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Suriye Arap Cumhuriyeti’nde meydana gelen iç savaş neticesinde milyonlarca Suriye vatandaşı sınır komşusu olan Türkiye’ye göç etmiştir. Göç edenlerden %30’una yakınının eğitim çağındaki çocuklardan oluşması Türkçenin ikinci dil olarak öğretimi sürecine de yeni bir soluk getirmiştir. Kapsayıcı eğitim bağlamında devlet okullarında karma sınıflarda öğrenim gören Suriyeli öğrenciler yerli akranlarıyla birlikte farklı bir programa tabi olmadan Türkçeyi ikinci dil olarak öğrenmeye çalışmaktadır. Araştırma kapsamında karma sınıflarda öğrenim gören Suriyeli öğrenciler için 6. sınıf Türkçe ders kitaplarının dil yeterliklerini karşılama düzeyi üzerine Türkçe öğretmenlerinin görüşleri alınmıştır. “Kapsayıcı Eğitim Bağlamında Türkçenin İkinci Dil Olarak Öğretilmesine Yönelik Öğretmen Kapasitesinin Güçlendirilmesi Eğitici Eğitimi Hizmet İçi Eğitim Kursu”na katılan, Türkiye’nin farklı coğrafi bölgelerinde öğretmenlik yapan ve sınıflarında mülteci öğrenci bulunan 18 Türkçe öğretmeniyle yarı yapılandırılmış görüşme gerçekleştirilmiştir. Nitel araştırma desenlerinden olgubilim kapsamında yürütülen araştırmada veriler, ses kaydı yoluyla toplanmış; tümevarımsal içerik analizine göre çözümlenmiştir. Araştırmadan hareketle Türkçe öğretmenlerinin ders kitabını mülteci öğrencilerin dil yeterliklerine göre uyarladıkları, bazı öğretmenlerin yalnızca çalışma kâğıdı ve teknoloji destekli uygulamalarla dersi işledikleri, mülteci öğrencilerin Türkçe dersine uyum sağlayabilmesi için hâlihazırda uygulamada olan uyum sınıflarının temel düzeyde okuma yazma eğitimi alınabilmesi için çözüm olarak görüldüğü, yerli öğrencilerle aynı sınıf ortamından koparılmadan eğitim almaları gerektiği, 6. sınıf Türkçe ders kitabının mülteci öğrencilerin dil yeterliklerinin üzerinde olduğu ve derse katılımı teşvik etmediği, yerli öğrenci tutumlarının mülteci öğrencilerin derse katılımını ciddi oranda etkilediği, en çok yazma becerisinde sorunlarla karşılaştıkları sonucuna ulaşılmıştır.
As a result of the Civil War in the Syrian Arab Republic, millions of Syrian citizens have migrated to the border neighborhood of Turkey. About 30% of the immigrants consisting of children in the educational age has also brought a new breath to the teaching process of Turkish as the second language. In the context of comprehensive education, Syrian students studying in karma classes in public schools are trying to learn Turkish as a second language without submitting a different program with their indigenous peers. In the framework of the research, the opinions of Turkish teachers on the level of meeting the language skills of the 6th-class Turkish curricula for Syrian students studying in karma classes were taken. "Forcing the Teacher's Capacity to Teach Turkish as a Second Language in the Capacity Education Context" participating in the Education Education Service Training Course, a semi-configured conversation with 18 Turkish teachers who teach in different geographical regions of Turkey and are a refugee student in their classes was carried out. In the research carried out in the context of the quality research patterns, the data was collected through audio recording; it was analyzed according to the textile content analysis. Through the research, Turkish teachers adapt the curriculum according to the language skills of refugees students, some teachers process the lessons with only paperwork and technology-backed practices, refugees students can adapt to the Turkish lesson, the adaptation classes that are already in practice are seen as a solution to the basic level of reading and writing education, the local students should receive education without being divided from the same class environment, the 6th class Turkish curriculum is above the language skills of refugees students and does not encourage the participation in the lesson, the local students attitudes are considered to be the solution to the participation of refugees students in the lesson, the most serious problem is that they have achieved.
As a result of the civil war in the Syrian Arab Republic, millions of Syrian citizens immigrated to Turkey, a border neighbor. The fact that nearly 30% of the immigrants are children of education age has breathed a new life into the process of teaching Turkish as a second language. In the context of inclusive education, Syrian students studying in mixed classes in public schools try to learn Turkish as a second language together with their local peers without being subject to a different program. Within the scope of the research, the opinions of Turkish teachers were gathered about how adequate the language proficiency of the 6th grade Turkish textbooks are for Syrian students studying in mixed classes. Semi-structured interviews were conducted with 18 Turkish teachers who attended the “Strengthening Teacher Capacity for Teaching Turkish as a Second Language in the Context of Inclusive Education In-Service Training for Trainers”, teaching in different regions of Turkey and having refugee students in their classrooms. In the research conducted within the scope of phenomenology, one of the qualitative research designs, the data were collected through audio recordings and analyzed according to inductive content analysis. The research showed that some Turkish teachers adapted the textbooks according to the language proficiency of the refugee students, others taught the lesson only with worksheets and technology-supported applications, and in order for refugee students to adapt to the Turkish lesson, the integration classes that are currently in practice were read at the basic level. It is seen as a solution for getting a writing education, they should be educated without being separated from the same classroom environment with the local students, the 6th grade Turkish textbook is above the language proficiency of the refugee students and does not encourage participation in the lesson, the attitudes of the native students seriously affect the participation of the refugee students in the lesson. It was concluded that they encountered problems in their skills.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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