Research Article
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Contribution of Choir Practices to the Integration Process of Immigrant Students

Year 2024, Issue: 25, 91 - 102, 06.03.2024
https://doi.org/10.30786/jef.1288735

Abstract

This study aimed to identify to what extent the choirpractices implemented in schools contributed to the integration process of immigrant students. In this study, action research, one of the qualitative research methods, was used as the research design and homogeneous sampling method. It is one of the purposeful sampling types, as the sample group. A questionnaire form consisting of 12 open-ended questions and a demographic information form with three questions were applied to the study group. Content analysis was used to analyze the interviewdata. In line with the findings obtained in this study, it was found that the choir practices implemented in schools contributed to the sense of belonging of immigrant students and their recognition in their social environment. The choir practices generated positive emotions that supported students’ self-confidence, personal and spiritual development. It was revealed that choir practice had positive contributions to students' Turkish reading, writing, and speaking skills, the development of their vocabulary, acquisition of cooperative working habits and family and peer relations. In line with these results obtained, it was also found that some of the participants included in the choir practice were exposed to peer bullying.

References

  • Aksoy, Y. (2022). Müzik öğretmenlerinin geçici koruma statüsündeki öğrencilerin müzik eğitimine yönelik görüşleri [Opinions of music teachers on music education of students in temporary protection status]. MSGSÜ Sosyal Bilimler Dergisi,2(26), 439-458.https://doi.org/10.56074/msgsusbd.1175885
  • Almutairi, J. (2015). Problems immigrants face in host countries. International Business & Economics Research Journal, 14(4), 691-698.
  • Arslan, P. (2020). Okul kavramına ilişkin metaforlar [Metaphors about the concept of school]. Uluslararası Liderlik Çalışmaları Dergisi: Kuram ve Uygulama, 3(1), 1-14.
  • Ateş, A. (2021). Müziğin Göçmenlerin Bütünleşme Sürecindeki Katkıları: Hatay Narlıca Mahallesi Örneği [The contribution of music to the integration process of the migrants: The case of Hatay Narlica] . (Unpublished Master Thesis), Mustafa Kemal University, Institute of Social Sciences, Hatay.
  • Balsnes, H. A. (2016). Hospitality in multicultural choral singing. International Journal of Community Music, 9(2), 171-189.https://doi.org/10.1386/ijcm.9.2.171_1
  • Baş, G. (2014). Lise öğrencilerinde yabancı dil öğrenme kaygısı: Nitel bir araştırma [Foreign language anxiety in high school students: a qualitative study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(36), 101-119.
  • Bloch, A. (2002). Refugees opportunities and barriers to training and employment. Research Report, (179).
  • Boer, D.,& Abubakar, A. (2014). Music listening in families and peer groups: Benefits for young people's social cohesion and emotional well-being across four cultures. Frontiers in Psychology, (5)392.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün Ö. E., Karadeniz, Ş.,& Demirel, F. (2018).Bilimsel araştırma yöntemleri[Scientific research methods]. Ankara: Pegem Academy Publishing.
  • Carlow, R. (2004). Hearing others' voices: An exploration of the musical experiences of immigrant students who sing in high school choir.( PhD dissertation), University of Maryland.
  • Castles, S., Haas, H.,& Miller, J. M. (2013). The age of migration: International population movements in the modern world. London: Red Globe Press.
  • Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries. OECD Education Working Papers, 203. https://dx.doi.org/10.1787/a3251a00-en
  • Çerezcioğlu, B. A. (2010). İzmir Makedon göçmenlerinde etnik kimliğin bir işaretleyicisi olarak müzik [In İzmir Macedonian immigrants a marker of ethnic identity as music]. Folklor Edebiyat Dergisi, 16 (62), 85-100.
