Classroom teachers' experiences and opinions concerning bilingual students

This study examines the challenges faced by primary school teachers working in classrooms with bilingual students and their perspectives on these challenges. The purpose of the research is to reveal the experiences of teachers in bilingual classrooms, the linguistic and cultural difficulties they encounter, and the solutions they have developed to overcome these challenges. The study was designed according to a qualitative research model, using a semi-structured interview form as the data collection tool. A total of 24 primary school teachers working in bilingual classrooms in the Eyyübiye district of Şanlıurfa province participated in the research. The data were analyzed using descriptive analysis. The findings showed that teachers primarily experienced communication difficulties, cultural adaptation problems, and concerns about academic achievement in bilingual classrooms. Additionally, it was determined that teachers adopted language-supported teaching methods and preferred individualized instruction practices to address these issues. As a result of the study, it was found that there is a need to improve the pedagogical competencies of teachers working in bilingual classrooms and to expand in-service training programs to overcome the challenges faced in bilingual classroom environments. This research aims to contribute to the understanding of the experiences of teachers in bilingual classrooms and to provide a basis for efforts to improve educational settings in such environments.