COMPARISON OF THE TURKISH LANGUAGE TEACHING PROGRAM WITH THE MOTHER LANGUAGE TEACHING PROGRAMS OF THE CONTINENTAL OF PISA 2018

Authors : Adil İlkin, Bekir Direkci
Pages : 80-103
Doi:10.35452/caless.1782505
View : 39 | Download : 71
Publication Date : 2025-12-31
Article Type : Research Paper
Abstract :Various national exams are administered in Turkey to evaluate academic achievement and identify areas in need of improvement. In addition to these national assessments, Turkey also participates in several global evaluation projects to determine its position in the international education arena. One of these initiatives is the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD). PISA evaluates students\\\' reading skills as well as their literacy in mathematics and science. This study comparatively examines the mother tongue curricula of countries that ranked first in reading skills on each continent according to the 2018 PISA results, alongside the Turkish Language Curriculum implemented in Turkey. In this context, the mother tongue curricula of South Korea (Asia), Estonia (Europe), Australia (Australia), Chile (South America), Canada (North America), and New Zealand (Oceania) were analyzed. These curricula were evaluated based on key components such as goals, instructional practices, content, assessment methods, and grade levels. The similarities and differences between the programs were identified. Data for the research were gathered by translating documents obtained from the official websites of the ministries of education of the respective countries. Since grade levels vary among countries, no restriction was applied to a specific grade level during the comparison process. The findings indicate that there are similarities in the outcome-oriented structure of mother tongue curricula. However, significant differences exist in terms of the supporting skills, values, instructional materials, teaching methods and techniques, and assessment approaches incorporated within these programs. These differences are discussed in detail in the conclusion section, along with various suggestions for updating the Turkish Language Curriculum.
Keywords : PISA, ANA DİL, ÖĞRETİM PROGRAMI, ANA DİLİ ÖĞRETİM PROGRAMI, EĞİTİM DURUMLARI

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