The perceptions of Syrian Students in Türkiye on Turkish and Their Native Language Skills and Language Preferences in Daily Life

Öz

Abstract The language topics have an extensive coverage in the migration and integration literature. The attitude of migrants toward their mother tongue and new language is the essential indicator of their adaptation to society. The increasing number of Syrian students in schools in Türkiye triggers off language discussions. In this study, the perception of Syrian students in secondary school in Istanbul and Gaziantep on the Turkish language and mother tongue skills, and their language preferences in daily life is the main focus of point in this study. The field study of the research was designed in the quantitative research method and face-to-face survey technique. The working group comprises 669 Syrian students in Temporary Education Centers (TEC) and public schools in Istanbul and Gaziantep. The cross-tabulation analysis comparing the variables on the city, school type, and gender points out remarkable results.

Anahtar Kelimeler

• Syrian
• migrant
• mother tongue
• teaching Turkish to foreigners
• integration

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

Öz

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.

Anahtar Kelimeler

• Suriyeli
• göçmen
• ana dil
• yabancılara Türkçe öğretimi
• entegrasyon

Destekleyen Kurum

Spencer

Teşekkür

Bu çalışmanın saha verileri, Amerikan Beyrut Üniversitesi'ne bağlı Centre for Lebanese Studies (CLS) koordinatörlüğünde ve Spencer tarafından desteklenen “Towards an Inclusive Education for Refugees: A Comparative Longitudinal Study” başlıklı proje kapsamında toplanmıştır. Yazarlar ilgili kurumlara teşekkür eder.

Kaynakça

1. Anderson, A. (2004). Resilience [E-book]. In D. Moore ve R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 53–63). Taylor ve Francis. https://doi.org/10.4324/9780203687550
2. Aydın, H. ve Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456–473. https://doi.org/10.1080/14675986.2017.1336373
3. Bankston, C. L. ve Zhou, M. (1995). Effects of minority-language literacy on the academic achievement of vietnamese youths in New Orleans. Sociology of Education, 68(1), 1–17. https://doi.org/10.2307/2112760
4. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5–34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
5. Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697–712. https://doi.org/10.1016/j.ijintrel.2005.07.013
6. Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries [E-book]. Organisation for Economic Cooperation and Development. https://doi.org/10.1787/a3251a00-en
7. Christensen, L. B., Johnson, R. B. ve Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz, Çev. Ed. Ahmet Aypay, Anı Yayıncılık, Ankara.
8. Collier, V. P. (1995). Acquiring a second language for school. Directions in Language and Education, 1(4), 1–12. https://files.eric.ed.gov/fulltext/ED394301.pdf

