Hard to believe there is only a little over a month left of our time in Turkey! One of my projects has been to conduct an educational needs assessment in Hatay. For this assessment, I am in the beginning stages of sorting through and analyzing the data from focus groups and interviews with Syrians of varying ages and genders, INGO and local NGO workers, researchers, and government officials. Two of my main preliminary takeaways are:
1. Turkish language learning is in-demand and important to Syrians.
2. Other important stakeholders, such as NGOs, see Turkish language learning as an educational priority for Syrians in Turkey.
When Syrians first arrived in Turkey, most Syrians and Turkish officials alike assumed the conflict in Syria would end quickly and Syrians would return home. As such, the need to learn Turkish was, anecdotally at least, not seen as an urgent priority. But now that some Syrians have been in Turkey for several years, and the time when they can return home remains unclear, that attitude is changing.
Syrians, INGO, and NGO staff members interviewed have identified lack of Turkish language skills as a serious barrier to services and employment. Turkish language skills can be very important for finding a job. Groups of Syrian women and men I have spoken with both said they need to learn Turkish to help them find employment. A group of 12 Syrian men taking a Turkish language class at the Kirikhan Community Center told me they are learning Turkish because it is the most important thing for getting a job.
Further, lack of Turkish language ability prevents socialization with Turkish people. For example, one middle-aged Syrian woman I spoke with said that in Syria, they had so many friends, but here they have none. She said they want to share with Turkish people, but because of the language, visits are limited.
Language barriers can also prevent Syrians from accessing healthcare and education. One NGO staff member I spoke with in Istanbul is providing social workers to help Syrians go to hospitals and access nurses. Lack of Turkish language skills, she said, prevents Syrians from being able to get the care they need without the help of a translator. Additionally, language barriers seem to be preventing Turkish schools from enrolling Syrians, and cause concern among some parents regarding the feasibility of sending their children to Turkish schools. In addition to the residence permits required, some Turkish schools are also refusing to enroll Syrians because they do not know Turkish. Syrians, INGO, and NGO staff members have also raised concerns about the feasibility and quality of learning that can happen for Syrians in Turkish schools without knowing Turkish well. Turkish schools currently do not have staff to support non-Turkish speaking students in their learning.
Clearly, multi-level Turkish language classes are important for Syrians of all ages and genders. Currently, the Turkish government provides certified Turkish language courses through its Public Education Centers for adults. These Centers could be an option for Syrians outside of camps, but enrollment requires a residence permit, which many Syrians do not have. Other NGOs across Turkey are providing Turkish language courses as well, but as far as I know, these do not offer a recognized certification. From my analysis, it is still unclear whether Syrians think Turkish language certification is important. Because Turkish universities require proof of Turkish language skills, certification seems to be most important for Syrian youth wanting to attend university. Whether it is important for Syrians wanting to find a job or go to primary or secondary school, so far, is less clear. I am excited to keep working on this assessment and find more answers.
1. Turkish language learning is in-demand and important to Syrians.
2. Other important stakeholders, such as NGOs, see Turkish language learning as an educational priority for Syrians in Turkey.
When Syrians first arrived in Turkey, most Syrians and Turkish officials alike assumed the conflict in Syria would end quickly and Syrians would return home. As such, the need to learn Turkish was, anecdotally at least, not seen as an urgent priority. But now that some Syrians have been in Turkey for several years, and the time when they can return home remains unclear, that attitude is changing.
Syrians, INGO, and NGO staff members interviewed have identified lack of Turkish language skills as a serious barrier to services and employment. Turkish language skills can be very important for finding a job. Groups of Syrian women and men I have spoken with both said they need to learn Turkish to help them find employment. A group of 12 Syrian men taking a Turkish language class at the Kirikhan Community Center told me they are learning Turkish because it is the most important thing for getting a job.
Further, lack of Turkish language ability prevents socialization with Turkish people. For example, one middle-aged Syrian woman I spoke with said that in Syria, they had so many friends, but here they have none. She said they want to share with Turkish people, but because of the language, visits are limited.
Language barriers can also prevent Syrians from accessing healthcare and education. One NGO staff member I spoke with in Istanbul is providing social workers to help Syrians go to hospitals and access nurses. Lack of Turkish language skills, she said, prevents Syrians from being able to get the care they need without the help of a translator. Additionally, language barriers seem to be preventing Turkish schools from enrolling Syrians, and cause concern among some parents regarding the feasibility of sending their children to Turkish schools. In addition to the residence permits required, some Turkish schools are also refusing to enroll Syrians because they do not know Turkish. Syrians, INGO, and NGO staff members have also raised concerns about the feasibility and quality of learning that can happen for Syrians in Turkish schools without knowing Turkish well. Turkish schools currently do not have staff to support non-Turkish speaking students in their learning.
Clearly, multi-level Turkish language classes are important for Syrians of all ages and genders. Currently, the Turkish government provides certified Turkish language courses through its Public Education Centers for adults. These Centers could be an option for Syrians outside of camps, but enrollment requires a residence permit, which many Syrians do not have. Other NGOs across Turkey are providing Turkish language courses as well, but as far as I know, these do not offer a recognized certification. From my analysis, it is still unclear whether Syrians think Turkish language certification is important. Because Turkish universities require proof of Turkish language skills, certification seems to be most important for Syrian youth wanting to attend university. Whether it is important for Syrians wanting to find a job or go to primary or secondary school, so far, is less clear. I am excited to keep working on this assessment and find more answers.