  • Çepni, S. (2018). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work]. Bursa: Celepler Printing Publishing and Distribution.
  • Dere, İ., & Demirci-Dölek, E. (2023). Türkiye’de göçmen öğrencilerin eğitimde karşılaştıkları sorunlar [Problems of migrant students in education in Türkiye]. Humanitas, 11(INCSOS VIII Özel Sayısı), 108-135.
  • Dowell, M. S., & Goering, Z. C. (2018). Editors‘ introduction: On the promise and possibilities of arts integration in education. Pedagogies: An International Journal, 13(2), 85-91. https://doi.org/10.1080/1554480X.2018.1449180
  • Fuller, C., & Macfadyen, T. (2012). ‘What with your grades?’ Students’ motivation for and experiences of vocational courses in further education. Journal of Vocational Education & Training, 64(1), 87-101.
  • Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27 (2), 177-196.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60-71.
  • Gökmen, H. (2020). Suriyeli göçmen öğrencilerin Türk eğitim sistemine entegrasyon sorunu (Bursa Yıldırım ilçesi örneği) [The integration problem of Syrian migrant students to the Turkish education system (Bursa Yıldırım district example)]. (Unpublishing Master Thesis), Bursa Uludag University, Institute of Social Science, Bursa.
  • Göktaş, M., & Ayhan, A. (2017). Koro çalışmalarının, sosyokültürel katkılar açısından incelenmesi (Malatya ili örneği) [Examination in terms of sociocultural contributions on choir work: (Malatya sample)]. (Unpublishing Master Thesis), Inonu University, Institute of Educational Sciences Curriculum and Instruction, Malatya.
  • Gustavsson, H.,& Ehrlin, A. (2016). Music pedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools. Early Child Development and Care. 188. 1-12.
  • Gül, G., & Eren, B. (2017). The use of Orff-based music activities for educational and therapeutic purposes with disadvantaged group of Romani children. Academic Journals, 12(22), 1062-1073.
  • Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658
  • Kahvecioğlu, O. (2022). Müzik öğretmeni adaylarının çok kültürlü eğitime yönelik tutumları [Attitudes of music teacher candidates towards multicultural education]. (Unpublishing Master Thesis), Bursa Uludag University, Institute of Education Sciences, Bursa.
  • Lenette, C., & Procopis, B. (2016). ‘They change us’: The social and emotional impacts on music facilitators of engaging in music and singing with asylum seekers. Music and Arts in Action, 5(2), 55- 68.
  • Luchtenberg, S. (Ed.). (2004). Migration, Education and Change (1st ed.). Routledge. https://doi.org/10.4324/9780203299760
  • Marshall, M. N. (1996). Sampling for qualitiative reserarch: rationale, issues, and methods. Research on Aging, 17(1), 89-113.
  • Neuman, L. W. (2014). Social research methods: Oualitative an quantitative approaches (Seventh Ed.). Essex: Pearson Education Limited.
  • Olivier E., Dupéré V., Archambault I., Meilleur M., Thouin É., &Denault A. (2022). Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study. Frontiers in Education, 7: 937983.http://doi: 10.3389/feduc.2022.937983
  • Özgök, A., & Sarı, M. (2016). Ortaokul öğrencilerinin okula aidiyet duygusu ve arkadaş bağlılık düzeyi [Investigation oft he sense of school velonging and peer attachment among secondary school students]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 71-86.
  • Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
  • Polat, A. (2022). Araştırmada yarı-yapılandırılmış görüşme soruları: Soru form ve türleri, nitelikler ve sıralama [Semi-structured interview questions in qualitative research: Question forms and types, qualities and order]. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 22(2) , 161-182.
  • Rinde, B. F., & Kenny, A. (2021). Music inthe school life of newly arrived migrant children: potential paths to participation and belonging. Music Education Research, 25(3), 622-633. https://doi.org/10.1080/14613808.2021.1993165
  • Robinson, H. A. (2013). Arts integration and success of dis-advantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191-204. https://doi.org/10.1080/10632913.2013.826050
  • Sağın, A. E., & Güllü, M. (2020). Suriyeli öğrencilerin okula uyum süreci; sportif etkinliklerin rolü, Atatürk Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 22 (3).
  • Saldun, O. (2019). Kuzey Kıbrıs’ta ilkokul öğrencilerinin akran ilişkileri geliştirmelerinde koro eğitiminin rolü [The role of choir education in the development of peer relationships of primary school students in North Cypres] (Unpublishing Master Thesis). Yakın Doğu University, Institute of Education Sciences, Lefkoşa.
  • Schneeweis, N. (2011). Educational institutions and the integration of migrants. J Popul Econ 24, 1281–1308. https://doi.org/10.1007/s00148-009-0271-6
  • Schellenberg, G. E., Kathleen, C. A., Sebastian, D. P., & Malti, T. (2015). Group music training and children's prosocial skills. Plos One 10(10): E0141449., 1/14. https://doi.org/10.1371/journal.pone.0141449
  • Sevinç, S. (2017). Koro eğitiminde takım çalışmasına dayalı öğrenmenin önemi [The importance of team-based learning in choir education]. NWSAFine Arts, 12(4), 228-234. http://dx.doi.org/10.12739/NWSA.2017.12.4.D0203
  • Shaw, T. J. (2016). “The music i was meant to sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64(1). https://doi.org/10.1177/0022429415627989
  • Sukma, E., Ramadhan, S., & Indriyani, V. (2020). Integration of environmetal education in elementary schools. Journal of Physics: Conference Series, 1481. http://doi: 10.1088/1742-6596/1481/1/012136
  • Swaminathan, S., & Schellenberg, E. G. (2020). Musical ability, music training, and language ability in childhood. Journal of Experimental Psychology: Learning, Memory and Cognition, 46(12), 2340-2348. https://doi.org/10.1037/xlm0000798
  • Şahin, N. (2018). Göç bağlamında müzik ve kimlik ilişkisi: Türk-Alman genç kadınlar örneği [The relation between music and identity in the context of migration: The case of German-Turkish young women]. İstanbul Üniversitesi Sosyoloji Dergisi, 38(1), 179-197.
  • Şimşek, H., & Kula, S.S. (2018). Türkiye’nin göçmen politikasında ihmal edilen boyut: Eğitsel uyum programı. [Neglected dimension of Turkey's immigration policies: educational adjustment program]. Kırşehir Ahi Evran Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (AEUİİBFD), 2(2), 5-21.
  • TaşGüzeloğlu, B. G. (2019). Türkiyedeki çocuk korosu şeflerinin yıllık dağar oluşturma ölçütleri (Ankara ili örneği) [Criteria for annual repertoire selection of children's choirs' conductors in Turkey (The case of Ankara). (Unpublishing Master Thesis), Gazi University, Institute of Education Sciences, Ankara.
  • Tos, H., & Gökce, D. (2021). Suriyeli mültecilerin sosyal dışlanma sorunsalının “kapsayıcı kent” yaklaşımıyla değerlendirilmesi; Tarsus (Mersin) kenti örneği [Evaluation of the problem of social exclusion of Syrian refugees with an “inclusive city” approach; The example of Tarsus (Mersin) city]. Tarsus Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 2(2), 110-141.
  • Türkmen, E. F. (2012). Kültürler arası ilişkilerde müziğin rolü ve önemi Karol Szymanowski`de anadolu izleri [The role and importance of the music in the intercultural relations “the anatolian impressions“]. NWSAQualitative Studies, 7(2), 1-13.
  • Uçar, M. (2021). Dil kardeşliği: Göçmen öğrencilerle etkileşimde dilin rolü olabilir mi? [The fellowship of the language: Could language play a role in interaction with immigrant students?]. Liberal Düşünce Dergisi, 26(101), 41-66.
  • Uğurlu, N. (2015). Outcome of art therapy intervention on trauma, depression an anxiety symptoms among syrian refugee children. (Unpublishing Master Thesis]. Bahçeşehir University, Institute of Educational Sciences.
  • Wood, A. (2010). Singing diplomats: The hidden life of a russian-speaking choir in jerusalem. Ethnomusicology forum, 19(2), 165-190. https://doi.org/10.1080/17411912.2010.507360
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Yin, Robert K. (2017). Durum çalışması araştırması. (İ. Günbayı, Trans.) [Applications of case study research]. Ankara: Nobel Publishing. (Original work published in 2012).
Year 2024, Issue: 25, 91 - 102, 06.03.2024
https://doi.org/10.30786/jef.1288735

Abstract

References

  • Aksoy, Y. (2022). Müzik öğretmenlerinin geçici koruma statüsündeki öğrencilerin müzik eğitimine yönelik görüşleri [Opinions of music teachers on music education of students in temporary protection status]. MSGSÜ Sosyal Bilimler Dergisi,2(26), 439-458.https://doi.org/10.56074/msgsusbd.1175885
  • Almutairi, J. (2015). Problems immigrants face in host countries. International Business & Economics Research Journal, 14(4), 691-698.
  • Arslan, P. (2020). Okul kavramına ilişkin metaforlar [Metaphors about the concept of school]. Uluslararası Liderlik Çalışmaları Dergisi: Kuram ve Uygulama, 3(1), 1-14.
  • Ateş, A. (2021). Müziğin Göçmenlerin Bütünleşme Sürecindeki Katkıları: Hatay Narlıca Mahallesi Örneği [The contribution of music to the integration process of the migrants: The case of Hatay Narlica] . (Unpublished Master Thesis), Mustafa Kemal University, Institute of Social Sciences, Hatay.
  • Balsnes, H. A. (2016). Hospitality in multicultural choral singing. International Journal of Community Music, 9(2), 171-189.https://doi.org/10.1386/ijcm.9.2.171_1
  • Baş, G. (2014). Lise öğrencilerinde yabancı dil öğrenme kaygısı: Nitel bir araştırma [Foreign language anxiety in high school students: a qualitative study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(36), 101-119.
  • Bloch, A. (2002). Refugees opportunities and barriers to training and employment. Research Report, (179).
  • Boer, D.,& Abubakar, A. (2014). Music listening in families and peer groups: Benefits for young people's social cohesion and emotional well-being across four cultures. Frontiers in Psychology, (5)392.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün Ö. E., Karadeniz, Ş.,& Demirel, F. (2018).Bilimsel araştırma yöntemleri[Scientific research methods]. Ankara: Pegem Academy Publishing.
  • Carlow, R. (2004). Hearing others' voices: An exploration of the musical experiences of immigrant students who sing in high school choir.( PhD dissertation), University of Maryland.
  • Castles, S., Haas, H.,& Miller, J. M. (2013). The age of migration: International population movements in the modern world. London: Red Globe Press.
  • Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries. OECD Education Working Papers, 203. https://dx.doi.org/10.1787/a3251a00-en
  • Çerezcioğlu, B. A. (2010). İzmir Makedon göçmenlerinde etnik kimliğin bir işaretleyicisi olarak müzik [In İzmir Macedonian immigrants a marker of ethnic identity as music]. Folklor Edebiyat Dergisi, 16 (62), 85-100.
  • Çepni, S. (2018). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work]. Bursa: Celepler Printing Publishing and Distribution.
  • Dere, İ., & Demirci-Dölek, E. (2023). Türkiye’de göçmen öğrencilerin eğitimde karşılaştıkları sorunlar [Problems of migrant students in education in Türkiye]. Humanitas, 11(INCSOS VIII Özel Sayısı), 108-135.
  • Dowell, M. S., & Goering, Z. C. (2018). Editors‘ introduction: On the promise and possibilities of arts integration in education. Pedagogies: An International Journal, 13(2), 85-91. https://doi.org/10.1080/1554480X.2018.1449180
  • Fuller, C., & Macfadyen, T. (2012). ‘What with your grades?’ Students’ motivation for and experiences of vocational courses in further education. Journal of Vocational Education & Training, 64(1), 87-101.
  • Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27 (2), 177-196.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60-71.
  • Gökmen, H. (2020). Suriyeli göçmen öğrencilerin Türk eğitim sistemine entegrasyon sorunu (Bursa Yıldırım ilçesi örneği) [The integration problem of Syrian migrant students to the Turkish education system (Bursa Yıldırım district example)]. (Unpublishing Master Thesis), Bursa Uludag University, Institute of Social Science, Bursa.
  • Göktaş, M., & Ayhan, A. (2017). Koro çalışmalarının, sosyokültürel katkılar açısından incelenmesi (Malatya ili örneği) [Examination in terms of sociocultural contributions on choir work: (Malatya sample)]. (Unpublishing Master Thesis), Inonu University, Institute of Educational Sciences Curriculum and Instruction, Malatya.
  • Gustavsson, H.,& Ehrlin, A. (2016). Music pedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools. Early Child Development and Care. 188. 1-12.
  • Gül, G., & Eren, B. (2017). The use of Orff-based music activities for educational and therapeutic purposes with disadvantaged group of Romani children. Academic Journals, 12(22), 1062-1073.
  • Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658
  • Kahvecioğlu, O. (2022). Müzik öğretmeni adaylarının çok kültürlü eğitime yönelik tutumları [Attitudes of music teacher candidates towards multicultural education]. (Unpublishing Master Thesis), Bursa Uludag University, Institute of Education Sciences, Bursa.
  • Lenette, C., & Procopis, B. (2016). ‘They change us’: The social and emotional impacts on music facilitators of engaging in music and singing with asylum seekers. Music and Arts in Action, 5(2), 55- 68.
  • Luchtenberg, S. (Ed.). (2004). Migration, Education and Change (1st ed.). Routledge. https://doi.org/10.4324/9780203299760
  • Marshall, M. N. (1996). Sampling for qualitiative reserarch: rationale, issues, and methods. Research on Aging, 17(1), 89-113.
  • Neuman, L. W. (2014). Social research methods: Oualitative an quantitative approaches (Seventh Ed.). Essex: Pearson Education Limited.
