A Mixed-Methods Study on the Bridging Systems and Determinants of Destination 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 destination 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 to understand what structural variables influence students' Turkish/German language proficiency.
The scope of this study encompasses exploring the destination 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.