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What characterizes the language instruction in homogeneous and heterogeneous preparatory classes for refugee and migrant children in monolingual school contexts? A comparative case study from Türkiye and Germany

Crossref DOI link: https://doi.org/10.1007/s11618-025-01335-x

Published Online: 2025-07-25

Published Print: 2025-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Atmacasoy, Abdullah https://orcid.org/0000-0002-7393-0714
Funding

Funding for this research was provided by:

German Academic Exchange Service

The Scientific and Technological Research Council of Turkey

Universität Hamburg
License Information

Text and Data Mining valid from 2025-06-01

Version of Record valid from 2025-07-25
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Article History

Received: 13 May 2024

Revised: 31 March 2025

Accepted: 16 May 2025

First Online: 25 July 2025

Declarations

:

: A. Atmacasoy declares that he has no competing interests.

: The data in this study were derived from observation field notes in preparatory classes and semi-structured interviews with teachers. The research protocol for this study was reviewed and approved by the Institutional Review Board of Middle East Technical University [reference number 216-ODTÜ-2019] and by the School and Vocational Training Authority (BSB—Behörde für Schule and Berufsbildung) in Hamburg [reference number 181–24.03/219.53]. The instruments and consent forms were developed in Turkish and German. All instruments and their English translations can be found in Appendix. My doctoral dissertation committee audited them to ensure validity and reliability. Additionally, the instruments underwent thorough review and were approved by the Human Subjects Ethics Committee at Middle East Technical University, Istanbul Provincial Directorate of National Education, and the School and Vocational Training Authority in Hamburg.

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