Exploring the use of translanguaging to support migrant students’ integration into Türkiye’s mainstream K-12 education

Abstract

To remain relevant and just in an ever-diversifying world, education systems must continue to adapt. This evolution comprises creating more equitable opportunities for all learners, particularly those from marginalized groups. It further comprises the re examination of policies that might limit students’ full participation in the learning process. In pursuit of this goal, this thesis explores the potential of translanguaging philosophy – a philosophy that views multilingual learners’ linguistic repertoires holistically – not only to promote social justice, but also to positively impact classroom behaviour and academic performance. The number of migrant children in Türkiye has created a need for additional support for their swift integration into the mainstream Turkish school system. I performed a systematic literature review to better understand translanguaging in the context of K-12 education, migrant education, and the Turkish education system. The integrative review showed a need for more teachers to be supported in the multilingual and multicultural education of migrant students. Using the insights from the review, I developed an instructional design aimed at empowering teachers to effectively integrate migrant students into their classrooms. This instructional design provides translanguaging strategies which teachers at mainstream K-12 public schools in Türkiye can use to support the inclusion of migrant students. The aim is for this instructional design to be validated and then disseminated in order to provide teachers with training materials to strengthen their everyday practice.