Search

This study aims to investigate the problems faced by refugee students during the education process. This research was conducted in qualitative research model and phenomenology pattern. An interview form was used to determine the opinions of students, parents, teachers and administrators. The study group of the research consists of 18 refugee students in 11 primary schools in Osmaniye Province in 2017-2018 academic year, 18 parents of refugee students, 26 teachers and 21 school administrators. The study group was determined by the criterion sampling method. Descriptive analysis was used in the data analysis. Expert opinion was used to ensure content validity reliability of data collection tool. It was observed that students experienced aggressive behavior, exclusion, communication and adaptation problems. Perceptions of teachers and administrators about refugee students in their institutions are positive. They support each other in problems with refugee students. Students and parents receive support from teachers and administrators in case of problems.

The purpose of the research is two-fold: firstly, to determine the effect of vocabulary teaching with intelligence games on the vocabulary knowledge of refugee students studying in primary school and learning Turkish as a second language, and secondly to investigate the opinions of the students about vocabulary teaching with intelligence games. The research was designed in the explanatory sequential design of the mixed methods research. The study group consisted of 40 refugee students studying in a state-affiliated primary school in Istanbul. Teaching Turkish words in the experimental group was carried out with intelligence games whereas activities in the current textbook were utilized in the control group. As a result of the research, it was found that vocabulary teaching carried out with intelligence games was effective in improving students' Turkish vocabulary knowledge. Furthermore, it was revealed that the students enjoyed vocabulary teaching activities with intelligence games and learned the words more easily.

The purpose of this study is to reveal the effect of the reading habits of Syrian students studying at secondary schools on their vocabulary learning motivation. The mixed research model was used in the study. The universe of the study consists of Syrian secondary school students studying in Kilis. The sample consists of 164 Syrian secondary school students studying at Hoca Ahmet Yesevi Imam Hatip Secondary School. Research data were collected using the "Book Reading Habit Attitude Scale" and "Word Learning Motivation Scale." In addition, a semi-structured interview form was used to identify students' ways of learning vocabulary. In the analysis of quantitative data, SPSS was used and independent groups t-test, ANOVA and Pearson correlation analysis were used. Content analysis was used in the analysis of qualitative data. As a result, appeared that Syrian secondary school students had a moderate reading habit, gender did not have an effect on their attitudes towards reading habits and their motivation to learn vocabulary, but grade level was effective in both their attitudes towards book reading habits and their motivation to learn vocabulary. In addition, it was found that students mostly used audio-visual tools and reading materials while learning vocabulary.

The aim of this study is to examine friendship perceptions of Syrian and Turkish children attending the Project of Support to Sport Education Project that aims to gather Syrian and Turkish children through sport and to encourage communication and understanding the tolerate the differences they may have. The research group consists 108 children aged between 5 and 17. The data were obtained through metaphor and pictures. The data were analyzed by content analysis and chi-square test. As a result it was seen that Turkish children had more negative attitudes than Syrian children did [x[superscript 2] (sd = 1, n = 96) = 4.27, p <0.05]. In addition, it was seen that the theme "spending time" included description of what children were doing with their Turkish/Syrian friends. The theme "description of feelings" included children's feelings about their Turkish/Syrian friends. No significant difference was found between the themes [x[superscript 2] (sd = 1, n = 88) = 2.09, p> 0.05].

From the last decade on, the matter of refugees in Turkey has become a key issue in almost all social and political areas including education. Following the refugee influx from 2011 on, Turkey has immediately taken action to provide the Syrian refugee students with necessary educational opportunities in its mainstream schools. The present study was targeted at revealing Turkish teachers' attitudes towards these Syrian refugee students in their classrooms. A total of 95 in-service teachers from different fields participated in the study. The data were collected through a composite instrument. Teachers' attitudes were categorized under three main subheadings; communication, adaptation, and efficiency. The statistical results indicated that the teachers were eager to help the refugee students overcome their adaptation problems which were mainly caused by their language-related deficiencies. They also had positive attitudes to communicate effectively with these students although they did not have enough practice in their undergraduate years in regards with the refugee education. Moreover, the teachers with high efficacy beliefs had better attitudes toward refugee students in their classrooms. The results were discussed in line with the refugee education and teacher education policies in the literature.

Persuasion in media discourses produces certain meanings and mobilizes public attitudes in a set direction. Logical appeals, for instance, are created to gather public support for a particular viewpoint, which propagates a specific cause. This paper critically investigates the newspaper's use of persuasion strategies employed by editorial writers to represent the 2011 Arab Spring conflict. The data consist of 20 newspaper editorials published in the Arab News (AN) belonging to the Arab region yet presumed as a newspaper's voice from a non-Arab spring country. The purpose is to probe journalistic roles and discursive positions taken in representing the conflict. The content analysis technique is used to examine the selected editorials. Findings reveal that the newspaper (AN) constructed the events persuasively and portrayed different aspects of the uprising. This study points out that editorial writers relied on several logical appeals to, almost, set a pro-Arab Spring stage. In addition, it has been noticed that the AN adopted a more compassionate attitude towards protesters' losses, and their ambitions for bringing a 'change' were justified, generally, than the ruling authorities. Overall, the findings reaffirm the media's contribution to represent conflicts in different societies under social, cultural, political, and national parameters by using certain tools of persuasion. This study recommends that future research should draw a comparison between news reports and editorial opinions, and investigate post-Arab Spring situations.

This article focuses on preschool teachers' views on in-class science activities with Syrian refugee children. Studies concerning science teaching with bilingual children have issues about language and communication. In this study, data were collected by using 9 semi-structured open-ended questions. The case study method was used as research design, and the preschool teachers (N=58) working in Kilis, which is one of the effected cities by Syrian immigration were selected for data collection. Content analysis was used for the data analysis process. The results showed that language and communication is one of the significant issues in class. However, results also showed that Syrian children are more interested in animals and plants and have good observation skills. The teachers stated that they mostly used experimenting in class due to the children's scientific language skills. The study highlighted in-class presentations and discussions while teaching science with Syrian refugee children.

To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler, 2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary education students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them.

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth's education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.

This research examined the attainments available within the framework annual plan of teaching Turkish as a foreign language prepared for under temporary protection Syrian primary school students continuing their education within scope of PIKTES according to the revised Bloom taxonomy. In the first phase of the analysis, a total of 72 attainments, including 19 in the listening skill, 13 in the speaking (oral production), 9 in speaking (verbal interaction), 15 in the reading skill and 16 in the writing were examined in the research. In the second stage, the action verbs corresponding to the cognitive process dimensions of the revised Bloom taxonomy were listed through various sources, and the attainments were analyzed by descriptive analysis. Considering these attainments in terms of knowledge dimension, 71.2% of the attainments were found to be at factual knowledge, 21.9% at the conceptual knowledge level, 6.8% at procedural knowledge, and no objective is available at the metacognitive knowledge level, meaning that factual knowledge dimension held the most attainments, while procedural knowledge had the fewest. When the attainments were analyzed in terms of cognitive process dimensions, 31.6% of the attainments were determined to be at the level of remembering, 21.9% understanding, 39.8% applying, 5.4% analyzing and 1.3% creating, and no objective is available at the evaluation level. This indicated that applying dimension had the most attainments, while creating dimension had the fewest.

The aim of the research is to reveal the problems that Syrian students, who are under temporary protection in the province of Mus during the COVID process, experience in the field of education. The study focused on the COVID-19 process of Syrian students and children not going to school, which are under temporary protection in the province of Mus. In this process, students' and children's access to education, which is a fundamental right, and their problems were tried to be revealed. In addition, some suggestions have been made for students to receive more qualified education. In the research, situation analysis pattern which is one of the qualitative research methods; based on this, structured interview form was used. The participants of the research consist of Syrian students, children who are out of school and their parents who are under temporary protection. The number of people interviewed is 48 in total. The data were collected through a structured interview form. The data were evaluated by content analysis. According to the results of the research, it was understood that Syrian refugees had serious economic problems. It was suggested to improve the financial situation of families, to provide families with food, to complete the vocational courses of parents and to participate in economic life. [Note: The page range (274-289) shown on the PDF is incorrect. The correct page range for this article is p274-290. The following article begins on page 290.]

This study aims to analyze the future expectations of Syrian secondary school students living in Turkey. Considering the fact that these students, who constitute the study group in this research, will be teenaged adults in the next ten years, they will significantly affect the future of Syria, if they return to their home country, or of Turkey, if they stay here. Therefore, it is of crucial importance to identify the future expectations of these students. The issues that are investigated in this study are the migration experiences of Syrian secondary school students, the education they will receive within the scope of their expectations for the next year and for the next ten years, their vocational preferences, the places where they are planning to live, the support and barriers they face while they try to reach their expectations, and the changes that they want to make about their life. The study findings put forward important results that should be considered during the process of planning the education and psycho-social support to be rendered to Syrian secondary school students.

This article examines why and how teachers of refugees enact protection by engaging with local forms of harm facing their refugee students. Through portraits of two classrooms in Jordan, we describe the relationships that form between Jordanian teachers and Syrian students, and the protection practices teachers develop in response. We propose a more comprehensive conceptualization of protection in refugee education that layers socio-political protection on legal and rights-based protection commonly embedded in humanitarian activities.

This article examines the complex process of teachers' care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers' caring practices represent efforts to support refugee students, they are limited by teachers' inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of power between refugees and nationals. National teachers are embedded in the social fabric of the societies in which they live and not impervious to the discriminatory attitudes towards refugees, thereby limiting the extent of their care. This article illuminates the complexity of inclusive refugee education and concludes with implications for teacher education and professional development.

Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation in adult learning: First, exploiting the quasi-random allocation of refugees to counties, we causally estimate by how much VHS scaled up their German language course (DAF) supply as a reaction. Moreover, we show that DAF courses were created almost exclusively at the cost of other courses, that is, by crowding out. Second, we uncover heterogeneities in scaling success. VHS with more prior DAF course experience and larger VHS adapted better, which shows the relevance of initial conditions in course offers.

English as a foreign language (EFL) teachers in under-resourced contexts are prone to constraining factors influencing their interactive and technological pedagogical choices. To cast light on this population of EFL teachers' technology-integrated interactive teaching practices, such as technology-assisted project-based language learning (TAPBLL), this study examines EFL teachers' perceptions of TAPBLL before and after its implementation in Lebanon, Libya, and Syria. Survey and interview data were collected from 25 EFL teachers. The interviews were conducted via WebEx and Zoom between Fall 2020 and Spring 2021. The analysis of the data was guided by a phenomenological approach and the author identified themes from the participants' responses. The findings reveal that all teachers in the three contexts perceive TAPBLL as a desired teaching approach although they encountered a number of challenges when attempting to implement it. The findings provide implications for further research and teacher professional development.

Limited research has been conducted on the literacy skills of Arabic-speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6-13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological awareness, word reading accuracy, and reading comprehension at two points in time separated by 1 year. Hierarchical regression analyses, controlling for age, nonverbal and verbal cognitive abilities, and phonological awareness indicated that morphological awareness was related to word reading and reading comprehension concurrently and longitudinally. Results are interpreted in the context of the targeted refugee population and the linguistic and orthographic features of Arabic. Implications for future research, assessment, and instruction are discussed.

Art therapy reduces trauma-related psychopathology in refugee youth. Given the added stress of COVID-19 on traumatized refugee populations, we adapted art therapy for refugee youth and their families in the virtual space. We describe program development, implementation and experientials, and clinical recommendations illustrated through two cases. Observations and feedback support art therapy as a tool to address socioemotional functioning in families who resettle as refugees and foster positive emotions, sense of self and community, confer stress coping skills, and enhance resilience. In light of the persistence of the pandemic, the unprecedented number of global refugees, and their unique needs for mental health services, virtual art therapy can expand accessibility and reach of beneficial methods to address trauma in refugee groups.

This study employed a mixed methodology to explore the relationship between trauma, burnout, and resilience of primary teachers working and living in Syria. Quantitative results suggested there were no significant differences between teachers' age, training, or education level and trauma and resilience. However, teacher training was found to be significantly related to emotional exhaustion. Furthermore, trauma and personal accomplishment was significantly related to resilience. An important finding in this study was that teachers with higher resilience levels appeared more likely to cope with war trauma. The findings of current research suggest that teacher resilience can be conceptualized by adapting the bioecological model of human development, since the supporting systems around teachers have a crucial impact on their psychological well-being and resilience. Sense of personal accomplishment appeared to play a major role in the resilience levels of teachers. Likewise, trauma and burnout were lower among teachers with higher levels of resilience. This study adds to previous research that faith and spirituality during adversity may be important factors in teacher resilience. Teacher training programs are also necessary to prepare teachers to increase their resilience through practice-based learning and professional development, not only in content areas but also in self-care.

A successful school start is possible with a long and collaborative transition process. In this action research, the one-week transition program in preschool education in Turkey was extended to 8 months and supported with teacher--parent communication to examine children's transition experiences during the process. The data were collected from 23 Turkish and 2 Syrian children and their families through observation, interview and document analysis and administered to content analysis. The Turkish children were observed to start preschool education more willingly establishing positive relationships with their teachers and peers, while the Syrian children experienced more adaptation problems due to language barriers.

Currently 26 million people live as refugees, 40% of whom are school-aged. As global policy shifts to include refugee children and young people in education systems in settings of exile, language-in-education emerges as an under-explored challenge for refugee learners and the education systems they join. Refugee young people face uncertain futures, prompting questions about which languages can enable refugees to realize their multi-directional aspirations. Drawing on 80 semi-structured interviews with 45 Sudanese, South Sudanese, and Syrian refugee young people living in Uganda and Lebanon, we analyze the linguistic experiences of refugees across locations, ages, and educational stages. We find that current practices of inclusion within national education systems in exile only partially attend to refugees' linguistic needs. Global policies of educational inclusion focus almost exclusively on the languages of school and work in exile, an approach which fails to support refugees in meeting three key needs in exile: the need for opportunity, connection, and stable roots. Attention to these three needs can support refugee learners' diverse linguistic repertoires as they develop the linguistic skills needed to navigate education in exile while also sustaining the languages that root young people in places, communities, and relationships of origin.

This critical ethnography explains how and why refugee children experience schooling in specific ways by examining teachers' use and interpretation of local refugee accommodation policies. It argues that locals' understanding of refugee protection framework to host refugees generates discourses such as brotherhood/sisterhood and guest and these discourses have an impact on the schooling practices and teachers' approaches to educating refugee children. The findings show that teachers pedagogic decisions rely on these discourses, and refugee children are affected by their teachers' adaptation of these local discourses to their classroom activities. Although teachers claim that they use child-centred and politics-free instructional methods as mandated in refugee education policies, their practices often challenge their claims. As a result, refugee children experience isolation, assimilation and a form of restriction of their critical thinking.

In this article, we advocate for integrating select graphic novels into curricula for English language learners and emergent bilinguals to push against the dominant and harmful narratives that tend to be found in traditional history texts and curricula. We use "Vietnamerica" by Tran and "Escape from Syria" by Kullab et al. as examples of counter-narratives that challenge these dominant and oppressive forces. Finally, we offer three teaching practices that support the goals of our social justice theoretical framework to: (1) help students develop a critical awareness of how different materials--traditional and alternative--represent different ideologies; (2) engage students in analyzing how ideologies are discursively constructed in texts; and (3) call students to develop their own narratives, thus disrupting the grand narratives of traditional texts. Although our text examples and historical contexts are set in the United States, we argue that educators in other contexts, with other students, can generalize our practices to their own situations.

This study explores the experiences of 16 principals in schools in Ankara, Türkiye, who had Syrian refugee students, as well as the emotional challenges they faced while coping with the demands of their daily activities. The study uses a phenomenological research design as a qualitative design and is based on the Transcendental Phenomenology (TPh) of Husserl. Participants working in socio-economically disadvantaged schools were given semi-structured interview questions. The findings indicate that the experiences of the participants were perceived and shared through three main themes: emotions which are unique, schools as a micro-cosmos of larger society, and using strategies and balancing emotions that are found to be crucial. The findings have several implications, including the need for principals to manage their emotions and balance their thoughts and feelings. Besides, it seems as if schools have the potential to reflect and represent the present global situation. This is worth exploring further by practitioners, policymakers, and researchers.

This paper examines the ways in which administrators, academics and students living under conditions of authoritarianism come to imagine the university's political possibilities and horizons. To this aim, we first consider how alternative imaginaries are constructed and contained at Bogaziçi University, where the parameters of political possibility are pre-figured both by the current ruling regime and the enduring histories of empire that pre-date it. Then, we turn to Aleppo countryside, where we compare Syrian opposition universities to newly established Turkish ones. In doing so, we attempt to trace the ideational lifeline of Syria's revolutionary imaginary as it persists in higher education under conditions of disillusionment and co-optation. When taken together, we argue, these two cases point not to the primacy of belief in creating or sustaining imaginaries, but rather to the constitutive role of violence, coercion and control in shaping notions of who and what the university is for.

The aim of the current study is to estimate the graduation grade point average (GPA) at the Arab International University (AIU). The importance of this study is that it is the first of its kind in Syria, particularly under the conditions of the bitter war, which has not yet come to its end. The sample of the study consists of data collected from AIU registry system, which covers students of six faculties from both sexes over a period of 5 years, i.e., between 2014 and 2018. The variables of the study include the student's high school GPA, the source of the student's certificate, and the gender of the student (GR). MLR and ANN approaches were employed in the analytical study. The correlation coefficients and several statistical criteria were calculated to evaluate the developed models. Based on the results, it can be concluded that the male students were among the key factors affecting the output, i.e., GPA. In addition, ANN tool is more accurate when the estimation of GPA value is concerned. Further, re-evaluation of this study can be done in future particularly when the male student' trepidation disappears as stability and safety return to the country.

Following the refugee influx of 2015 and 2016, many German higher education organisations (HEOs) responded with support programmes for refugee students. In this context, refugees became formally and discursively differentiated from other international students. During later stages of the programmes, this differentiation became blurred, and discourse surrounding refugee students partly shifted back to framing them as international students, which is also represented in further support programme development. Based on a systems theoretical framework, this paper investigates the shifting organisational discourse on refugee students within the context of functional needs and structural changes at German HEOs. The analysis shows that structural development is strongly related to the way functional needs and ways to address them are constituted by discursive representations. It is based on 25 expert interviews with heads of international offices and first contacts for refugees at eight German HEOs.

Education is among the areas most affected by immigration. Addressing refugee children's schooling is an important contribution to the refugee crises, which span the world with far-reaching socio-economic effect. This study unpacks the challenges that refugee children, mainly from Syria, face in integrating into primary and secondary public schools in Turkey. It also proposes some tentative resolutions, drawing from the experiences of refugee parents, teachers, and headteachers. Within the current study, data were collected by means of fishbone analysis and semi-structured interviews with the participation of teachers, school headteachers, and refugee parents. The study draws from the theories of refugee education and confirms students' barriers in schooling with regard to psychosocial factors, cultural adaptation, language learning, systemic barriers, and family relations. Some further implications were elicited from the data and are discussed in line with the existing research.

The purpose of this study carried out with preservice social studies teachers in the final stage of transition to professional life was to investigate the sources they used for information about recent refugee mobility in Turkey, and their way of questioning the reliability of these sources. The study also analysed their views on the subject, within the context of critical thinking competencies and their views related to the approaches to be followed with refugee students in their future roles as teachers. This qualitative study used "criterion sampling", a purposive sampling method based on holistic single case design. Within this context, 43 students attending the social studies education program of a university in Central Anatolia in the fall semester of 2019/2020 academic year created the study group. The data were obtained with observation, interview and document analysis methods. According to the findings, preservice teachers' information sources about recent refugee mobility included their social environment, especially their teachers and friends. The majority of preservice teachers did not question the reliability of the information sources they used. It was determined that the preservice teachers had discriminatory attitudes towards Syrian refugees, although nationalist ideology and prejudiced perspectives were dominant.

Higher education (HE) provides a unique opportunity to accomplish social and economic integration and mitigate the impact of displacement for forcibly displaced migrants (FDMs) in the long run. Against this backdrop, the purpose of the study is to explore the HE experiences of Syrian FDMs in Turkey. Utilizing snowball sampling, 24 FDMs in Turkey were interviewed. The results suggested that for the FDMs, HE was a mechanism for reconstructing their lives. However, they faced several challenges before and after access to HE. These challenges emanated from the education system itself due to the difficulties in accessing official documents from the home country, managing the admission process of different universities and language barriers as well as the broader social, economic, and cultural systems (e.g., public pushback). Concerning the challenges rooted in its education system, Turkey exhibited a dynamic approach to dealing with the problems and opening space for Syrian FDMs in HE. However, the challenges resulting from discrimination cause Syrian FDMs to question their sense of belonging stemming from cultural, geographical, and religious proximity to Turkey and reexamine their intentions of staying in Turkey forever.

This paper reflects on the problems faced by refugee students during the COVID-19 pandemic (summer semester 2020) as "calouros," i.e. freshmen during their first year, in a public university in Brazil. Through a content analysis of their personal accounts, collected electronically by their teacher of Portuguese for academic purposes (the first author), we describe how five students (a Syrian, two Haitians, a Venezuelan and a Togolese refugees) (re)visit their experiences, in which several dynamics intersect: being 'calouro', being refugee students, learning the shelter language "in loco," and experiencing social distancing due to the closing of universities. Because learning the language of the host country is not the only factor affected by the pandemic, we also observe how language learning (settings) intersect with other aspects characterising the refugee status: housing conditions, availability of learning materials, and the uncertainty attached to the present and future of their own lives and of other family members.

In this cross-sectional study, we examine the relationship between social skills and resilience and the moderating effects of time spent in a refugee camp, parental education, and schooling on Syrian children who have been forcibly displaced to Turkey. Five hundred and twenty-six preschool-aged children (56.3% female, M[subscript age] = 5.79) were recruited to participate in this research. The Turkish version of the Child and Youth Resilience Measure-Revised (CYRM-R) and the Early Childhood Social Skills Measure (ECSSM) were used to assess refugee children's social skills and resilience, respectively. Results show that the children's social skills were positively related to resilience with length of time spent in a refugee camp, the parental education level, and preschool attendance moderating this association. These results highlight the role of social skills as a possible means of enhancing refugee children's resilience.

This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR) which was the experimental group (n = 74) and a face-to-face peer review (FTFPR) which served as the control group (n = 48). Both groups (n = 122) were trained in the use of their respective peer review, OLPR or FTFPR. Both groups wrote two argumentative synthesis essays, immediate and delayed, in two drafts. The second draft of each essay was written after receiving the respective peer review, OLPR or FTFPR. Two Multivariate Analysis of Covariance (MANCOVA) tests and a qualitative analysis of peer reviews were conducted to address the study question. Quantitative findings showed that participants in the OLPR group significantly outperformed their FTFPR counterparts in improving the argumentative synthesis writing of EFL university learners. The qualitative analysis of the peer review forms, and the revised essays revealed that the OLPR group gave more systematic feedback than that of FTFPR, OLPR focused on content, organization and language while commenting on the writing strengths and weaknesses. Thus, instructors are advised to use OLPR in argumentative writing classes. The study also showed the significance of shifting the control of feedback from the teacher to students.

Objective: To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method: Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results: Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion: Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study's findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments.

The study aims to find the ways in which the educational capital of the university graduate women, who were forced to migrate due to civil wars in their countries, reflects on the process of adaptation to a new society and lifestyle, in relation to their social and cultural capitals. Accordingly the meaning of being an educated woman within the context of migrant women's own cultures, and the ways in which their educational capitals are reflected on in the process of the adaptation to a new culture, with its advantages and disadvantages were examined. This research is a basic interpretive qualitative study. Interviews were conducted with 11 university graduates women. The research findings revealed that the legal policies of Turkey as an immigration country and the attitudes of the people are not inclusive and supportive. While the forced immigration is expected to invalidate all types of capitals individuals had within the framework of the fundamental dynamics of the target country, it is found in this study that the family status of the participants was the main factor shaping both their access to education within the context of their culture and their positions as women, and their adaptation processes to the new society.

Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate -- postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students' academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.

