322, 31.07.2019
https://doi.org/10.32601/ejal.599275

Öz

Kaynakça

  • Arnot, M., & Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge: Faculty of Education, University of Cambridge.
  • August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Aydın, H. & Kaya, Y. (2019). Education for Syrian refugees: the new global issue facing teachers and principals in Turkey. Educational Studies, 55, 46-71. doi: 10.1080/00131946.2018.1561454.
  • Azuaga, L. & Cavalheiro, L. (2015). Bringing new ELT policies an ELF to teacher training courses. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.103-120). Berlin: De Gruyter.
  • Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol, UK: Multilingual Matters.
  • Banks, J. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37 (3), 129–139. doi:10.3102/0013189X08317501.
  • Banks, J. (1998). Multiculturalism’s five dimensions. (Interview).
  • Banks, J. A, & Banks, C. A. (2010). Multicultural education: issues and perspectives (7th ed). Hoboken, NJ: Wiley.
  • Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.89-102). Berlin: De Gruyter.
  • Bayyurt, Y. (2013). Current perspectives on sociolinguistics and English language education. The Journal of Language Teaching and Learning, 1, 69-78.
  • Bayyurt, Y. (2012). Proposing a model for English language education in the Turkish sociocultural context. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 301-312). Frankfurt: Peter Lang.
  • Bayyurt, Y. & Akcan, S. (2015). Current perspectives on pedagogy for ELF. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.1-9). Berlin: De Gruyter.
  • Bayyurt, Y. & Bektaş-Çetinkaya, Y. (2012). Introduction. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 17- 22). Frankfurt: Peter Lang.
  • Bayyurt, Y. & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English, pp. 55-76). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Bayyurt, Y. & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: a transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on English as a lingua franca: Pedagogical Insights, (pp. 117-136). Basingstoke, UK: Palgrave.
  • Bektaş-Çetinkaya, Y. & Börkan, B. (2012). Intercultural communicative competence of preservice language teachers in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 17-22). Frankfurt: Peter Lang.
  • Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, NY, US: Cambridge University Press.
  • Bialystok, E. (1997). The structure of age: in search of barriers to second language acquisition. Second Language Research, 13 (2), 116-137.
  • Biricik Deniz, E.,Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: reflections on ELF-related issues by pre-service English language teachers in Turkey. The Reading Matrix: An International Online Journal, 16 (2), 144-161.
  • Brice Heath, S. (1982). What no bedtime story means: narrative skills at home and school. Language in Society, 11, 49-76.
  • Cenoz, J. (2013). Defining Multilingualism. Annual Review of Applied Linguistics, 33, 3-18. doi:10.1017/S026719051300007X
  • Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters.
  • Çelik, Ç., & İçduygu, A. (2018), ‘Schools and refugee children: the case of Syrians in Turkey’, International Migration, 57 (2), 253-267. doi.org/10.1111/imig.12488
  • Directorate General of Immigration Affairs. (Göç İdaresi Strateji Belgesi) Retrieved from https://www.goc.gov.tr/ (Accessed November 25 2018). http://www.goc.gov.tr/icerik6/turkiye%E2%80%99nin-avrupa-birligine-katilim-surecinde-iltica-alaninda-yapilmasi-ongorulen-calismalara-iliskin-strateji- belgesi_344_696_697_icerik
  • Doğançay-Aktuna. S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19, 278-295.
  • Gürsoy, E.& Ertaşoğlu, L. D. (2019). Syrian refugees’ perception of barriers and bridges towards integration into Turkish society. Language, Culture, and Curriculum, 32, 128-141, doi: 10.1080/07908318.2018.1542000.
  • Hornberger, N. H. (2003). Continua of biliteracy: an ecological framework for educational policy, research, and practice in multilingual setting, Clevedon: Multilingual Matters.
  • Human Rights Watch Report. (2015). ‘When I picture my future, I see nothing’ barriers to education for Syrian refugee children in Turkey. Retrieved from https://www.hrw.org/et/node/283247
  • İçduygu, A., & Sert, D. S. (2019). Introduction: Syrian refugees- Facing challenges, making choices. International Migration, 57, 121-125.
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181.
  • Johnson, L. S. (2003). The diversity imperative: building a culturally responsive school ethos. Intercultural Education, 14, 17-30, doi: 10.1080/1467598032000044629.
  • Jørgensen, N.J. (2008) Polylingual languaging around and among children and adolescents. International Journal of Multilingualism 5 (3), 161-176.
  • Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: teaching and learning the language and literatures, (pp. 11-30). Cambridge: Cambridge University Press.
  • Kaplan, R. B. & Baldauf, R. B. (1997). Language planning from practice to theory. Clevedon: Multilingual Matters.
  • Kirkpatrick, A. (2019). From EFL to ELF: the time is right. In S. Zein (Ed.), Teacher education for English as a lingua franca: perspectives from Indonesia, (pp. 191-203). New York: Routledge.
  • Kirkpartick, A. (2010). English as a lingua franca in ASEAN. Hong Kong: Hong Kong University Press.
  • Llurda, E., Bayyurt, Y., & Sifakis, N. (2017). Raising teachers’ awareness about English and English as a lingua franca. In P. Garrett & J. M. Cots (Eds.) The Routledge handbook of language awareness, (pp. 155-169). Routledge.
  • May, S. (1994). Making multicultural education work. Bristol: Longdunn.
  • McKay, S. (2004). Teaching English as an international language: the role of culture in Asian contexts. The Journal of Asia TEFL, 1, pp.1-22.
  • MoNE (2016). Suriyeli Öğrenciler için 4 Bin 200 Öğretmen Alımı Yapılacak (Four Thousand Two Hundred Teachers Will Be Hired For Syrian Students). Retrieved from http://www.meb.gov.tr/suriyeli-ogrenciler-icin-4-bin-200-ogretmen-alimiyapilacak/haber/12204/tr (Accessed 15 November 2016).
  • Multeciler Dernegi. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/ Suriyeli Gocmen Sayisi Retrieved January 2019.
  • Nieto, S. (2001). Language, culture, and teaching: critical perspectives for a new century. Routledge.
  • Nieto, S. (1994). Affirmation, solidarity, and critique: moving beyond tolerance in multicultural education. Multicultural Education, 1 (3), 9-12.
  • OECD (2008). Policy Brief: Ten Steps to Equity in Education Retrieved from https://www.oecd.org/education/school/39989494.pdf
  • Pennycook, A. (2008). Changing practices in global ELT. Paper presented at IATEFL, Exeter, UK.
  • Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11, 133-158.
  • Sidhu, R., & Taylor, S. (2007). Educational provision for refugee youth in Australia: left to chance? Journal of Sociology, 43 (3), 283–300.
  • Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights? Mahwah, NJ: Erlbaum.
  • Skutnabb-Kangas, T. (1981). Bilingualism or not: the education of minorities. Multilingual Matters.
  • Skutnabb-Kangas, T., & McCarty, T. (2008). Key concepts in bilingual education: Ideological, historical, epistemological, and empirical foundations. In J. Cummins & N. Hornberger (Eds.), Encyclopedia of language and education: Bilingual education (2nd ed., Vol. 5, pp. 3-17). New York, NY: Springer.
  • Şimşek, D. (2019). Transnational activities of Syrian refugees in Turkey: hindering or supporting integration. International Migration, 57 (2), 268-282.
  • Şirin, S. R., & Aber, L. (Eds.). (2018). Syrian refugee children. Vulnerable Children and Youth Studies, 13, 1-6.
  • Taşkın, P. & Erdemli, P. (2018). Education for Syrian refugees: problems faced by teachers in Turkey. Eurasian Journal of Educational Research, 75, 155-178.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16, 39-56.
  • TURKSAM http://turksam.org/turksam-goc-gocmen-bulteni-15-ocak-2019
  • UNHCR. (2018). Registered Syrian Refugees in Turkey. Retrieved from https://data2.unhcr.org/en/situations/syria/ location/113
  • Uzun, M. & Bütün, E. (2016). Okul öncesi eğitim kurumlarındaki Suriyeli sığınmacı çocukların karşılaştıkları sorunlar hakkında öğretmen görüşleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1 (1), 72-83.
  • Üzüm, B., Yazan, B., Avineri, N., Akayoğlu. S. (2019). Preservice teachers’ discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21, 82-104.
  • Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 39, 1-23.

