Language Learning of Immigrant Students from the Teacher’s Perspective: Challenges and Barriers

Abstract

Proficiency in language not only fosters amicable social interactions but also cultivates harmonious relations within the school milieu. The primary objective of this study is to assess the impediments hindering the language learning process among immigrant students, as perceived by educators, and to scrutinize the challenges stemming from linguistic inadequacies within educational settings. We utilized a phenomenological approach to examine the views of middle school teachers with at least one foreign-nationality student in their classes regarding the language factor in the adaptation process. The research was conducted with eight middle school teachers in Istanbul, specifically in the districts of Bağcılar and Zeytinburnu, all of whom have at least one immigrant student in their classes. The Semi-Structured Interview Technique was utilized to collect data. Data analysis was performed using inductive coding and following Creswell’s Data Analysis Steps. This study's findings underscore the distinct challenges confronting immigrant students concerning language insufficiency during their adaptation to the school environment. Teachers believe that the language differences of immigrant students impact peer relationships, academic achievements, and their own teaching practices. Teachers also identify barriers hindering the language learning process of immigrant students, such as low student motivation, insufficient family support, class size, and inadequacies in overarching policies. Ultimately, the study emphasizes the necessity for immigrant students to undergo language learning to adapt to the education system. In this regard, it is crucial for families to participate actively in the language learning process, and the government should involve families in language learning processes through effective and widespread projects.