Turkish language acquisition of bilingual Syrian students in Turkey from the parents’ perspective: Experiences and challenges

Ministery of National Education, Kocasinan, Kayseri, 38010, Türkiye

^* Corresponding author: unalrabia0@gmail.com

Abstract

This research examines the language learning processes of bilingual Syrian students under temporary protection living in Turkey and the difficulties they encounter in this process from the perspective of their parents. Syrians, who were forced to leave their country due to war, are faced with a new education system and language in Turkey. Language acquisition plays a critical role in the adaptation processes of bilingual refugee students. It creates positive effects on both individual and social levels in terms of increasing success in education, ensuring social harmony, providing employment opportunities, ensuring cultural integration, and increasing students’ self-confidence. The data of the research, which was prepared with the content analysis technique, one of the qualitative research methods, was collected with a structured interview form. The data obtained from the participants through the interviews were analyzed in the Maxqda program. The research showed that the vast majority of Syrian parents living in Turkey prefer to speak their mother tongue with their children, want their children to learn Arabic both because it is their mother tongue and so that they do not stay away from the Arab culture, but they also attach importance to learning Turkish. Participants stated that they use Turkish mass media at home because they think it will contribute to their children’s academic success and social adaptation, that they attach importance to reading Turkish books, and that they make an effort to speak Turkish in daily life. They stated that their children experienced various problems in learning Turkish, especially the problems arising from their children’s lack of Turkish vocabulary and the Turkish-Arabic alphabet difference. They also expressed their views on conducting studies to teach Turkish in preschool, opening adaptation classes starting from the first grade, opening support courses during the education process, and supporting the adaptation process with various social activities.