The use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees

Many Syrian refugees residing in Germany have been exposed to traumatizing events, while treatment options are scarce. Therefore, the self-help app “Sanadak” was developed to target post-traumatic stress in Syrian refugees. We aimed to inspect the recruitment and baseline characteristics of the participants in the trial, which is conducted to evaluate the app. Analyses were based on the recruitment sample (n = 170) and the trial sample (n = 133). Data were collected during structured face-to-face interviews in the Arabic language. Targeted outcomes included post-traumatic stress (primary; Post-traumatic Diagnostic Scale for DSM-5/PDS-5) and depressive symptoms, anxiety, resilience, among others (secondary). Recruited individuals were M = 32.8 (SD = 11.2, range = 18–65) years old; 38.8% were women. The average PDS-5 score was 23.6 (SD = 13.2) regarding trauma exposure, which was most frequently related to experiencing military- or combat-related events (32.9%). Moreover, 46.5% had major depression and 51.8% showed low resilience. Anxiety was present in 40.6% of the trial participants. Psychological distress was high in Syrian refugees residing in Germany, enrolled in a trial targeting post-traumatic stress. This underlines the need for intervention. Our results provide important figures on the mental health of a not well-studied population group in Germany.

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A door opening from Syria to Turkey; migration and the process of social acceptance and accommodation: Hatay and Karabuk provinces

International Social Work ◽

10.1177/0020872820938436 ◽

2020 ◽

pp. 002087282093843

Author(s):

Tuğba Aydın Yıldırım ◽

Yasemin Gümüş Şekerci

Keyword(s):

Social Acceptance ◽

Cross Sectional Study ◽

Syrian Refugees ◽

Sectional Study ◽

Cross Sectional ◽

Door Opening ◽

Housing Costs ◽

The Social ◽

Language Problems ◽

Social Accommodation

This descriptive, cross-sectional study administered a questionnaire to 616 Syrian refuges, evaluating the participants’ sociodemographic characteristics and their views on the processes associated with social acceptance and cultural and social accommodation. The problems encountered among Syrian refuges after migration included expensive housing costs, language problems, difficulties making a living and education problems. Various problems were identified among subgroups, associated with working life and cultural differences. However, according to this study, Syrian refugees believed that the processes of social acceptance and the social accommodation of refugees by local populations had begun.

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In search of a “home”: Comparing the housing challenges experienced by recently arrived Yazidi and Syrian refugees in Canada

Applied Psycholinguistics ◽

10.1017/s0142716420000478 ◽

2020 ◽

Vol 41 (6) ◽

pp. 1415-1436

Author(s):

Pallabi Bhattacharyya ◽

Sally Ogoe ◽

Annette Riziki ◽

Lori Wilkinson

Keyword(s):

Affordable Housing ◽

Syrian Refugees ◽

Family Composition ◽

Northern Iraq ◽

Face To Face ◽

Large Numbers ◽

Previous Trauma ◽

Housing Needs ◽

Using Data ◽

Successful Integration

AbstractHousing that is affordable and appropriate is a necessity for successful integration for all newcomers. It is not uncommon for newcomers to Canada to report difficulties finding suitable, safe, and affordable housing for their families. For refugees, however, the challenges are sometimes greater. Settlement organizations and refugee sponsors experience various challenges in accommodating families with large numbers of children, but as our research shows, refugee groups have differing needs based on their culture, family composition, and experience of trauma. Using data collected from two recent studies, we identify and compare the housing needs of two newly arrived groups of refugees to Canada: Syrians and Yazidis from northern Iraq. All participants in our study have lived in Canada for 2 years or less and currently live in Alberta, Saskatchewan, Manitoba, or Ontario. Data was collected either by face-to-face surveys (with Syrian participants) or unstructured interviews (with Yazidi women) conducted in Arabic, Kurmanji, or English. We discuss their experiences of living in resettlement centers and their transition to independent housing. In addition, we discuss how family composition and previous trauma influence their housing experiences with special attention to how increasing agency increases satisfaction with housing.

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The Views of Syrian Refugees Migrating to Turkey on the Turkish Language and Culture: Kilis Case

Journal of Education and Training Studies ◽

10.11114/jets.v5i3.2100 ◽

2017 ◽

Vol 5 (3) ◽

pp. 97 ◽

Cited By ~ 5

Author(s):

Nurşat Biçer

Keyword(s):

Target Population ◽

Syrian Refugees ◽

Mixed Design ◽

Language And Culture ◽

Face To Face ◽

Quantitative And Qualitative Research ◽

Qualitative Part ◽

Turkish Language ◽

The Impact ◽

Made In

This study aimed to determine the views of the Syrian refugees migrating to Kilis, Turkey on the Turkish language and culture, as well as the impact of this situation on their daily life. For that purpose, this study was done in accordance with a mixed design, using quantitative and qualitative research methods together. The target population of the quantitative study consisted of Syrian refugees between the ages of 18 and 25 who were living in Kilis. As a sample, the study was conducted with 309 participants who were chosen out of these refugees. In the qualitative part of the research, ten participants were selected out of those refugees. In the research, quantitative data were acquired through a survey prepared by the researcher, and qualitative data were obtained through face-to-face interviews and observations made in Kilis. Statistical methods and content analysis methods were employed in the data analysis. The research results have determined that Syrian refugees living in Kilis have generally positive views on the Turkish language and culture, they make an effort to learn them, and the cultural adaptation process is in progress for inclusion of the two communities.

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An Educational-Diagnostic Approach To Language Problems

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0204.23 ◽

1971 ◽

Vol 2 (4) ◽

pp. 23-30

Author(s):

Gerald G. Freeman

Keyword(s):

Diagnostic Approach ◽

Language Problems

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Training Aides to Screen Children for Speech and Language Problems

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0704.236 ◽

1976 ◽

Vol 7 (4) ◽

pp. 236-241 ◽

Cited By ~ 5

Author(s):

Marisue Pickering ◽

William R. Dopheide

Keyword(s):

Rural Areas ◽

Large Scale ◽

School Personnel ◽

School Age Children ◽

Speech And Language ◽

Elementary School Age ◽

Evaluation Procedures ◽

Language Problems ◽

Competency Based ◽

Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

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Teaching Language Rules as Solutions to Language Problems

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1803.194 ◽

1987 ◽

Vol 18 (3) ◽

pp. 194-205 ◽

Cited By ~ 7

Author(s):

Phil J. Connell

Keyword(s):

Problem Solving ◽

Language Teaching ◽

Teaching Language ◽

Language Problem ◽

Language Problems ◽

Simple Language ◽

Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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Face-to-Face

American Journal of Audiology ◽

10.1044/1059-0889.0102.11 ◽

1992 ◽

Vol 1 (2) ◽

pp. 11-12 ◽

Cited By ~ 13

Author(s):

James Jerger

Keyword(s):

Face To Face

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Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0140 ◽

2019 ◽

Vol 62 (10) ◽

pp. 3790-3807 ◽

Cited By ~ 2

Author(s):

Sara Ferman ◽

Liat Kishon-Rabin ◽

Hila Ganot-Budaga ◽

Avi Karni

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

Explicit Knowledge ◽

Procedural Memory ◽

Procedural Learning ◽

Specific Language ◽

Language Problems ◽

Morphological Rule ◽

Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

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