An ecological exploration of challenges and affordances of emerging multilingual classrooms: Voices from Türkiye

Abstract

Aims and objectives: This study explores the challenges and affordances of multilingual classrooms in Türkiye through an ecological theoretical framework, aiming to understand how teachers perceive and navigate these educational contexts. The research questions focus on identifying the specific challenges and opportunities within these classrooms and understanding their implications for educational practices. Design/methodology/approach: Employing a qualitative approach grounded in ecological theory, narrative interviews were conducted with 11 teachers from a university language school in Istanbul, selected through convenience sampling. Data were analyzed thematically to uncover patterns related to microsystem, mesosystem, exosystem, and macrosystem levels of educational ecology. Data and analysis: The study utilized narrative interviews to gather rich, contextual data from teachers who reflected the multicultural and multilingual nature of their classrooms. Thematic analysis was employed to categorize and interpret the data, ensuring rigorous exploration of the ecological dimensions influencing classroom dynamics. Findings/conclusions: Analysis revealed that multilingual classrooms in Türkiye present both challenges and opportunities across various ecological levels. Microsystem challenges included managing diverse student personalities and navigating language use policies, while mesosystem challenges involved aligning institutional expectations with classroom realities. Exosystemically, the study highlighted the role of societal attitudes toward multilingual education in shaping classroom dynamics. Macrosystemically, educators discussed the influence of global English language norms and local educational policies on classroom practices. Originality: This study contributes to the literature by applying an ecological perspective to explore multilingual education in a Turkish context, emphasizing the unique interplay between local educational practices and global educational trends. Significance/implications: The findings underscore the need for targeted teacher training and policy interventions that account for the complex ecological dynamics of multilingual classrooms, promoting inclusive educational practices that respect and leverage linguistic diversity. Limitations: While insightful, this study’s findings are context-specific to Türkiye’s educational landscape, suggesting avenues for future research in other global contexts.