Teaching Arabic to Heritage Learners in Refugee Contexts: Insights from Syrian Parents in Turkey

Abstract

This study aims to explore the perceptions of Syrian refugee parents in Turkey on teaching their children the Arabic language. They are facing many challenges include the absence of institutional support, poor curricula, language assimilation policies that prioritize Turkish in all spheres of life, and economic hardships that hinder Arabic language teaching. The sudy adopted a qualitative methodology, using semi-structured interviews and focus groups to collect data from a sample of (17) Syrian fathers residing in Hatay Province, Turkey. Findings show that Arabic language education ranks as a top priority for these parents, primarily as a means of preserving their children’s religious, cultural, and social identity. The study highlights the extensive efforts made by parents to reinforce Arabic use within their households and local refugee communities, including revitalizing the role of educational centers and volunteer initiatives. Based on these findings, the study recommends the development of comprehensive educational programs, curricula tailored to the specific needs of heritage learners, and teacher training in innovative pedagogical strategies that combine traditional and digital learning approaches. It also calls for policies that support sustained Arabic language learning and teaching, reinforce the family’s role in this process, and safeguard the linguistic and cultural identity of children of refugees.