Özet:

At the beginning of the basic materials of the language teaching comes the teaching books and texts. The introduction of cultural elements in the teaching of Turkish will help to learn the language in a functional framework and context. The use of cultural elements in the teaching of Turkish as the main language plays an important role in the formation of the identities of Turkish children living abroad. In the study, document analysis of the quality research methods was used. In the framework of the study, 56 texts in the 4-5-class curriculum of Turkish and Turkish Culture (2010) were evaluated according to cultural categories in the European Common Framework Text (2001). First of all, cultural elements/values/cavrams in each text are identified and classified according to the categories in the framework text. Thus, the texts have been drawn out the cultural background and revealed how much cultural values are included in the book. The study finds that cultural elements are very intense in the book. Values, beliefs, and attitudes are included in the category 433 (45%) cultural elements, while living conditions are included in the category 55 (6%) cultural elements. There is no balanced distribution between cultural categories. The book contains 968 cultural elements. This intensive cultural translation has not been shown to fit the level of 4–5 and has turned the book into a cultural translation book rather than language teaching.

Anahtar Kelimeler:

Özet:

Text books and texts come at the beginning of the basic materials of language teaching. Having cultural elements in teaching Turkish will help to learn the language in a functional framework and context. The use of cultural elements in teaching Turkish as a mother tongue plays an important role in the formation of the identy of Turkish children living abroad. Document analysis method was used in the study. The texts in Turkish language and Turkish culture, textbook (4th -5 th grades’) were evaluated according to cultural categories in the Commen European Framework of References for Languages.Firts of all, cultural elements/values/concepts have been determined and the framework was classified according to the categories in the text. In this way, the cultural background of the text was ıdentifed and the extent to which cultural values were included in the book was revealed. As a result of the study, it was determined that the cultural elements were very intense in the book. While 433 (%45) cultural element were included in the values, beliefs and attitudes category, 55 (%6) cultural elements were included in different categories of living conditions. It was revealed that there is no balanced distribution between cultural categories. 968 cultural elements are not included the book. It was evaluated that this intensive cultural element transfer was not appropriate to the level of their children and transformed the book into a cultural transfer book. This also shows that the book was prepared in a didactic teaching style