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Dergiler / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Ek Dil Olarak İngilizce Öğretmenlerinin Türk Okullarındaki Suriyeli İngilizce Öğrencileri Konusundaki Görüşleri

English as an Additional Language Teachers’ Beliefs about Syrian Students as Learners of English in Turkish Schools

Işıl Erduyan(Boğaziçi Üniversitesi Yabancı Diller Eğitimi Bölümü)0000-0002-0542-3788
Gamze Turun(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0002-6237-2817
Sayfa
845–866
Yayın Tarihi
2026-09-20
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Analizimizde temellendirilmiş (grounded) bir yaklaşım benimseyerek, öğretmenlerin söylemlerini şekillendiren üç inanç kümesini belirliyoruz: a) öğrencilerin Suriye’deki önceki EALL deneyimleri; b) iletişim becerileri; ve c) Ek Dil Olarak İngilizce öğreniminde birinci dilin (L1) rolü.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Türkiye’deki devlet okullarında yürütülen Ek Dil Olarak İngilizce (EAL) dersleri, ulusötesi göçmen ailelerden gelen öğrenci sayısındaki artışla birlikte dilsel açıdan giderek daha çeşitli hâle gelmektedir.
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Temel Bulgular & Veri:Bu çeşitlilik içinde, ilkokuldan liseye kadar K-12 eğitimin tüm kademelerinde Suriyeli çok dilli öğrenciler çoğunluğu oluşturmaktadır.
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Sonuç & Katkı:Analizimizde temellendirilmiş (grounded) bir yaklaşım benimseyerek, öğretmenlerin söylemlerini şekillendiren üç inanç kümesini belirliyoruz: a) öğrencilerin Suriye’deki önceki EALL deneyimleri; b) iletişim becerileri; ve c) Ek Dil Olarak İngilizce öğreniminde birinci dilin (L1) rolü.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Dil öğretmeni inançları · Ek Dil Olarak İngilizce · Suriyeli öğrenciler

Özet

Türkiye’deki devlet okullarında yürütülen Ek Dil Olarak İngilizce (EAL) dersleri, ulusötesi göçmen ailelerden gelen öğrenci sayısındaki artışla birlikte dilsel açıdan giderek daha çeşitli hâle gelmektedir. Bu çeşitlilik içinde, ilkokuldan liseye kadar K-12 eğitimin tüm kademelerinde Suriyeli çok dilli öğrenciler çoğunluğu oluşturmaktadır. Mevcut EAL öğretmenleri kuşağı için, anadili Türkçe olmayan öğrencilere öğretim yapmak görece yeni bir durumdur ve kamu eğitim sisteminde süregelen pek çok sorundan biri olarak öne çıkmaktadır. Bu zorluklar, eleştirel yaklaşımların problem çözme odaklı doğası nedeniyle eğitim araştırmalarında geniş ölçüde ortaya konmuştur. Bununla birlikte öğretmenler, özellikle EAL öğretmenleri, tüm bu engellere rağmen Suriyeli (ya da çok dilli ulusötesi) öğrencilerin akademik başarısını destekleyebilecek ve buna paralel olarak mesleki inanç ve uygulamalarını şekillendirebilecek bir konumdadır. Bu makalede, K-12 devlet okullarında görev yapan EAL öğretmenleriyle gerçekleştirdiğimiz mülakat görüşmelerine dayanarak, öğretmenlerin Suriyeli öğrencileri Ek Dil Olarak İngilizce öğrenenler (EALLs) olarak nasıl algıladıklarını inceliyoruz. Analizimizde temellendirilmiş (grounded) bir yaklaşım benimseyerek, öğretmenlerin söylemlerini şekillendiren üç inanç kümesini belirliyoruz: a) öğrencilerin Suriye’deki önceki EALL deneyimleri; b) iletişim becerileri; ve c) Ek Dil Olarak İngilizce öğreniminde birinci dilin (L1) rolü.

Abstract

English as an Additional Language (EAL) classes in Turkish public schools are getting more linguistically diverse with the increasing number of students coming from transnational immigrant families. Among these, multilingual students of Syrian background constitute the majority across the primary, middle, and high-school tiers of K-12 education. For the current generation of EAL teachers, teaching non-native Turkish students is a new development and one of the ongoing obstacles in the public education system alongside many others. These obstacles have been extensively demonstrated in education research at large, partially because of the problem-solving nature of critical paradigms. Yet, teachers, particularly EAL teachers are also at a position to realize Syrian (or multilingual transnational) students’ attainment despite all the obstacles and construct their professional beliefs and practices accordingly. In this paper, reporting on an interview study that we conducted with EAL teachers in K-12 public schools, we analyze teachers’ beliefs on Syrian students as EALLs. Taking a grounded approach in our analysis, we pinpoint three sets of beliefs that shape teachers’ discourses about: a) students’ previous experience as EALLs in Syria; b) their communication skills c) the role of L1 in the learning of English as an Additional Language.

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Bu Makaleye Atıf Yap

Erduyan, I., Turun, G. (2026). Ek Dil Olarak İngilizce Öğretmenlerinin Türk Okullarındaki Suriyeli İngilizce Öğrencileri Konusundaki Görüşleri. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 845–866. https://doi.org/10.31464/jlere.1936454

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