A Mixed-Methods Study on the Bridging Systems and Determinants of Second Language Proficiency of Newly Arrived Migrant Students in Monolingual Countries: İstanbul and Hamburg Cases
Lack of language proficiency is a major barrier for integration of newly arrived migrant students into national education systems. In my doctorate research, I am conducting a multiphase mixed-methods research to investigate the bridging language programs in monolingual countries and reveal what structural factors influence the second language proficiency of newly arrived migrant students.
The qualitative phase of this research has been designed as a case study to understand the basic characteristics of the bridging systems in respective countries and identify personal, home-based and school-based factors by exploring the second language learning of the students in their real settings through classroom observations, semi-structured interviews and document analysis.
In the quantitative phase of the study, a correlational design is adopted and an instrument called Newly Arrived Migrant Students Language Questionnaire (NAMS-LQ) has been developed and is being administered to newly arrived migrant students at lower-secondary education schools in İstanbul and Hamburg to understand what variables influence their Turkish/German language proficiency.
The scope of this study encompasses exploring the second language learning of newly arrived migrant students in the two of the most widespread 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.