The hidden challenges of return migration: Linguistic and academic re-adaptation of Syrian students to the Arabic Education System
PLOS ONE, cilt.21, sa.10, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 21 Sayı: 10
- Basım Tarihi: 2026
- Doi Numarası: 10.1371/journal.pone.0361042
- Dergi Adı: PLOS ONE
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, L'Année philologique, Aerospace Database, BIOSIS, Chemical Abstracts Core, EMBASE, Index Islamicus, Linguistic Bibliography, MEDLINE, Psycinfo, zbMATH, Directory of Open Access Journals, Zoological Record, Academic Search Ultimate (EBSCO), Natural Science Collection (ProQuest), Biological Science Database (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Health Research Premium Collection (ProQuest), Materials Science & Engineering Collection (ProQuest), Pharma Collection (ProQuest), Technology Collection (ProQuest)
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Hatay Mustafa Kemal Üniversitesi Adresli: Evet
Özet
While extensive research has examined refugee students' educational adaptation in host countries, the educational reintegration phase following voluntary return remains underexplored. This qualitative study investigates the linguistic and academic adaptation experiences of Syrian students transitioning from Turkish-medium education in T & uuml;rkiye to Arabic-medium schooling in Syria after voluntary return. The study addresses an overarching question: how do returnee students experience the linguistic, academic, social, and psychosocial dimensions of this reverse educational transition? Using an exploratory qualitative design, data were collected through a seven-item open-ended written questionnaire from 15 middle-school students who had received several years of formal schooling in T & uuml;rkiye. Qualitative content analysis revealed that return does not constitute a simple linguistic recovery, but rather a reverse academic transition characterized by profound difficulties with academic Arabic, conceptual transfer, written production, and in-class assessment practices. The findings indicate that students' challenges were shaped not only by uneven Arabic literacy development but also by curriculum misalignment, pedagogical practices that participants perceived as more teacher-directed, limited peer interaction, and assessment practices that they perceived as unclear. Furthermore, psychosocial pressures, including re-migration-related distress, concentration difficulties, and increased family responsibilities, complicated their academic adaptation. Ultimately, these struggles reflect systemic institutional and contextual mismatches rather than individual deficits. By conceptualizing return as a distinct educational phase, this study contributes to the broader discourses on refugee education and bilingualism. The implications underscore the critical need for academic Arabic bridging programs, background-sensitive assessment frameworks, psychosocially responsive pedagogies, and school-based psychosocial support to ensure equitable reintegration into Arabic-medium schooling.