Evaluating the Resistance of Students under Temporary Protection in Turkey to Learning Turkish in the Context of Social Services

Esin Tüccar; Aksa Ertem

doi:10.71514/jssal/2025.196

Authors

Esin Tüccar Istanbul Medeniyet University, Turkey https://orcid.org/0000-0002-8349-6042
Aksa Ertem Kilis 7 Aralık University, Turkey https://orcid.org/0000-0002-2070-6292

DOI:

https://doi.org/10.71514/jssal/2025.196

Keywords:

Temporary protection, refugee, language learning resistance, school social work.

Abstract

This study aimed to determine the levels of passive resistance to learning Turkish among Syrian primary school students under temporary protection and to examine the demographic and familial factors influencing this resistance. The research was designed in a quantitative survey model. Data were collected from 246 Syrian students in grades 1-4 using the "Passive Resistance to Learning Scale" developed by Yavuz (2019). The results showed that the students' resistance levels did not differ significantly by gender, loss of a relative during migration, age, grade level, or language spoken. However, the absence of a Turkish speaker at home was found to increase resistance in the Passive sub-dimension. The most striking findings are that passive resistance behaviors increase significantly with a longer duration of stay in Turkey (particularly 11+ years) and a higher number of siblings (4-6 siblings). The findings indicate that resistance to language learning is shaped not by individual reluctance but by socio-ecological factors such as family structure, long-term migration experience, and lack of linguistic exposure. In this context, the necessity of interdisciplinary efforts that enhance family engagement, enrich the school environment, and focus on long-term adaptation processes is emphasized to support the language acquisition of migrant students.

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