Page 34 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

refugee boys rarely speak Turkish with their Turkish friends (Table-5). The percentage of RS girls who
always speak in Turkish with their Turkish friends is 70%. It is significantly less than the percentage of
RS boys. Rarely speaking girls constitutes only 13% of RS girls. This percentage is higher than the
fraction of rarely speaking boys (10%) but the difference is not statistically significant (Table-5). These
figures indicate that both boy and girl refugees are open to talk Turkish to their Turkish friends.
Therefore, the situation in school education is promising in terms of RS’s communication with Turkish
friend. Relative to RS girls, RS boys are more open to communicate in Turkish with their Turkish friends.
For Turkish students, the case is the opposite and is not promising. Relative to Turkish boys, Turkish
girls are more open to communicate with her refugee friends and the percentage of Turkish girls who
always speak Turkish with her refugee friends is only 49% (Table-6) which is more less than the
percentage of RS girls who always speak Turkish with her Turkish friends (%70). On the other hand,
the percentage of rarely speaking Turkish girls is 19% which is significantly higher the fraction of RS
girls who rarely speak Turkish with her Turkish friends (13%). Rarely speaking ratio increase to 26%
for Turkish boys. One out of four Turkish boy do not prefer to communicate with his refugee friend.
The fraction of students who are close to communication is higher for Turkish students. This fact is a
crucial obstacle putting back the communication among Turkish and refugee students and hindering the
integration progress of RS into TES. Therefore, school managers and teachers should be aware of this
fact. Teachers must be equipped with related curriculums and supplementary material to educate
Turkish students to make them more eager and open to communication in a multicultural environment.

As talking, playing game is another important sign of the degree of communication among students.
Refugee and Turkish students’ frequency of playing with each other is shown in Table-7 and Table-8.

Refugee Students Girls Boys

How often do you Always 27% < 33%
play games with your Sometimes 36% < 41%
Turkish friends? Rarely 37% > 26%

Table – 7: Refugee students’ playing frequency with their Turkish friends.

Turkish Students Girls Boys

How often do you Always 17% ≈ 19%
play games with your Sometimes 37% ≈ 40%
refugee friends? Rarely 46% > 41%

Table – 8: Turkish students’ playing frequency with their refugee friends.
(Note: The sign ≈ means that the difference is not statistically significant.)

The figures in Table-7 and Table-8 reporting refugee and Turkish students’ frequency of playing with
each other reveal that the communication among students is weak and the integration of RS is very
limited. Only 27% of refugee girls and 33% of refugee boys always playing games with their Turkish
31