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A Transformative Second-Language-Literacy Program for Migrant Students

A Transformative Second-Language-Literacy Program for Migrant Students

A. Selcen Bingöl
Copyright: © 2021 |Pages: 16
ISBN13: 9781799865087|ISBN10: 1799865088|ISBN13 Softcover: 9781799865094|EISBN13: 9781799865100
DOI: 10.4018/978-1-7998-6508-7.ch016
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MLA

Bingöl, A. Selcen. "A Transformative Second-Language-Literacy Program for Migrant Students." Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, edited by Eda Başak Hancı-Azizoglu and Nurdan Kavaklı, IGI Global, 2021, pp. 271-286. https://doi.org/10.4018/978-1-7998-6508-7.ch016

APA

Bingöl, A. S. (2021). A Transformative Second-Language-Literacy Program for Migrant Students. In E. Hancı-Azizoglu & N. Kavaklı (Eds.), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 271-286). IGI Global. https://doi.org/10.4018/978-1-7998-6508-7.ch016

Chicago

Bingöl, A. Selcen. "A Transformative Second-Language-Literacy Program for Migrant Students." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, edited by Eda Başak Hancı-Azizoglu and Nurdan Kavaklı, 271-286. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6508-7.ch016

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Abstract

Migration, as old as the history of mankind, brings together many challenges for both the migrants and the receiving country. Certainly, among the most affected ones are the children of migrants, who have to continue their educational lives in their new land. Language learning is the first challenge for these children as it is the key to integration; however, not all the countries that receive migration are experienced in handling the adaptation process of immigrants. What's more, migrant children are expected to write in a linguistically and culturally different writing system to be considered literate in their new educational settings. Since monolingual curricula fall short in today's global world, multilingual flexible curricula should be adopted and implemented to meet various needs of diverse migrant groups. This chapter will provide critical insights and suggestions for Syrian migrant children in the Turkish context by taking into account a successful educational second language literacy program called KOALA.

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