Türk Çocuklarının Hollanda Eğitim Kurumlarındaki Konumları ve Dil Gelişimleri (1)

Batı Avrupa’da doğup büyüyen göçmen Türk çocuklarının eğitim kurumlarındaki başarı durumu her geçen yıl daha da düşmektedir. The reasons for failure are usually not uncommon to study investigating the cause of the problem should be explained, depending on ethnicity and parental education. Generally, students are classified according to their ethnicity and academic research comparing notes taken by the students and the scores are not sufficient to explain the reasons for the failure of students. In this paper, starting from the general situation in the Netherlands, Turkish students made determinations regarding the location of the educational institutions and alternative solutions are available.

Western European educational environment in immigrant children's perceptions and judgments about the success in the field of education has a negative take on more with every passing year. many academic publications related to any comprehensive study on the causes of failure in education While there were no results are produced. The second and third generations of achievements in the field of education, starting from primary school up to university Turkish immigrant children is reflected in percentage figures but only the causes of success or failure is rarely discussed. This article describes the situation in the Netherlands, students will be discussed in the context of factors on school success. In this evaluation, which dominate the current academic work after the Dutch education system is briefly introduced "children of immigrants failure" judgment will be questioned from several angles. teachers acting on success in education, The role of the school, social conditions, issues such as the structure of the curriculum and teaching approach is often ignored and the failure of the entire bill if it is issued to migrant children. After the second part of the study evaluated the factors that play an important role in the success of education in the last part of making determinations relating to migrant children's language development will be presented recommendations for research to be performed later.

failure debate in Education
Built on the corporate hierarchy based on the results they receive from students take the exam in the Netherlands in early childhood education institutions are directed to schools at different levels. Students are not 12 Cito exam at the age of so-called school-leaving examinations may not always be sufficient to determine the actual cognitive skills of students. basic practices for elementary school students' language and concept development for many of the children of immigrants can remain incomplete when compared to their peers. But no linguistic until school-leaving examinations, behavioral, the student's cognitive and linguistic skills after school-leaving examinations for not only academic and cognitive problems raised by school come to the fore. studies on school performance did not cause this situation are investigated extensively primary leaving examinations, failure rate in secondary schools, and is limited to the number of students sent to different types of schools. The ethnicity of students in academic work, Native language, language spoken at home, family origins, school choice, ırkçılık – criteria are used, such as discrimination and school characteristics. Classroom practices and students all working individually are not treated any agenda they are exposed 'political arithmetic' it explains percent based on the accounts known group. This suggests that the only just result-oriented academic studies made and the resulting inequality is at risk as a natural result of reflection and impose. Known to uncover the real issues to investigate the causes of inequality, rather than judges must present the results and present the offer as determined immigrants to success in the education of children contrary in not any additives inequality and teachers are registered in educational institutions before. Both the teachers and also is supported by the negative perception of educational institutions and judicial figures. stakeholders will be questioned students outside of school failure after a critical assessment of the situation in this article.

Instead of failures in immigrant children's educational institutions and to discuss the reasons for inequality in education will be more meaningful. The relationship between the Dutch educators and scientists working in the field of sociology of education ethnicity and failures in education are published each year in comparison reiterated. The annual function with concrete proof of the failure of this comparison immigrant children and Amasa is no cause and solution for the detection.

As presented in Table 1 are based on years of Dutch students compared with students from different linguistic and cultural backgrounds and differences between them are announced to the public each year. This analogy is not among equals contrary to remedy the failure of the migrant children's education Aside from lowering their self-esteem and is the frustrating nature of these groups.

Table 1: The distribution of years of Dutch and mathematics results (O = 50, S.S=10) (Gijsberts & Herweyer 2007)

The results presented in Table 1, the fact that immigrant children showed significant improvements over the years, especially in mathematics with native Dutch regress instead we witness the development of indigenous students. This is one of the issues that need to examine seriously. The task of training scientists must not only to identify the causes of the current problems and find appropriate solutions to make comparisons over results. the current operating mode of the Dutch educational environment is not only focused on results.

Next week: "Black schools"

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