This thesis examines the transition experience of 34 Turkish early adolescents, leaving families and hometowns, and moving to a highly competitive, bilingual, boarding school. While they are all academic high-achievers, the pupils come from a range of socio-economic and cultural backgrounds, with different levels of English. For the first eight weeks of the transition, and again in the last week of the academic year, pupils responded in writing to various prompts designed to ascertain what they were experiencing and feeling. Six pupils were selected for in-depth, follow-on interviews. The addition of researcher observations and school data helps to triangulate the results in this case study. A phenomenological approach assists in illuminating how the pupils transition to the new environment. Institutional, communal living is new for all, “another world”, and there is a range of reactions to all it entails, with everyone experiencing some difficulty at some stage of the process. While some pupils adjust relatively easily, some pupils do not complete the transition effectively. Analysis of the pupils’ words results in over-riding themes which influence the transition. Having strong residential friendships, certain characteristic traits, healthy family relationships and clear school structures, policies and practices all ease the adjustment process. Pupils undergo an intense experience, creating indelible memories; often positive, sometimes negative. The study starts to fill the gap in literature concerning children’s experiences at boarding schools and suggesting areas to which schools and parents should pay attention. It benefits from the subjective perspective of those living the experiences, recounted contemporaneously and vividly. Its conclusions include the fact that each pupil has a unique experience of transition.

中文翻译：

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“这是另一个世界”：学生过渡到土耳其寄宿高中的案例

本论文考察了 34 名土耳其早期青少年的过渡经历，他们离开家庭和家乡，搬到竞争激烈的双语寄宿学校。虽然他们都是学术上的佼佼者，但学生来自不同的社会经济和文化背景，英语水平也各不相同。在过渡的前八周和学年的最后一周，学生们对各种旨在确定他们正在经历和感受的提示做出书面回应。六名学生被选中进行深入的后续采访。添加研究人员观察和学校数据有助于对本案例研究中的结果进行三角测量。现象学方法有助于阐明学生如何过渡到新环境。制度化的公共生活对所有人来说都是新事物，“另一个世界”，对它所涉及的一切都有一系列的反应，每个人在这个过程的某个阶段都会遇到一些困难。虽然有些学生相对容易调整，但有些学生并没有有效地完成过渡。对学生的话的分析会产生影响过渡的压倒一切的主题。拥有牢固的寄宿友谊、某些特征、健康的家庭关系和清晰的学校结构、政策和做法都可以缓解调整过程。学生经历强烈的体验，创造不可磨灭的回忆；经常是积极的，有时是消极的。该研究开始填补有关寄宿学校儿童经历的文献空白，并建议学校和家长应注意的领域。它受益于那些经历过的人的主观视角，同时生动地叙述。它的结论包括这样一个事实，即每个学生都有独特的过渡体验。