Resolving Language Barriers Within The Context Of Global Co-Habitation, With New Educational Support Strategies For Responsible Innovation

Abstract

This paper focuses on resolving language barriers within the context of co-habitation for displaced communities, specifically between Syrian immigrant parents and Turkish teachers within the Turkish education system. It has been often reported that Syrian immigrant parents, the majority of immigrants in Turkiye, cannot be part of their children’s education period because of language problems which negatively affects immigrant students’ success as well as welfare of the community in a long-term period. This paper offers a framework of parameters for human centred design and information design, in addition to new educational support strategies, methods and mentoring, that can be relied upon to help students and graduates address current and future challenges for responsible innovation. The paper will expand on the detailed findings that Syrian parents and local teachers might not be able to maintain a dialogue due to language limitations, negatively affecting the success of Syrian students. Hence, this paper proposes an analysis of language barriers between Syrian parents and Turkish teachers including literature review and case studies. It has been reported that language barriers extend beyond language limitations, to other factors associated with ‘unfamiliarity with the issue’, ‘emotional barriers’, ‘cultural differences’, and ‘personal features’ according to context, that benefits from a design-led multi-perspective approach.