9. Ekblad, S. (1993). Psychosocial adaptation of children while housed in a Swedish refugee camp: Aftermath of the collapse of Yugoslavia. Stress Medicine, 9(3), 159–166. https://doi.org/10.1002/smi.2460090306
10. Espinosa, L. M. (2013). Early education for dual language learners: Promoting school readiness and early school success, young children of immigrants. Migration Policy Institute. https://www.fcd-us.org/assets/2016/04/DualLanguageLearners.pdf
11. EUNEC. (2013, October). Migration and education. Report of the conference of the European Network of Education Councils, EUNEC. https://www.eunec.eu/sites/www.eunec.eu/files/attachment/files/report.pdf
12. Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
13. Garcés-Mascareñas, B. ve Pennix, R. (2016). Introduction: Integration as a three-way process approach? In B. Garcés-Mascareñas ve R. Penninx (Eds.), Integration processes and policies in Europe (s. 1-9). Springer Open.
14. Hart, R. (2009). Child refugees, trauma and education: Interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25(4), 351–368. https://doi.org/10.1080/02667360903315172
15. INEE. (2014). Mapping the education response to the Syrian crisis. https://reliefweb.int/report/syrian-arab-republic/mapping-education-response-syrian-crisis
16. IOM. (2019). Glossary on Migration. Genevre, İsviçre: IOM. https://publications.iom.int/system/files/pdf/iml_34_glossary.pdf.
17. Karadaş, H. (2022). Educational problems of immigrant students. Shanlax International Journal of Education, vol. 10, no. S1, 2022, 64–78. DOI: https://doi.org/10.34293/ education.v10iS1-Aug.5183.
18. Kırdar, M. G., Koç, İ. ve Dayıoğlu, M. (2022). School Integration of Syrian Refugee Children in Turkey. Discussion Paper Series, CReAm-Department of Economics, University College London.
19. Kim, E. ve Diaz, J. (2013). Immigrant students and higher education: ASHE Higher Education Report 38:6 (1st ed.). Jossey-Bass.
20. Loewen, S. (2004). Second language concerns for refugee children. In D. Moore ve R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 35–52). Routledge.
21. McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329–364. https://doi.org/10.3102/00346543075003329
22. Özer, Y. Y., Komşuğlu, A. ve Ateşok, Z. Ö. (2017). One common future, two education systems: The case of Syrian children of Istanbul. European Education, 49(2–3), 114–132. https://doi.org/10.1080/10564934.2017.1328268
23. Perruchoud, R. ve Redpath-Cross, J. (2011). Glossary on migration. International Organization for Migration (IOM).
24. Portes, A. ve Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation (First ed.). University of California Press.
25. Pryor, C. B. (2001). New immigrants and refugees in American schools: Multiple voices. Childhood Education, 77(5), 275–283. https://doi.org/10.1080/00094056.2001.10521650
26. Rutter, J. ve Jones, C. (1998). Refugee education. Trentham Books.
27. Sağıroğlu, A. Z. ve Yılmaz, İ. H. (2021). Yabancılarla birlikte yaşamak: Mamak örneği - Göç çalışmalarında bir karma yöntem araştırması (1st ed.). Nobel Akademik Yayıncılık.
28. Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379–392. https://doi.org/10.1080/01434632.1986.9994254
29. Sidhu, R., Sandra, C. T. ve Pam, C. (2011). “Schooling and Refugees: Engaging with the Complex Trajectories of Globalisation” Global Studies of Childhood 1 (2): 92–103. DOI: 10.2304/gsch.2011.1.2.92.
30. Slavin, R. E., Madden, N., Calderon, M., Chamberlain, A. ve Hennessy, M. (2011). Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33(1), 47–58. https://doi.org/10.3102/0162373711398127
31. Suna, H. E., Çelik, Z., Ağar, M., Eroğlu E. ve Coşkun, I. (2021). Türkiye’de Suriyeli göçmen çocukların eğitime uyumlarını destekleme: Psikolojik destek, dil becerileri, aile desteği, ders dışı sosyal etkinlikler ve öğretmen yeterlilikleri. İstanbul Üniversitesi Sosyoloji Dergisi, 41, Advance Publication Online. https://doi.org/10.26650/SJ.2021.41.2.0051.
32. Tanrıkulu, F. (2017). Türkiye’de yaşayan Suriyeli çocukların eğitim sorunu ve çözüm önerileri. Liberal Düşünce Dergisi, 22(86), 127–144. https://dergipark.org.tr/tr/download/article-file/790380
33. Taştan, C. ve Çelik, Z. (2017, October). Türkiye’de Suriyeli çocukların eğitimi: Güçlükler ve öneriler. Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi. https://www.researchgate.net/publication/320288420_Turkiye’de_Suriyelilerin_Egitimi_Guclukler_ve_Oneriler
34. Yılmaz, İ. H. (2021). Türkiye'deki Suriyeli çocukların okula uyumu - Etnografik bir araştırma. (1. Baskı). Nobel Akademik Yayıncılık.
35. Yılmaz, İ. H. (2022). Küresel, yerel, mikrosistem ve bireysel faktörlerin Türkiye’deki mülteci çocukların eğitim süreçlerine etkileri. İçtimaiyat Sosyal Bilimler Dergisi, Göç ve Mültecilik Özel Sayısı, ss. 494- 512. DOI: 10.33709/ictimaiyat.1110705.