Abstract:

The aim of this study is to identify the problems faced in teaching Turkish as a foreign language to Syrian refugee children according to the opinions of the teachers working as Turkish teachers in the PICTES project. For this purpose, written documents containing the opinions of teachers teaching Turkish to Syrian refugee children were examined. Research documents were obtained in the course of “Problems in Turkish Teaching as a Foreign Language” given by the researcher at Erciyes University Continuing Education Center (ERSEM) as the part of the trainer training courses organized by ERSEM and MoNE as part of PICTES projects aiming at promoting the integration of Syrian children into Turkish education system. The data handled through the document review conducted within the framework of the qualitative research approach were examined by content analysis. A total of 30 information categories were obtained with this analysis and they were classified under six themes. It has been found that the problems faced in teaching Turkish as a foreign language to the Syrian refugee children originate from the children's affective situation, target language, materials, classroom management, classroom environment and family co-operation.  It is seen that the results obtained within this study show a great similarity with those in the literature.

Keywords: