Abstract:

Temporary Education Centers (TECs), which closed in 2019, were established to ensure that Syrian students continue their interrupted education in their native language and slowly acquire the necessary Turkish language skills for social adaptation and transition to public schools. This qualitative study analyzes how these institutions, particularly their organizational structure, language education, and teachers’ perception, affect the socio-cultural adaptation of Syrian students in Turkish society. The data for this study were gathered through semi-structured interviews with Syrian and Turkish administrators and teachers, and Syrian students in a TEC. The collected data was analyzed using Critical Discourse Analysis. The findings indicate that Syrian students in TEC experience isolation from the Turkish community, therefore feel anxious about their social adaptation. Yet, Syrian and Turkish administrators do not share the same concerns with the Syrian students because of carrying different educational and social agendas. On the other hand, Syrian and Turkish teachers are mainly concerned about Syrian students’ social identity construction and educational achievement. This study explains the reasons for having various social adaptation expectations and argues that isolated educational institutions for refugees generate negative results for refugee students’ social adaptation.

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