Abstract

The objective of this study is to evaluate, according to the opinions of teachers, the problems faced by the children of Syrian families who have taken refuge in Turkey since 2011 with regard to their linguistic and communication skills, as well as their reading and writing process in Turkish as a foreign language. The research group is composed of seven teachers working in the first class of public primary schools attended by Syrian children. The study, which is based on the statements and perceptions of teachers, has been designed with the descriptive approach in the qualitative research method. Linguistic problems faced by Syrian immigrant children during their reading and writing process in Turkish as a foreign language, as well as the opinions of teachers on solution recommendations, are treated in detail in the study. The opinions of teachers are assessed under four main theme: Opinions on preparatory processes of instructing Turkish as a foreign language; opinions on communication approaches and the program implemented during the instruction of reading and writing; the importance of cooperation in the solving of problems; and opinions on instructing Turkish to Syrian children in a more effective manner. The study found that class teachers experience many problems in teaching Turkish reading and writing as a foreign language to Syrian students, as well as developing their linguistic and communication skills. The findings also reveal that teachers tend to look for support from their colleagues and other students in their classes, rather than from the families of children.

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