Özet:

This research aims to reveal in depth problems and solution proposals faced by classroom teachers in the teaching process of first reading and writing of students whose mother tongue is not Turkish. In conducting to this research, one of the qualitative research methods, situation study was used. The study group of the research consists of 30 classroom teachers who had taught first grade at least once. A semi-structured interview form was created to collect data. Interview forms consist of 17 questions, 4 of them are personal information. Content analysis was used in the analysis of qualitative data obtained through interview forms. As a result of the interviews, teachers' opinions were presented with three main themes. Accordingly, the prominent results are; not knowing Turkish enough by students, being low participation in kindergarten, reading comprehension problems, not expressing themselves by students, being inexperienced and impatient by teachers, not doing their homework and tasks or making mistakes by students, and being careless by families. As a solution to these problems, the teachers suggested that the curriculum should be more detailed and local, families should be included in education by raising awareness, and the Turkish language speaking should be encouraged by the family and the students.

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