Looking Through the Multicultural Glass: Re-Examination of Syrian Refugee Children Education in Turkey

Yıl 2019, Cilt: 5 Sayı: 2, 303 - 322, 31.07.2019
https://doi.org/10.32601/ejal.599275

Öz

Turkey presents a unique picture as the host of the highest number of Syrian refugees after the outbreak of civil war in Syria in 2011. According to United Nations High Commissioner for Refugees (2018), Turkey has more than 3.5 million Syrian refugees half of whom are school-aged children. These children have limited access to their basic human right: receiving quality education. Fewer than half of approximately one million school aged (ages 5 to 18) Syrian refugee children could receive regular education services in Turkey (Directorate General of Immigration Affairs, 2016). Turkey welcomed a large number of Syrian refugees without taking necessary steps in its education system. Embracing cultural diversity via multiculturalism, and multilingual education, one needs to direct the attention of the audience to the long-term struggle of refugee children in Turkish education system and draw a conceptual framework for quality education and excellence in teacher education. The present paper is an attempt to highlight the role of multicultural education; more specifically through the lens of multicultural literacy practices. Highlighting the contributions of various genres of different ethnic and racial backgrounds such as songs, poetry, fiction, (auto)biographies, multicultural literacy could increase cultural awareness and understanding of pupils, teachers, administrators and the communities, and could help establish enriching learning experiences for Turkish and Syrian children. Multicultural literature provides a meaningful platform affirming differences and showing cultural connections, revealing social issues, necessitating action against injustice, and embracing diverse cultures. When implemented with care, multicultural literacy could increase academic achievement of ethnic minority and at-risk students, heighten cultural awareness and understanding of all students, and provide meaningful learning opportunities for all. The present paper aims to delve into the relationship among English as a lingua franca, Syrian refugee children education, and the theoretical underpinning of multicultural and multi-ethnic education in relation to English language instruction in Turkey.

