Almanya’da Ana Dili Türkçe Öğretiminde Kullanılan Ders Kitaplarında Kültür Aktarımının CEFR 2020 Çerçevesinde İncelenmesi
The Examination of Cultural Transmission in Textbooks Used in Teaching Turkish as a Mother Tongue in Germany within the Framework of CEFR 2020

Summary/Abstract: This study examines the Dilim Turkish Language and Reading Textbooks used at Grades 6, 7 and 8 in Turkish mother tongue education in Germany in terms of cultural transmission, values education, and linguistic and cultural mediation emphasized in the CEFR 2020 Companion Volume. The study was designed within a qualitative research approach and employed document analysis as the primary data collection and analysis method. Texts, visuals, unit headings and assessment activities in the three textbooks were analyzed through descriptive and content analysis within eight categories (K1-K8). The findings indicate a total of 218 cultural/mediation codes across the three grade levels. The highest overall frequencies were observed in K8 Linguistic and Cultural Mediation (f=44) and K5 Values, Moral Elements and Social Justice (f=43). K8 increased from f=13 in Grade 6 to f=14 in Grade 7 and f=17 in Grade 8, suggesting that mediation-oriented tasks become more visible at higher grade levels. By contrast, some cultural categories do not display a linear increase and vary according to unit and thematic structure. Qualitative findings further show that themes such as migration, integration, biculturalism and historical memory are addressed through more analytical and critical tasks at Grade 8. Overall, the textbooks construct cultural transmission not merely as the presentation of cultural knowledge but in relation to values, linguistic repertoire, intercultural comparison and meaning-making; CEFR 2020 mediation is particularly more prominent at the upper grade level.

• Details
• Contents