Political conflicts propelled a wave of refugees that are seen as a force that threatens the stability of the UK and Western Europe. It has left many refugees bewildered and vulnerable in a transition to a new land, which may or may not cater to their cultural, religious, ethnic, and social needs. This paper examines the role of adult education in the lives of Syrian women and education's ability to bridge the gap between cultures. We posit that education serves as a tool of self-expression and integration for Syrian women refugees in their adopted communities. Using a feminist life history method, the stories of three Syrian women will be discussed. In doing so, we revisit the definition of 'refugees' and 'immigrants' as posited by various scholars to shed light on the crisis and how it has risen from a counter-terrorism strategy in the UK and reveal the implications that this has had over the past years on the British education system.

In response to the ongoing war in Syria, displaced persons fleeing war and persecution transited in neighboring countries before going on to resettle permanently in countries of reception such as Canada. The overall purpose of the study reported on here was to inquire into Syrian refugee background children's early educational experiences in Syria, in transit countries, and in Canadian elementary schools. There is very limited scholarship on young refugee-background children's schooling from their own perspectives across contexts, yet elements of these experiences have broader implications for understanding educational gaps and provisions. Theoretically framed by hermeneutics, in this qualitative interpretive inquiry, artistic and interview data were collected from eight Syrian children from refugee backgrounds, their parents, and their teachers over the period of a year. Data were analyzed within the hermeneutic circle following two arcs structuring iterative movement between our preliminary interpretations and interrogations of these understandings. Educational loss, safety, and resources and supports are elaborated as themes across contexts to exemplify assets the participants accrued in spite of adverse circumstances. Implications for constructing inclusive spaces for children from refugee backgrounds enrolled in elementary schools will be discussed.

In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.

In the last four years, with the implementation of the policy of integration of the Syrian refugee students into the public schools in Turkey, there has been a significant rise in the number of Syrian students in mainstream classrooms. Based on the analysis of the discourses of Turkish teachers and students about Syrian students, this study examines the ways in which attitudes towards the Syrians in the Turkish community are reflected into the classroom context and also the ways that such attitudes shape intergroup communication as well as contribute to the construction of collective identities within the multilingual classrooms in Turkish schools. Using linguistic ethnography as a methodological approach, data were collected through classroom recordings of natural interactions, teacher interviews, informal conversations and ethnographic classroom observations. Analysis of teacher and student discourses reveals how negative portrayals of the Syrian students as guests, outsiders, deprived, incompetent, cheaters and liars are being constructed and how those adversely affect communication and teaching practices within the classrooms. The authors argue for the need of the development and implementation of holistic educational policies in the country taking multiculturalism and multilingualism as pivotal points and focusing not only on language instruction but social integration as well.

This study aims to examine teacher's beliefs about Syrian children's Turkish language learning and teacher's language strategies in a monolingual preschool classroom located in a multilingual city, Siirt Turkey. This ethnographic study was conducted between October 2019 and January 2020 in a multilingual city. The data included fieldnotes kept during participant observations of children's interactions and interviews with the teacher. The findings demonstrate that the teacher's flexible strategy (translanguaging) enables the children to communicate in their home language and learn a second language in classroom activities. They also indicate that although the teacher has monolingual beliefs about children's bilingual development, she provides children with a limited support of their home language use by enacting her agency in a monolingual setting. This study contributes to the discussion on the role of the teacher's agency using flexible language strategies and the theoretical concept of translanguaging by showing that refugee children initiate it into classroom activities in a monolingual classroom.

The influx of refugees has drastically changed the ethnic composition of early childhood education system in Turkey, especially in provinces where refugees are resettled. Given this change, how refugee and local children are functioning with their wellbeing at school remains an underexplored yet an important area of research. This single case study conducted at multiple sites aimed to examine subjective school wellbeing among Syrian refugee and Turkish local children in public primary schools. Situated within school wellbeing model and ecological systems theory, the study investigated both groups of children's contextually bounded realities and experiences in their shared school environments. Utilizing child-centred visual elicitation methods and participatory research techniques with 10 children at two schools, the study foregrounded children's subjective voices with respect to indicators of wellbeing at school. Children conceptualized their school wellbeing in "having," "loving," and "being" dimensions, along with a variety of subjective indicators associated with each dimension. School wellbeing was not exclusively related to conditions and relations at school level. Rather, home- and neighbourhood-level indicators in proximal environments, as well as policies and societal regulations in distal environments, converged to influence their wellbeing at school. Relevant implications for policy and practice are discussed.