Kaynakça

  • Arnot, M., & Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge: Faculty of Education, University of Cambridge.
  • August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Aydın, H. & Kaya, Y. (2019). Education for Syrian refugees: the new global issue facing teachers and principals in Turkey. Educational Studies, 55, 46-71. doi: 10.1080/00131946.2018.1561454.
  • Azuaga, L. & Cavalheiro, L. (2015). Bringing new ELT policies an ELF to teacher training courses. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.103-120). Berlin: De Gruyter.
  • Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol, UK: Multilingual Matters.
  • Banks, J. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37 (3), 129–139. doi:10.3102/0013189X08317501.
  • Banks, J. (1998). Multiculturalism’s five dimensions. (Interview).
  • Banks, J. A, & Banks, C. A. (2010). Multicultural education: issues and perspectives (7th ed). Hoboken, NJ: Wiley.
  • Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.89-102). Berlin: De Gruyter.
  • Bayyurt, Y. (2013). Current perspectives on sociolinguistics and English language education. The Journal of Language Teaching and Learning, 1, 69-78.
  • Bayyurt, Y. (2012). Proposing a model for English language education in the Turkish sociocultural context. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 301-312). Frankfurt: Peter Lang.
  • Bayyurt, Y. & Akcan, S. (2015). Current perspectives on pedagogy for ELF. In Y. Bayyurt, & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca, (pp.1-9). Berlin: De Gruyter.
  • Bayyurt, Y. & Bektaş-Çetinkaya, Y. (2012). Introduction. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 17- 22). Frankfurt: Peter Lang.
  • Bayyurt, Y. & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English, pp. 55-76). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Bayyurt, Y. & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: a transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on English as a lingua franca: Pedagogical Insights, (pp. 117-136). Basingstoke, UK: Palgrave.
  • Bektaş-Çetinkaya, Y. & Börkan, B. (2012). Intercultural communicative competence of preservice language teachers in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey, (pp. 17-22). Frankfurt: Peter Lang.
  • Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, NY, US: Cambridge University Press.
  • Bialystok, E. (1997). The structure of age: in search of barriers to second language acquisition. Second Language Research, 13 (2), 116-137.
  • Biricik Deniz, E.,Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: reflections on ELF-related issues by pre-service English language teachers in Turkey. The Reading Matrix: An International Online Journal, 16 (2), 144-161.
  • Brice Heath, S. (1982). What no bedtime story means: narrative skills at home and school. Language in Society, 11, 49-76.
  • Cenoz, J. (2013). Defining Multilingualism. Annual Review of Applied Linguistics, 33, 3-18. doi:10.1017/S026719051300007X
  • Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters.
  • Çelik, Ç., & İçduygu, A. (2018), ‘Schools and refugee children: the case of Syrians in Turkey’, International Migration, 57 (2), 253-267. doi.org/10.1111/imig.12488
  • Directorate General of Immigration Affairs. (Göç İdaresi Strateji Belgesi) Retrieved from https://www.goc.gov.tr/ (Accessed November 25 2018). http://www.goc.gov.tr/icerik6/turkiye%E2%80%99nin-avrupa-birligine-katilim-surecinde-iltica-alaninda-yapilmasi-ongorulen-calismalara-iliskin-strateji- belgesi_344_696_697_icerik
  • Doğançay-Aktuna. S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19, 278-295.
  • Gürsoy, E.& Ertaşoğlu, L. D. (2019). Syrian refugees’ perception of barriers and bridges towards integration into Turkish society. Language, Culture, and Curriculum, 32, 128-141, doi: 10.1080/07908318.2018.1542000.
  • Hornberger, N. H. (2003). Continua of biliteracy: an ecological framework for educational policy, research, and practice in multilingual setting, Clevedon: Multilingual Matters.
  • Human Rights Watch Report. (2015). ‘When I picture my future, I see nothing’ barriers to education for Syrian refugee children in Turkey. Retrieved from https://www.hrw.org/et/node/283247
  • İçduygu, A., & Sert, D. S. (2019). Introduction: Syrian refugees- Facing challenges, making choices. International Migration, 57, 121-125.
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181.
