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    Syrian refugees' perception of barriers and bridges towards integration into Turkish society
    (Routledge Journals, Taylor & Francis Ltd, 2019) Gursoy, Esim; Ertaşoğlu, Leyla Deniz
    Population displacements have occurred in tremendous amounts in the last few decades due to the collapse in civil order of the neighbouring countries of Turkey. This situation not only created a need for researchers to deal with the social, psychological and economical aspects of this forced mobility, but also with the acculturation process of the refugees who left their home owing to serious human rights violations. Because they do not occupy a great space in the policy agendas, they are an 'invisible' group. This poses a major problem that there are no specific theories regarding the second language acquisition process of refugees, because they are considered together with all immigrants although their experiences distinguish them from other groups. Thus, feeling the need to be the voice of this unvoiced group with their SLA experiences and witnessing the swiftly changing dynamics in the world, the Middle East in particular, and its impact on the sociocultural context, this paper concentrates on the perceptions of Syrian refugees about the L2 (Turkish) and the target language group (Turkish people).
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    Teaching English and the environment to EFL young learners in Turkey
    (Oxford Univ Press, 2026) Ozcan, Eda Nur; Gursoy, Esim
    This paper reports on a part of a larger practitioner research project focused on integrating environmental issues through critical language pedagogy into a young learner's classroom in Turkey. Drawing on Paulo Freire's problem-posing model grounded in critical pedagogy, the authors developed localized materials, and a pedagogic model rooted in six environmental themes derived from the students' lived experiences. The pedagogic model was implemented in a public primary setting with a group of fourth-grade students. Semi-structured interviews were conducted with the students to understand the model's effectiveness in achieving its dual objectives: development of language and critical environmental awareness. The purpose of this paper is to present a theory-driven, practical, pedagogic model for practitioners seeking to develop their context-sensitive environmental ELT pedagogies.