  • Olivier E., Dupéré V., Archambault I., Meilleur M., Thouin É., &Denault A. (2022). Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study. Frontiers in Education, 7: 937983.http://doi: 10.3389/feduc.2022.937983
  • Özgök, A., & Sarı, M. (2016). Ortaokul öğrencilerinin okula aidiyet duygusu ve arkadaş bağlılık düzeyi [Investigation oft he sense of school velonging and peer attachment among secondary school students]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 71-86.
  • Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
  • Polat, A. (2022). Araştırmada yarı-yapılandırılmış görüşme soruları: Soru form ve türleri, nitelikler ve sıralama [Semi-structured interview questions in qualitative research: Question forms and types, qualities and order]. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 22(2) , 161-182.
  • Rinde, B. F., & Kenny, A. (2021). Music inthe school life of newly arrived migrant children: potential paths to participation and belonging. Music Education Research, 25(3), 622-633. https://doi.org/10.1080/14613808.2021.1993165
  • Robinson, H. A. (2013). Arts integration and success of dis-advantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191-204. https://doi.org/10.1080/10632913.2013.826050
  • Sağın, A. E., & Güllü, M. (2020). Suriyeli öğrencilerin okula uyum süreci; sportif etkinliklerin rolü, Atatürk Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 22 (3).
  • Saldun, O. (2019). Kuzey Kıbrıs’ta ilkokul öğrencilerinin akran ilişkileri geliştirmelerinde koro eğitiminin rolü [The role of choir education in the development of peer relationships of primary school students in North Cypres] (Unpublishing Master Thesis). Yakın Doğu University, Institute of Education Sciences, Lefkoşa.
  • Schneeweis, N. (2011). Educational institutions and the integration of migrants. J Popul Econ 24, 1281–1308. https://doi.org/10.1007/s00148-009-0271-6
  • Schellenberg, G. E., Kathleen, C. A., Sebastian, D. P., & Malti, T. (2015). Group music training and children's prosocial skills. Plos One 10(10): E0141449., 1/14. https://doi.org/10.1371/journal.pone.0141449
  • Sevinç, S. (2017). Koro eğitiminde takım çalışmasına dayalı öğrenmenin önemi [The importance of team-based learning in choir education]. NWSAFine Arts, 12(4), 228-234. http://dx.doi.org/10.12739/NWSA.2017.12.4.D0203
  • Shaw, T. J. (2016). “The music i was meant to sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64(1). https://doi.org/10.1177/0022429415627989
  • Sukma, E., Ramadhan, S., & Indriyani, V. (2020). Integration of environmetal education in elementary schools. Journal of Physics: Conference Series, 1481. http://doi: 10.1088/1742-6596/1481/1/012136
  • Swaminathan, S., & Schellenberg, E. G. (2020). Musical ability, music training, and language ability in childhood. Journal of Experimental Psychology: Learning, Memory and Cognition, 46(12), 2340-2348. https://doi.org/10.1037/xlm0000798
  • Şahin, N. (2018). Göç bağlamında müzik ve kimlik ilişkisi: Türk-Alman genç kadınlar örneği [The relation between music and identity in the context of migration: The case of German-Turkish young women]. İstanbul Üniversitesi Sosyoloji Dergisi, 38(1), 179-197.
  • Şimşek, H., & Kula, S.S. (2018). Türkiye’nin göçmen politikasında ihmal edilen boyut: Eğitsel uyum programı. [Neglected dimension of Turkey's immigration policies: educational adjustment program]. Kırşehir Ahi Evran Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (AEUİİBFD), 2(2), 5-21.
  • TaşGüzeloğlu, B. G. (2019). Türkiyedeki çocuk korosu şeflerinin yıllık dağar oluşturma ölçütleri (Ankara ili örneği) [Criteria for annual repertoire selection of children's choirs' conductors in Turkey (The case of Ankara). (Unpublishing Master Thesis), Gazi University, Institute of Education Sciences, Ankara.
  • Tos, H., & Gökce, D. (2021). Suriyeli mültecilerin sosyal dışlanma sorunsalının “kapsayıcı kent” yaklaşımıyla değerlendirilmesi; Tarsus (Mersin) kenti örneği [Evaluation of the problem of social exclusion of Syrian refugees with an “inclusive city” approach; The example of Tarsus (Mersin) city]. Tarsus Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 2(2), 110-141.
  • Türkmen, E. F. (2012). Kültürler arası ilişkilerde müziğin rolü ve önemi Karol Szymanowski`de anadolu izleri [The role and importance of the music in the intercultural relations “the anatolian impressions“]. NWSAQualitative Studies, 7(2), 1-13.
  • Uçar, M. (2021). Dil kardeşliği: Göçmen öğrencilerle etkileşimde dilin rolü olabilir mi? [The fellowship of the language: Could language play a role in interaction with immigrant students?]. Liberal Düşünce Dergisi, 26(101), 41-66.
  • Uğurlu, N. (2015). Outcome of art therapy intervention on trauma, depression an anxiety symptoms among syrian refugee children. (Unpublishing Master Thesis]. Bahçeşehir University, Institute of Educational Sciences.
  • Wood, A. (2010). Singing diplomats: The hidden life of a russian-speaking choir in jerusalem. Ethnomusicology forum, 19(2), 165-190. https://doi.org/10.1080/17411912.2010.507360
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Yin, Robert K. (2017). Durum çalışması araştırması. (İ. Günbayı, Trans.) [Applications of case study research]. Ankara: Nobel Publishing. (Original work published in 2012).
There are 53 citations in total.

