Özet:

Since 2011, approximately three and a half million Syrians have been refugeing to Turkey due to the events in Syria. Learning Turkish, the country’s mother tongue, for Syrian refugees to continue their lives in Turkey has emerged as a vital obligation in daily life, primarily education. He has followed various ways to teach Turkish to refugees from different languages and cultures. One of these is the PICTES (Project to Support the Integration of Syrian Children into the Turkish Education System) conducted by the MEB. Syrian refugee children are educated in state schools and temporary education centers. In the framework of the project, teachers who educate Syrian refugees are experiencing various problems. The aim of this study is to identify the problems that teachers working as Turkish teachers in the PICTES framework, to Syrian refugee students in teaching Turkish as a foreign language, and to provide suggestions for the solution of these problems. In the study, data were collected with semi-configured forms of interviews from 16 teachers working in different stages of schools and interim educational centers in the province of Kayseri. The data obtained in the research was analyzed through the content analysis technique in the Nvivo program. According to the study, the problems faced in Turkish teaching to Syrian refugee children were found to be due to lack of equipment in the target language, programming, material and classroom. Considering that the most important problem of the process of inclusion of Syrian refugees into the Turkish education system is the language problem, recommendations have been presented, such as preparing materials related to the Turkish teaching, providing teachers training in this field and appointing a guide teacher who knows Arabic.

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