  • Johnson, L. S. (2003). The diversity imperative: building a culturally responsive school ethos. Intercultural Education, 14, 17-30, doi: 10.1080/1467598032000044629.
  • Jørgensen, N.J. (2008) Polylingual languaging around and among children and adolescents. International Journal of Multilingualism 5 (3), 161-176.
  • Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: teaching and learning the language and literatures, (pp. 11-30). Cambridge: Cambridge University Press.
  • Kaplan, R. B. & Baldauf, R. B. (1997). Language planning from practice to theory. Clevedon: Multilingual Matters.
  • Kirkpatrick, A. (2019). From EFL to ELF: the time is right. In S. Zein (Ed.), Teacher education for English as a lingua franca: perspectives from Indonesia, (pp. 191-203). New York: Routledge.
  • Kirkpartick, A. (2010). English as a lingua franca in ASEAN. Hong Kong: Hong Kong University Press.
  • Llurda, E., Bayyurt, Y., & Sifakis, N. (2017). Raising teachers’ awareness about English and English as a lingua franca. In P. Garrett & J. M. Cots (Eds.) The Routledge handbook of language awareness, (pp. 155-169). Routledge.
  • May, S. (1994). Making multicultural education work. Bristol: Longdunn.
  • McKay, S. (2004). Teaching English as an international language: the role of culture in Asian contexts. The Journal of Asia TEFL, 1, pp.1-22.
  • MoNE (2016). Suriyeli Öğrenciler için 4 Bin 200 Öğretmen Alımı Yapılacak (Four Thousand Two Hundred Teachers Will Be Hired For Syrian Students). Retrieved from http://www.meb.gov.tr/suriyeli-ogrenciler-icin-4-bin-200-ogretmen-alimiyapilacak/haber/12204/tr (Accessed 15 November 2016).
  • Multeciler Dernegi. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/ Suriyeli Gocmen Sayisi Retrieved January 2019.
  • Nieto, S. (2001). Language, culture, and teaching: critical perspectives for a new century. Routledge.
  • Nieto, S. (1994). Affirmation, solidarity, and critique: moving beyond tolerance in multicultural education. Multicultural Education, 1 (3), 9-12.
  • OECD (2008). Policy Brief: Ten Steps to Equity in Education Retrieved from https://www.oecd.org/education/school/39989494.pdf
  • Pennycook, A. (2008). Changing practices in global ELT. Paper presented at IATEFL, Exeter, UK.
  • Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11, 133-158.
  • Sidhu, R., & Taylor, S. (2007). Educational provision for refugee youth in Australia: left to chance? Journal of Sociology, 43 (3), 283–300.
  • Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights? Mahwah, NJ: Erlbaum.
  • Skutnabb-Kangas, T. (1981). Bilingualism or not: the education of minorities. Multilingual Matters.
  • Skutnabb-Kangas, T., & McCarty, T. (2008). Key concepts in bilingual education: Ideological, historical, epistemological, and empirical foundations. In J. Cummins & N. Hornberger (Eds.), Encyclopedia of language and education: Bilingual education (2nd ed., Vol. 5, pp. 3-17). New York, NY: Springer.
  • Şimşek, D. (2019). Transnational activities of Syrian refugees in Turkey: hindering or supporting integration. International Migration, 57 (2), 268-282.
  • Şirin, S. R., & Aber, L. (Eds.). (2018). Syrian refugee children. Vulnerable Children and Youth Studies, 13, 1-6.
  • Taşkın, P. & Erdemli, P. (2018). Education for Syrian refugees: problems faced by teachers in Turkey. Eurasian Journal of Educational Research, 75, 155-178.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16, 39-56.
  • TURKSAM http://turksam.org/turksam-goc-gocmen-bulteni-15-ocak-2019
  • UNHCR. (2018). Registered Syrian Refugees in Turkey. Retrieved from https://data2.unhcr.org/en/situations/syria/ location/113
  • Uzun, M. & Bütün, E. (2016). Okul öncesi eğitim kurumlarındaki Suriyeli sığınmacı çocukların karşılaştıkları sorunlar hakkında öğretmen görüşleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1 (1), 72-83.
  • Üzüm, B., Yazan, B., Avineri, N., Akayoğlu. S. (2019). Preservice teachers’ discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21, 82-104.
  • Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 39, 1-23.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Melike Ünal Gezer Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 2

Kaynak Göster

APA Gezer, M. Ü. (2019). Looking Through the Multicultural Glass: Re-Examination of Syrian Refugee Children Education in Turkey. Eurasian Journal of Applied Linguistics, 5(2), 303-322. https://doi.org/10.32601/ejal.599275