Abstract:

The aim of this study is to examine the opinions of Turkish language teachers and school administrators regarding the integration classes opened for Syrian students in schools affiliated to the Ministry of National Education. The research was carried out with 14 Turkish language instructors and 13 school administrators working in 10 different schools in Gaziantep in the 2019-2020 school term. The research was conducted with the phenomenology pattern, one of the qualitative research methods. The data were analysed using the content analysis method. Based on the findings obtained from the research, we determined that student who attend integration classes feel more comfortable in integration classes but have some constrains with exposure to Turkish language and peer learning, Turkish language teachers felt more comfortable in the integration class, but the difference in the level of students and class sizes affected Turkish language instructors negatively. It has been concluded that it would be more efficient to give language education to Syrian students in the pre-school period, that there should be an oral exam besides the Proficiency exam, and that integration classes need more detailed planning. According to the opinions of the participants, for integration classes to be more effective and efficient, plans should be reviewed, material support should be provided and the future uncertainty of Turkish language teachers should be eliminated. According to the opinions of the participants; for integration classes to be more effective and efficient; plans should be reviewed, material support should be provided, the future uncertainty of Turkish teachers should be eliminated. Based on the research findings, It is recommended that foreign students receive language education in the pre-school period, the peer teaching method should be applied more frequently, the purpose of language education in integration classes should be explained more to parents and students, more attention should be paid to the planning of integration classes, and the future uncertainty of Turkish teachers should be eliminated.

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