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In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.

instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course.

Writing instructors should look for evidence of a text's rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic.

Further, "patchwriting," defined by Rebecca Moore Howard, as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language.

We advocate that instructors take extra care when suspecting a second language writer of plagiarism, and take into consideration the student's cultural background, level of experience with North American educational systems, and confidence level for writing in English.

Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers. 

should be based on students’ writing proficiency

mainstreaming

the literacy support of second language writers needs to extend beyond the composition requirement as well.

approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.

Therefore, it is imperative that writing centers model and discuss effective approaches for working with second language writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing.

Second language writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts.

scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.

to identify strengths second language writers bring to the classroom.

With the help of an instructor, second language writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy. Therefore, instructors need to learn how to proficiently work with the writing tools and within the writing contexts that will help second language writers create these bridges. As in this case, instructors need to be trained to work with various writing media (e.g., computer programs) so that they can take advantage of these pedagogical opportunities.

instructors will be better prepared to work with second language students if issues of second language writing and writers are a consistent feature that is re-enforced throughout their training in writing instruction, especially in-service training encouraged of all writing instructors.

We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in your writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s American FactFinder website. Also, websites such as the National Center for Education Statistics provides data on the number of English Language Learners (ELL) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.

majority of refugees are women and, especially, children; of the 200,000 refugees in Turkish camps, about 60% are children.

t was left to him to find tents, wooden flooring, carpets and paving bricks, desks, chairs, drawing boards, teaching aids and, of course, textbooks

urkish Red Crescent

acquired through AFAD channels a

egging

he result

ten large tents with floors

drawing boards

electricity

computer projectors.

limate control consisted of large fans

he pre-school director in Islahiye Camp used empty office and storage space in the warehouse to house five rooms full of loud young children

preschools enjoyed the largest proportion of age-group participation.

camp schools are administered by Turks

curricula are not recognised or sanctioned by the Turkish education authorities, and so licenced Turkish teachers cannot be assigned to them.

amp education directors rely heavily on volunteers from among the refugees themselves

time and instruction with the children is often inconsistent

not be able to teach in Arabic

There is little incentive for parents to commit their children to learning a new language

Closely related to the issue of language is the curriculum

eenage students in the camps generally do not have access to the secondary schooling

Indeed, one source of tension between Syrian parents and the Turkish authorities has been the Syrian demand for special classes for advanced students whose preparations for university entrance exams were interrupted by the war.

Syrian schools have opened outside of the camps with funding from the local government,

using the Syrian curriculum and books salvaged from Syrian schools and reproduced

Gaziantep

namely Syrian demands for the separation of the sexes in classrooms

Syrian parents also tend to insist that their daughters wear headscarves (hijab) in public and in schools, while it is illegal for Turkish teenage girls to cover their hair at school.

Tensions over the separation of the sexes, curriculum and language of instruction are compounded by the politics of Syrians’ refugee status

y contrast, the Turkish government chose not to officially recognise the Syrians as refugees as defined by UNHCR, and did not ask UNHCR to register the newcomers as refugees.

officially designate Syrians as refugees would limit Turkey’s involvement in the Syrian civil war,

Turkey has allowed arms and non-lethal aid through its territory to supply the Free Syrian Army

here are also concerns that Syrians, desperate for income, take jobs at lower wages than Turks

Even guests can outstay their welcome, and with no end in sight to the civil war and no prospect of a return of Syrians to Syria, Turks are beginning to question how long they can sustain their assistance. I

une 2013 AFAD began accepting offers of financial and other aid from outside agencies, including UNHCR and the UN Educational, Scientific and Cultural Organisation (UNESCO).

The schools developed in Syrian refugee camps in Turkey provide valuable models for establishing schools for rapidly growing refugee populations.

The next critical challenge for Syrian education in Turkey is what to do with the growing number of Syrian teenagers who need to finish their high-school studies at accredited schools in order to compete for places at universities in Turkey or elsewhere.