Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/59011
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dc.contributor.authorBayat, N.-
dc.contributor.authorDeniz, U.H.-
dc.contributor.authorŞekercioğlu, G.-
dc.date.accessioned2025-02-20T19:16:11Z-
dc.date.available2025-02-20T19:16:11Z-
dc.date.issued2025-
dc.identifier.issn0001-6918-
dc.identifier.urihttps://doi.org/10.1016/j.actpsy.2025.104806-
dc.identifier.urihttps://hdl.handle.net/11499/59011-
dc.description.abstractThis research aims to identify the challenges and barriers in language acquisition faced by preschool children who migrated to Turkey due to the full-scale invasion of Russia in Ukraine, and to present the solutions of parents and teachers. This instrumental case study involves 15 children aged 4–5, 5 teachers, and 10 parents, with data gathered through interviews and observations. The findings revealed that children made fundamental errors across various language aspects, from phonetics to syntax. The research identified multiple barriers to second language learning for immigrant children, originating from the children themselves, their parents, teachers, preschool and policy. Teachers used strategies like bilingual translation, encouraging speaking, setting rules, providing feedback, and using the native language, but often relied on ineffective ad hoc solutions, while parents employed various coping mechanisms. Additionally, the study revealed a lack of adequate infrastructure and policy support to meet the language learning needs of immigrant children. National policies addressing the linguistic needs of immigrant children must be developed swiftly, especially in urgent situations. These policies should include a curriculum component for teaching the host country's language as a second language and provide comprehensive guidance programs for teachers and parents to ensure effective implementation. © 2025 The Authorsen_US
dc.language.isoenen_US
dc.publisherElsevier B.V.en_US
dc.relation.ispartofActa Psychologicaen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectImmigrant Childrenen_US
dc.subjectLanguage Acquisitionen_US
dc.subjectParentsen_US
dc.subjectPolicyen_US
dc.subjectTeachersen_US
dc.titleInsights into language acquisition challenges of russian and ukrainian immigrant childrenen_US
dc.typeArticleen_US
dc.identifier.volume254en_US
dc.departmentPamukkale Universityen_US
dc.identifier.doi10.1016/j.actpsy.2025.104806-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.authorscopusid56146498900-
dc.authorscopusid57895051900-
dc.authorscopusid27267921100-
dc.identifier.scopus2-s2.0-85217370444-
dc.identifier.scopusqualityQ3-
dc.identifier.wosqualityQ3-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairetypeArticle-
Appears in Collections:Eğitim Fakültesi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
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