Abstract:

Opinions of Turkish and Turkish culture course (TTCC) teachers were received in order to determine the differences between Turkish origin students and parents in Belgium and students and parents in Turkey. In this study phenomenology pattern which is one of the qualitative research methods was used. Data belonging to 10 participants, which was obtained by semi structured interviews consisting of open ended questions were resolved by content analysis and were separated into categories. According to TTCC teachers Turkish origin students in Belgium learn by hands on learning, participate in trips out of school and are involved in extracurricular activities much more than the students in Turkey. Although they do not comply during TTCC, they are more in compliance with school and classroom rules in Belgium. Teaching Turkish is the teaching of foreign language for most Turkish origin students. The number of non-bilingual students who have difficulty learning French is high. Most of the students have a minimum level of education in order to have a profession and they want to receive unemployment benefits. Students are more tolerant to race, ethnic, sex, cultural… differences, even if not all over Belgium. Most of Turkish origin parents in Belgium cannot provide students with adequate educational and social support. Apart from parents with high educational level, parents generally do not give due importance to TTCC and do not cooperate with teachers for the success of the course.

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