This paper addresses peace education focusing on how place-based experiences and collective memories stimulate local mobilisation for refugees fleeing from war. The Arctic Migration Route, located above 69th degree north, became an alternative to dangerous boat trips on the Mediterranean Sea, for people seeking safety and protection in the fall of 2015. During a few months, over 5,500 people from 35 nations, mostly from Syria, Afghanistan, Iraq and Iran came to a municipality in north Norway with 10,000 inhabitants. The paper demonstrates how global conflicts far away, have important local consequences across borders and huge distances. Interviews with local authorities, teachers, voluntary workers constitute the main empirical material. By combining theories of place-based experiences and collective memories with phenomenology of practice, geographical location, collective and cultural memories across generations, are analysed as important driving forces for the local mobilization to help refugees. This approach opens for a wider perspective on learning, showing how climate, culture and history have important role as material and sociocultural education in this arctic border region in the north of Norway. Based on empirical data from a small local school, the paper will document how a local community can find solutions to globally produced problems.

About 2 million Syrians of approximately 3.6 million who were forced to immigrate to Turkey due to unfavorable conditions in Syria are composed of adults. In order to maintain Syrians' socio-cultural adaptation and minimize adaptation problems that they experience, their learning Turkish has become a need. As is known, the time that adults can spend on learning languages is much more limited compared to children. As an eclectic approach, blended learning arising as a result of minimizing the disadvantages of face-to-face and online learning and combining the advantageous sides of both is accepted as an appropriate model for adult learners. In the present study, the blended and Quantum learning cycle assisted teaching Turkish as a second language program for adult Syrians (at the age of 17 and above) who are under temporary protection in Turkey will be discussed and learners' contribution to program development process will be presented. In the program, by benefitting from Quantum learning cycle, it has been possible to maintain language learning's being dynamic, easy and long-lasting, and teachers' encouraging learner success, learners' experiencing learning and having the opportunity to practice. Considering the specific features of adult learners, the program content has been aimed to be meaningful for learners. Teacher assessments obtained before the application of the program have been significantly impacted the development of the program and their thoughts after the application has contributed a lot. This study can contribute to the literature on the use of blended learning model in language teaching programs for adults.

The aim of this study is to indicate the problems that Syrian refugee children, class teachers and Turkish children face in their school environment. The data of this study were realized via case study design which is one of the qualitative investigative designs. Interviews were carried out using the observation notes of the prospective teachers as well as their semi-structured discussion forms. As a result of the content analysis of data obtained from the research, it was seen that the most significant problem faced by the study participants was "language problem". In connection with the language problem, it was seen that factors such as adaptation, communication, and pedagogic condition, social and emotional development influenced them negatively. As the Syrian students do not know Turkish and they are taught with the traditional methods, they do not benefit from the teaching activities and they get bored in classes. While this situation causes behavioral problems in the classroom, the teachers spend more time with the Syrian students. This makes them to fall behind and not to finish the curriculum in time. It is recommended classroom teachers should receive training on how to teach in a multicultural classroom, language courses should be opened, designated based on their age and knowledge of Turkish to solve the language problem of Syrian children and adults and classroom teachers should receive "Teaching Turkish as a Foreign Language" education.

This study aimed to examine metaphorical perceptions of 4th-grade primary school students on the concept of "peace". The study was conducted with Turkish and Syrian students who attend primary schools in Sanliurfa, a city on the west eastern part of Turkey during the fall semester of 2019-2020 academic year. The results of the study showed that Turkish students produced a total of 39 valid metaphors clustered under seven conceptual categories and Syrian students produced a total of 34 valid metaphors clustered under seven conceptual categories. While five categories were common for both groups, two categories were different. The categories of unity and solidarity, tranquility and happiness, conditions for peace, peace as a valuable thing, freedom, possibility/impossibility were common for both groups. Therefore, the findings from Turkish and Syrian students' metaphors were presented together with a comparative approach under these categories. The category of need/necessity for the metaphors by Turkish students and the category of symbols for peace for the metaphors by Syrian students were examined separately.