Turkey presents a unique picture as the host of the highest number of Syrian refugees after the outbreak of civil war in Syria in 2011. According to United Nations High Commissioner for Refugees (2018), Turkey has more than 3.5 million Syrian refugees half of whom are school-aged children. These children have limited access to their basic human right: receiving quality education. Fewer than half of approximately one million school aged (ages 5 to 18) Syrian refugee children could receive regular education services in Turkey (Directorate General of Immigration Affairs, 2016). Turkey welcomed a large number of Syrian refugees without taking necessary steps in its education system. Embracing cultural diversity via multiculturalism, and multilingual education, one needs to direct the attention of the audience to the long-term struggle of refugee children in Turkish education system and draw a conceptual framework for quality education and excellence in teacher education. The present paper is an attempt to highlight the role of multicultural education; more specifically through the lens of multicultural literacy practices. Highlighting the contributions of various genres of different ethnic and racial backgrounds such as songs, poetry, fiction, (auto)biographies, multicultural literacy could increase cultural awareness and understanding of pupils, teachers, administrators and the communities, and could help establish enriching learning experiences for Turkish and Syrian children. Multicultural literature provides a meaningful platform affirming differences and showing cultural connections, revealing social issues, necessitating action against injustice, and embracing diverse cultures. When implemented with care, multicultural literacy could increase academic achievement of ethnic minority and at-risk students, heighten cultural awareness and understanding of all students, and provide meaningful learning opportunities for all. The present paper aims to delve into the relationship among English as a lingua franca, Syrian refugee children education, and the theoretical underpinning of multicultural and multi-ethnic education in relation to English language instruction in Turkey.

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透过多元文化的玻璃看：土耳其的叙利亚难民儿童教育的重新审查

在2011年内战爆发后，土耳其是叙利亚难民数量最多的收容国。根据联合国难民事务高级专员（2018）的数据，土耳其有超过350万叙利亚难民，其中一半是叙利亚难民。学龄儿童。这些儿童享有基本人权的机会有限：接受优质教育。在土耳其大约100万学龄（5至18岁）的叙利亚难民儿童中，不到一半可以在土耳其接受正规教育服务（移民事务总局，2016年）。土耳其欢迎许多叙利亚难民，但未在其教育系统中采取必要步骤。通过多元文化主义和多语言教育拥抱文化多样性，人们需要将观众的注意力吸引到土耳其教育系统中难民儿童的长期斗争，并为高质量的教育和卓越的教师教育画出一个概念框架。本文试图突出多元文化教育的作用。更具体地说，是通过多元文化素养实践的镜头。强调歌曲，诗歌，小说，（自传）传记，多元文化素养等不同种族和种族背景的不同流派的贡献，可以提高学生，老师，行政人员和社区的文化意识和了解，并有助于建立丰富的学习经验适用于土耳其和叙利亚儿童。多元文化文学提供了一个有意义的平台，可以肯定差异并展示文化联系，揭示社会问题，必须采取行动制止不公正现象，并拥护多种文化。如果谨慎实施，多元文化素养可以提高少数族裔和高危学生的学业成绩，增强文化意识和对所有学生的理解，并为所有人提供有意义的学习机会。本文旨在探讨英语作为一种通用语言，叙利亚难民儿童教育以及土耳其与英语教学相关的多文化和多种族教育的理论基础之间的关系。增强所有学生的文化意识和理解，并为所有人提供有意义的学习机会。本文旨在探讨英语作为一种通用语言，叙利亚难民儿童教育以及土耳其与英语教学相关的多文化和多种族教育的理论基础之间的关系。增强所有学生的文化意识和理解，并为所有人提供有意义的学习机会。本文旨在探讨英语作为一种通用语言，叙利亚难民儿童教育以及土耳其与英语教学相关的多文化和多种族教育的理论基础之间的关系。