Receiving Education in a Different Country: Challenges Encountered by Foreign Students and Proposed Solutions
Yazarlar (2)
Prof. Dr. Fevzi DURSUN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Doç. Dr. Fazilet Özge MAVİŞ SEVİM
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale |
| Dergi Adı | Acta Educationis Generalis |
| Dergi Tarandığı Indeksler | ERİC |
| Makale Dili | İngilizce |
| Basım Tarihi | 06-2022 |
| Cilt No | 12 |
| Sayı | 2 |
| Sayfalar | 140 / 162 |
| DOI Numarası | 10.2478/atd-2022-0018 |
| Makale Linki | https://sciendo.com/article/10.2478/atd-2022-0018 |
| Özet |
| Introduction: The purpose of this study is to determine the problems of primary and secondary school teachers about foreign students and propose solutions to these problems.Methods: In the research, qualitative research method was conducted. Primary and secondary school teachers who had at least one foreign student in their class and volunteered to participate in the study in one of the provinces of Middle Black Sea Region of Turkey were included in study group. They were 29 participants in total (15 female and 14 male). The classes of the teachers generally included 1-5 foreign students. As a data collection tool, a semi-structured open-ended questionnaire consisting of 7 questions was used. After data collection, analyses were performed with content analysis method. Results: Findings of the study reveal that the most basic problem experienced by foreign students is the language problem. Students had difficulty in understanding their environment because of this problem and this situation brought problems of adaptation to school, the teacher and classmates. Especially the students whose parents did not know Turkish experience these problems more than others because of the lack of support from their parents. The majority of the teachers mentioned that they could not reach the achievements in the education programs with these students, and they stated that they included additional activities related to reading and writing. Conducting orientations programs, language and literacy courses, family education (especially language teaching to families), providing therapy for children who had a tendency to violence, providing a separate … |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 6 |