Details

Primary Language English
Subjects Multicultural Education, Primary Education, Fine Arts Education, Inclusive Education
Journal Section Makaleler
Authors

Gülnihal Gül 0000-0001-9437-2419

Gizem Arıcı 0000-0002-1606-9948

Publication Date March 6, 2024
Published in Issue Year 2024 Issue: 25

Cite

APA Gül, G., & Arıcı, G. (2024). Contribution of Choir Practices to the Integration Process of Immigrant Students. Journal of Education and Future(25), 91-102. https://doi.org/10.30786/jef.1288735
AMA Gül G, Arıcı G. Contribution of Choir Practices to the Integration Process of Immigrant Students. JEF. March 2024;(25):91-102. doi:10.30786/jef.1288735
Chicago Gül, Gülnihal, and Gizem Arıcı. “Contribution of Choir Practices to the Integration Process of Immigrant Students”. Journal of Education and Future, no. 25 (March 2024): 91-102. https://doi.org/10.30786/jef.1288735.
EndNote Gül G, Arıcı G (March 1, 2024) Contribution of Choir Practices to the Integration Process of Immigrant Students. Journal of Education and Future 25 91–102.
IEEE G. Gül and G. Arıcı, “Contribution of Choir Practices to the Integration Process of Immigrant Students”, JEF, no. 25, pp. 91–102, March 2024, doi: 10.30786/jef.1288735.
ISNAD Gül, Gülnihal - Arıcı, Gizem. “Contribution of Choir Practices to the Integration Process of Immigrant Students”. Journal of Education and Future 25 (March 2024), 91-102. https://doi.org/10.30786/jef.1288735.
JAMA Gül G, Arıcı G. Contribution of Choir Practices to the Integration Process of Immigrant Students. JEF. 2024;:91–102.
MLA Gül, Gülnihal and Gizem Arıcı. “Contribution of Choir Practices to the Integration Process of Immigrant Students”. Journal of Education and Future, no. 25, 2024, pp. 91-102, doi:10.30786/jef.1288735.
Vancouver Gül G, Arıcı G. Contribution of Choir Practices to the Integration Process of Immigrant Students. JEF. 2024(25):91-102.
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