English Language Teaching to Syrian Refugees in Transit

Despite the fact that most refugees are spending years in transit before finally settling, very little is being done during this time to address the language needs they will face on arrival. Consequently, the process of adapting to a foreign language and culture becomes longer and more arduous for people who have already endured much trauma. Previous ELT studies largely target the country of resettlement and cannot adequately inform teachers who work in a transitional, non-English-speaking context. This paper seeks to glean from the few studies that do address this underlying concern as well as bringing together research into a number of factors that contribute to making the English classroom a valued place for refugees. It focuses specifically on the case of Syrian refugees in the context of Turkey, highlighting the need for Englishlanguage teaching before resettlement. It then addresses some of the administrative, cultural, and psychological challenges pertinent to this situation in order to heighten teachers’ awareness and empathy. Finally, a suitable response is suggested including an inclusive approach to the Turkish language and culture, fostering healing from trauma, a rethink of curriculum choices, and a flexible methodology in the classroom