A Multiphase Mixed-Methods Study to Explore the Language Learning of Refugee Students in Monolingual Countries: Turkey and Germany Cases
Lack of language proficiency is a major barrier for integration of refugee students into national education systems. The factors that may potentially influence the language proficiency of immigrant students in bilingual and multilingual countries are well-identified but there is much less evidence on factors associated with the language proficiency of refugee children in monolingual countries.
Currently, I am conducting a multiphase mixed-methods study as part of my doctoral dissertation to explore the language curriculum policy for refugee students at lower-secondary education in Turkey and Germany as monolingual countries and determinants of second language proficiency in pre-migration, trans-migration, and post-migration ecologies. The scope of this study encompasses exploring the L2 learning of refugee students in the two of these possible futures, namely in Turkey as the first asylum country and Germany as the resettlement country, in which students are crucially in need of learning the language of the receiving societies.