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Günümüzde artan bir yoğunlukla, yetişkinlerin yanı sıra çocuklar da yabancı/ikinci dil olarak Türkçe öğrenmektedir. Bu kapsamda araştırmacılar tarafından öğrenmeyi pekiştirme amacıyla ders kitabı dışında kurgu metinler de oluşturulduğu yani çocuklara Türkçe öğretmek üzere hikâye kitaplarının kaleme alındığı görülmektedir. Söz konusu hikâye kitapları arasında Türkiye Cumhuriyeti Kültür Bakanlığı GENÇDES projeleri kapsamında 14 yaş ve üzeri mülteci çocuklar için hazırlanan “Yabancı Dil Olarak Türkçe Öğretimi Hikâye Seti” de yer almaktadır. Bu araştırmanın amacı, adı geçen hikâye setinde C1 seviyesindeki beş hikâye kitabının çocuk kitapları değerlendirme ölçütleri çerçevesinde incelenmesidir. Bu amaç doğrultusunda nitel araştırma modeliyle yapılandırılan bu çalışmada, veriler içerik çözümlemesiyle incelenmiştir. Verilen çözümlenmesinde Sever (2018) tarafından geliştirilen “Çocuklara Seslenen Yazınsal ya da Öğretici Kitapları Değerlendirme Ölçeği”nden yararlanılmış, ölçek yabancı çocuklara Türkçe öğretimi konusu ekseninde yapılandırılmıştır. İnceleme sonucunda araştırmaya konu olan hikâye kitaplarının; araştırmacılar tarafından tasarım özelikleri ve resimler, konu ve kurgu, eğitsel ilkeler, dil ve anlatım ile yabancı dil öğretim ilkeleri bağlamında kısmen yeterli olduğu belirlenmiştir. Kitapların karakter ve kahraman geliştirme açısından ise yetersiz olduğu görülmektedir. Sonuçlardan hareketle bu çalışmada bazı öneriler sunulmaktadır.
Today, with an increasing density, children as well as adults learn Turkish as foreign/second language. In this context, it is seen that fictional texts are created by researchers to strengthen the learning process; meaning that in addition to text books, storybooks are also written by the researchers to teach Turkish to children. The storybooks in question include the "Turkish Teaching As a Foreign Language Story Set" prepared for refugee children aged 14 years and over, within the scope of GENCDES projects of the Ministry of Culture of the Republic of Turkey. The purpose of this research is to examine five storybooks at C1 level in the above-mentioned storyset within the framework of evaluation criteria of children's books. In this study, which is configured with qualitative research model for this purpose, the data was examined through content analysis. The "Scale of Evaluating Literary Text or Instructive Books Addressing for Children" developed by Sever (2018) was used in the analysis of the data, and the scale is structured on the axis of teaching Turkish to foreign children. As a result of the review, the storybooks that subjected to the research were found by researchers to be partially adequate within the context of design features and paintings, subjects and fiction, educational principles, language and expression and foreign language teaching principles. It is seen that the books are insufficient in terms of character and hero development. Based on the results, some recommendations are presented in this study.
Today, with an increasing density, children as well as adults learn Turkish as foreign/second language. In this context, it is seen that fictional texts are created by researchers to strenghten the learning process; meaning that in addition to text books, storybooks are also written by the researchers to teach Turkish to children. The storybooks in question include the "Turkish Teaching As a Foreign Language Story Set" prepared for refugee children aged 14 years and over, within the scope of GENCDES projects of the Ministry of Culture of the Republic of Turkey. The purpose of this research is to examine five storybooks at C1 level in the above-mentioned storyset within the framework of evaluation criteria of children's books. In this study, which is configured with qualitative research model for this purpose, the data was examined through content analysis. The "Scale of Evaluating Literary Text or Instructive Books Addressing for Children" developed by Sever (2018) was used in the analysis of the data, and the scale is structured on the axis of teaching Turkish to foreign children. As a result of the review, the storybooks that subjected to the research were found by researchers to be partially adequate within the context of design features and paintings, subjects and fiction, educational principles, language and expression and foreign language teaching principles. It is seen that the books are insufficient in terms of character and hero development. Based on the results, some recommendations are presented in this study.
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