Abstract:

Every society has an existing culture that arises from its own history, and that creates alterations along with its very presence and own dynamics. Each merit the culture in question is consisted of is precious to the society it belongs to. In the apprehension based on multiculturalism, all the diverse cultures are considered values and respected accordingly, for every culture is genuine and it is valuable with its own characteristics. Therefore, considering a culture superior to or more valuable than the other cultures is not a matter of question. As well as the intergenerational transfer of the indigenous culture is fulfilled by the help of written and verbal language instruments, the universal culture elements are also taught through language in mother tongue education; and in foreign language teaching, both the target culture and the elements of multiculturalism are established under favour of language. In this research, it is aimed to disclose the reason why multicultural education apprehension either in Turkish lessons in formal education or in teaching Turkish as foreign language in Turkish teaching courses, which are preferred especially by adult learners, is needed due to the multi-cultured structure of society in Turkey; to find out how much place multiculturalism has been given in the education of preservice Turkish teachers, and to produce relevant solution offers about the topic. This is theoretical research in which the document analysis method of qualitative research methods has been used. As a result of the research, in which native language education and education of Turkish as a foreign language due to the presence of multicultural education environment in Turkish teaching courses have been evaluated in terms of multiculturalism, a number of proposals were submitted.

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