Effect of interactive read-aloud on primary school students’ perspective on refugee students / Efecto de la lectura en voz alta interactiva en la perspectiva de los estudiantes de primaria acerca de los estudiantes refugiados

Abstract

Teachers who have refugee students in their classrooms may experience professional inadequacies in adapting these students to the classroom. Reasons such as language problems, psychological reasons and host students’ perspectives on refugees are factors that make the school adaptation process of refugee students difficult in the country they go to. The current research developed a positive perspective of host students towards refugee students in the classroom where they receive education. In this context, interactive reading activities were carried out with children’s picture books about refugees in order to help host students gain skills such as empathizing with and respecting refugee students. In this study, which was conducted as an action research, data were collected through a sociometric form, a semi-structured interview questionnaire and student products. As a result of the study, it was observed that host students developed social skills such as respecting and empathizing with refugees, and thus the adaptation process of refugee students developed positively.