Teachers' Opinions on the Psycho-social and Socio-cultural Adaptation of Foreign Students at School

Abstract

The aim of this study is to reveal the experiences of teachers who have foreign students in their classrooms during the psycho-social and socio-cultural adaptation of foreign students in Mardin. This article was produced from the doctoral thesis titled "A Research on the Adaptation of Immigrant Students' Emotional Intelligence Roles to the Development and Cultural Environment at School". In the research, primarily the two districts with the highest number of foreign students in Mardin were determined. 85 teachers from the districts of Artuklu and Kızıltepe, who had foreign students in their classes, contributed to the study on a voluntary basis. The data was obtained through a semi-structured interview form applied to 85 volunteer teachers. The data obtained was analyzed with content analysis. Three main themes were identified: expectations before migration, factors that facilitate and complicate the adaptation process. The themes were subjected to detailed analysis. The first theme, 'Pre-Migration Expectations', is divided into four subcategories: better quality living standards, language courses, rapid inclusion in educational environments and interpreter support at any time. The second theme, "Factors Making the Adaptation Process Difficult", is grouped into five subcategories: "language barrier, lack of sense of belonging, lack of cooperation of parents, negative attitude of administrative staff and teachers, problem of access to education". The third theme, determined as "Factors that Facilitate the Adaptation Process", is divided into five subcategories such as "tolerance / cooperation / support from the local people, adaptation activities, cultural closeness, post-traumatic psychological support, faster adaptation of younger students". As a result of detailed examination, it is seen that; Although there are different factors affecting post-migration adaptation, the process varies from school to school and from person to person. Ensuring that pre-migration expectations are met at a reasonable level, trying to solve the problems that arise during the adaptation process with cooperation and tolerance, creating unity in different times and places by increasing the number of activities that will support adaptation will help students adapt much faster in the psycho-social and socio-cultural context. With the mentioned supports and an integrative perception, the psycho-social development periods experienced by students will be more painless and the social acceptance process will progress faster.