Teacher's Opinions On The Problems Faced In Primary Literacy Teaching Of Syrian Students Under Temporary Protection

Abstract

The purpose of this study is to examine the opinions that teachers have regarding problems encountered when teaching early literacy to Syrian students under temporary protection as well as offering solutions for this. A qualitative case study methodology has been conducted in the study. The study group consisted of 30 classroom teachers working in the primary schools of Syrian students in the Haliliye district of Şanlıurfa in the 2021-2022 academic year. The data was obtained through a semi-structured interview form consisting of ten open-ended questions, and obtained by content analysis, which is a descriptive analysis technique. According to the findings of the study, it was determined that SUTP (Syrians Under Temporary Protection) experienced language problems the most, followed by adaptation, violence, and discipline problems. In addition to this, SUTP has problems related to reading pronunciation and language differences in the teaching process. As a solution to these problems of SUTP, teachers said that they mostly deal with students individually by supporting them with visual, video, and concrete materials and using peer teaching. It has been concluded that teachers mostly use translation programs for the solution of language problems, and they think that preparatory education, language courses and kindergarten education are critical to the students. As for the parents, it is recommended that they are provided with language education and literacy teaching combined with visitations from teachers. Their adaptation to the school will be increased by giving them the required training by the guidance teachers throughout the process.