Insights into language acquisition challenges of Russian and Ukrainian immigrant children

Abstract

This 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.