Publication: Suriyeli mülteci ve Türk öğrencilerin yabancı dil olarak İngilizce öğreniminde sosyal-duygusal öğrenme becerilerine yönelik algıları
Abstract
Suriyeli mülteci ve Türk öğrencilerin yabancı dil olarak İngilizce öğreniminde sosyal-duygusal öğrenme becerilerine yönelik algıları Suriyeli mülteci ve Türk öğrencilerin yabancı dil olarak İngilizce öğrenmede sosyal-duygusal öğrenme becerilerine odaklanılan bu çalışmada, iki farklı sosyo-kültürel altyapıdan gelen öğrencilerin yabancı dil öğrenmede SDÖ beceri algılarının farkları incelenmiştir. Nitel araştırma desenlerinden durum çalışması kullanılan bu çalışma Gaziantep ilinde yürütülmüş olup lise ve ortaokulda eğitim gören 14-17 yaş aralığındaki 9 Türk ve 7 mülteci (Suriyeli) öğrenci ile görüşülmüş ve bu katılımcılar, verilerin çeşitlendirilmesi amacıyla maksimum çeşitlilik örneklem yöntemi ile belirlenmiştir. eri toplama aracı olarak yarı yapılandırılmış görüşme formu oluşturulmuş ve öğrenciler ile okul ortamında yüz yüze görüşmeler yapılmıştır. Görüşmeler neticesinde elde edilen veriler betimsel analiz yöntemiyle yorumlanmış ve önceden belirlenmiş temalar çerçevesinde kategori ve kodlar elde edilmiştir. Bu kategoriler Sosyal-Duygusal Öğrenme Becerilerinin temel 5 becerisi olan öz farkındalık, öz yönetim, sorumlu karar alma, ilişki kurma becerileri ve sosyal farkındalık başlıkları ile belirlenmiş olup bu becerilerin İngilizce öğreniminde katılımcılar tarafından nasıl algılandığı incelenmiştir. Bunun sonucunda bu becerilere ait alt beceriler iki grup arasında karşılaştırmalı incelenerek farklılık ve benzerlikler ortaya çıkarılmıştır. Elde edilen sonuçlar, Suriyeli mülteci ve Türk öğrencilerin İngilizce öğreniminde SDÖ becerilerine yönelik düşüncelerinde benzerlik ve farklılıklar olduğunu ortaya koymuştur. Bu farklılıkların özellikle Suriyeli mültecilerin yaşadıkları savaş sonrası travma kaynaklı olduğu görülmüştür. Bunun yanı sıra hem mülteci hem Türk öğrencilerin ikinci yabancı dil olarak İngilizce öğreniminde bilişsel becerilere fazlasıyla aklandıklarından dolayı sosyal-duygusal becerilerine yönelik algılarının zayıf olduğu sonucu ortaya çıkmıştır. Son olarak sonuçlar, SDÖ becerilerinin çokkültürlü eğitim ortamında dil derslerine entegre edilmesi hem Türk hem mülteci öğrencilerin ortak başarı ve iyi oluşlarında önem arz ettiğini göstermiştir. Dolayısıyla, bu çalışma bu çerçevede yapılacak araştırma ve uygulamalara ışık tutmayı hedeflemiştir.
Syrian refugee and Turkish students’ perceptions of social-emotional learning in English as a foreign language learning This study, which is focused on social-emotional learning skills of Syrian and Turkish students in English as a second language, investigates the differences between social and emotional learning perceptions of students with different socio-cultural backgrounds towards learning English. This qualitative case study research was conducted in Gaziantep during which 9 Turkish and 7 Syrian students aged between 14-17 studying in high schools and middle school were interviewed. These participants were chosen using maximum variation sampling method in order to diversify data. Using a semi-structured interview form which was designed as a data collection tool face-to-face interviews were conducted with the students in the school environment. The data obtained from the interviews were interpreted using descriptive analysis methods, and categories and subcodes were obtained within the framework of pre-determined themes. These themes were determined based on the five core skills of Social-Emotional Learning Skills, namely self-awareness, self-management, responsible decision-making, relationship-building skills, and social awareness, and how these skills were perceived by the participants in English learning was examined. As a result, the sub-skills associated with these skills were compared between the two groups, and differences and similarities were identified. The results revealed similarities and differences in the thoughts of SEL skills in English learning between Syrian refugee and Turkish students. It was observed that the differences were generally due to the war trauma experienced by refugee students. In addition, it was found that both Syrian refugee and Turkish students generally had weak perceptions of social-emotional skills and were overly focused on cognitive skills in language learning. Finally, the results showed that integrating SEL skills into language lessons in a multicultural educational environment is important for the shared success and well-being of both Turkish and refugee students. Therefore, this study aims to shed light on future research and applications in this context.
Syrian refugee and Turkish students’ perceptions of social-emotional learning in English as a foreign language learning This study, which is focused on social-emotional learning skills of Syrian and Turkish students in English as a second language, investigates the differences between social and emotional learning perceptions of students with different socio-cultural backgrounds towards learning English. This qualitative case study research was conducted in Gaziantep during which 9 Turkish and 7 Syrian students aged between 14-17 studying in high schools and middle school were interviewed. These participants were chosen using maximum variation sampling method in order to diversify data. Using a semi-structured interview form which was designed as a data collection tool face-to-face interviews were conducted with the students in the school environment. The data obtained from the interviews were interpreted using descriptive analysis methods, and categories and subcodes were obtained within the framework of pre-determined themes. These themes were determined based on the five core skills of Social-Emotional Learning Skills, namely self-awareness, self-management, responsible decision-making, relationship-building skills, and social awareness, and how these skills were perceived by the participants in English learning was examined. As a result, the sub-skills associated with these skills were compared between the two groups, and differences and similarities were identified. The results revealed similarities and differences in the thoughts of SEL skills in English learning between Syrian refugee and Turkish students. It was observed that the differences were generally due to the war trauma experienced by refugee students. In addition, it was found that both Syrian refugee and Turkish students generally had weak perceptions of social-emotional skills and were overly focused on cognitive skills in language learning. Finally, the results showed that integrating SEL skills into language lessons in a multicultural educational environment is important for the shared success and well-being of both Turkish and refugee students. Therefore, this study aims to shed light on future research and applications in this context.