Abstract:

Emergencies are conditions that negatively affect many rights of the individual, such as the right to education. In emergencies, people need communication skills to overcome negative conditions. Turkish lesson is the main course in which communication skills are developed. Since emergencies are different from normal times, the Turkish lesson taught in emergency situations should also be different from the lesson in normal times. For this reason, it is important how the secondary school Turkish lesson should be given in emergency situations. The aim of this research is to examine how the secondary school Turkish lesson should be given in emergency situations in line with the opinions of Turkish language teachers. For this purpose, research data were asked from 120 Turkish teachers working in Adıyaman in the 2021-2022 academic year, on a voluntary basis, using a semi-structured interview form, one of the qualitative data collection tools, via Google Docs. The data obtained were analyzed using the content analysis technique, which is among the qualitative methods. According to the findings, it was concluded that the participants had difficulties in teaching grammar topics in the Turkish lesson and they could not reach a sufficient number of participants in the learning environment. Identified problems can be solved by restructuring the program in accordance with the nature of the emergency.

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