The hidden challenges of return migration: Linguistic and academic re-adaptation of Syrian students to the Arabic Education System
4 affiliations
- 1Hatay Mustafa Kemal University, Department of Education Science, Hatay, Türkiye
- 2Kahramanmaraş Sütçü İmam University, Department of English Language Teaching, Kahramanmaraş, Türkiye
- 3Republic of Türkiye, Ministry of National Education, Hatay, Türkiye
- 4Hatay Mustafa Kemal University, Department of English Language Teaching, Hatay, Türkiye
Abstract
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 Türkiye 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 Türkiye. 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.
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BibTeX
@article{dolapcioglu2026hidden,
title = {{The hidden challenges of return migration: Linguistic and academic re-adaptation of Syrian students to the Arabic Education System}},
author = {Sevda Dolapcioglu and Yunus Emre Akbana and İlayda Uzun and Gülten Koşar},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0361042},
url = {https://doi.org/10.1371/journal.pone.0361042},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The hidden challenges of return migration: Linguistic and academic re-adaptation of Syrian students to the Arabic Education System
AU - Sevda Dolapcioglu
AU - Yunus Emre Akbana
AU - İlayda Uzun
AU - Gülten Koşar
PY - 2026
DA - 2026/10/16
JO - PLOS One
DO - 10.1371/journal.pone.0361042
UR - https://doi.org/10.1371/journal.pone.0361042
AB - 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 Türkiye 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 Türkiye. 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.
SN - 1932-6203
ER -