Teaching Turkish as A Second Language at Primary School Level: A Comparative Case Study

Türkiye's geopolitical position has increased the interest in teaching Turkish as a second language. Both human and geographical conditions are factors that cause migration to Türkiye. Therefore, it is important to examine the processes of teaching Turkish as a second language in depth and to identify the problems that exist in the process to make the process more qualified. In this context, this research, which aims to examine the problems encountered in teaching Turkish as a second language at the primary school level from a broad and in-depth perspective, was designed as a case study from qualitative research methods. Since this study examines more than one situation that can be holistic in itself, it is suitable for a holistic multiple-case study. Since it was aimed to examine teaching Turkish to foreigners from a broad perspective, 19 teachers and 29 students from three different school types (bilingual, international, and public schools) were studied. The data collected through interviews and observations were analyzed through content analysis. The findings were analyzed in terms of teaching Turkish as a second language in bilingual schools, international schools, and public schools. As a result of the research, it was found that lack of materials, mother tongue, and environmental influences were common in all three types of schools and were effective in learning Turkish as a second language. In addition, children's and parents' attitudes towards Turkish were also found to have a significant impact on language learning. Within the scope of the research, suggestions for researchers, those working in the field, and program preparers are presented.