Bridging Borders: Glocalizing English Language Teaching for Social Integration of Refugee Students in Türkiye
The Rise of English as a Glocal Language: Reimagining its Role in an Era of Deglobalisation, Springer Nature, ss.165-181, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/978-3-032-27041-2_9
- Yayınevi: Springer Nature
- Sayfa Sayıları: ss.165-181
- Anahtar Kelimeler: CEFR, ELT teachers, Glocalization, Qualitative study, Refugee students, Social integration, Türkiye
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
In Türkiye, English as a foreign language plays an inclusive role for refugee students. Refugees in the country learn Turkish for social integration into the host context and often use English to access opportunities granted by globalization. However, current K-12 English language teaching (ELT) materials approved by the Ministry of National Education do not sufficiently address the tailored needs of refugee students for their social integration. The Common European Framework of Reference for Languages (CEFR), with its descriptors, provides standards that can be adapted to support the social integration of refugee students. This qualitative study explored the praxis of ELT teachers in adapting the CEFR descriptors to support refugee students’ social integration in Türkiye. Twenty ELT teachers participated in focus group discussions and provided written reflections. Thematic analysis revealed that teachers localized CEFR descriptors and adapted ELT materials to develop refugee students’ functional English through real-world tasks, considering these students’ social integration in the host country. The study suggests supporting ELT teachers in localizing CEFR-aligned materials, considering the navigation of refugee students’ social integration in the wider community.