Challenges and Experiences Of EFI Teachers And Newly Arrived Refugee Students: An Ethnographic Study in Turkey

Authors

  • Halis Gözpinar Giresun University, English Language and Literature Department

DOI:

https://doi.org/10.52634/mier/2019/v9/i2/1372

Keywords:

English Teachers, Refugees, Secondary Education, Social Integration, Teacher Attitudes, Translanguaging.

Abstract

The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming a never pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugeeoriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students.

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Published

2019-11-01

How to Cite

Halis Gözpinar. (2019). Challenges and Experiences Of EFI Teachers And Newly Arrived Refugee Students: An Ethnographic Study in Turkey. MIER Journal of Educational Studies Trends and Practices, 9(2), 147–164. https://doi.org/10.52634/mier/2019/v9/i2/1372

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