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4B - A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey

from Part II - Tasks and Needs Analysis

Published online by Cambridge University Press:  19 November 2021

By
Şeyma Toker  and
Ayşenur Sağdıç
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

To address the Turkish language needs of Syrian refugees, this study identifies target tasks critical for refugee parents in K–12 Turkish schools. It employed a triangulation of data from insider sources (parents, teachers, administrators) through non-participant observation, interviews and a questionnaire. Findings revealed that technology-mediated tasks were ranked most frequent across all school levels. Communicating and collaborating with other parents about school-related tasks was perceived to be most difficult. Based on these findings, we propose a sequence of target tasks and task types that can inform the curriculum of a task-based Turkish language course for refugee parents.

Keywords

Needs analysistarget tasksadult refugee learnerstask-based language learningTurkish as a second language
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 109 - 120
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Long, M. H. (2005), ed. Second language needs analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Loewen, S. (2004). Second language concerns for refugee children. In Hamilton, R. and Moore, D., eds. Educational interventions for refugee children: Theoretical perspectives and implementing best practice. London: Routledge, pp. 35–52.Google Scholar
Miller, J., Austin Windle, J., and Yazdanpanah, L. K. (2014). Planning lessons for refugee-background students: Challenges and strategies. International Journal of Pedagogies and Learning, 9(1), 38–48.CrossRefGoogle Scholar
Calvert, M. and Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226–44.CrossRefGoogle Scholar

References

Aykırı, K. (2017). Sınıf öğretmenlerinin sınıflarındaki Suriyeli öğrencilerin eğitim durumlarına ilişkin görüşleri. Turkish Journal of Primary Education, 2, 44–56.Google Scholar
Er, A. R. and Bayındır, N. (2015). İlkokula giden mülteci çocuklara yönelik sınıf öğretmenlerinin pedagojik yaklaşımları. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 2(4), 175–85.Google Scholar
Ergen, H. and Şahin, E. (2019). Sınıf öğretmenlerinin Suriyeli öğrencilerin eğitimi ile ilgili yaşadıkları problemler. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(44), 377–405.Google Scholar
Kiremit, R. F., Akpınar, Ü., and Akcan, A. T. (2018). Suriyeli öğrencilerin okula uyumları hakkında öğretmen görüşleri. Kastamonu Eğitim Dergisi, 26(6), 2139–49.CrossRefGoogle Scholar
Long, M. H. (2005), ed. Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Olgun-Baytaş, M. and Toker, Ş. (2019). Translanguaging as a pedagogical approach with Syrian refugee learners in Turkey: Lessons learned from a collaborative inquiry. Individual paper presentation at the American Association for Applied Linguistics, Atlanta, Georgia.Google Scholar
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.Google Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Serafini, E. J. and Torres, J. (2015). The utility of needs analysis for nondomain expert instructors in designing task‐based Spanish for the professions curricula. Foreign Language Annals, 48(3), 447–72.CrossRefGoogle Scholar
UNHRC. (2018). Global trends: Forced displacement in 2018. Retrieved from: https://www.unhcr.org/5d08d7ee7.pdf.Google Scholar
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Uzun, E. M. and Bütün, E. (2016). Okul öncesi eğitim kurumlarındaki suriyeli sığınmacı çocukların karşılaştıkları sorunlar hakkında öğretmen görüşleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(1), 72–83.Google Scholar

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