A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective

This study explored the Turkish language teaching curriculum (TLTC, Grades 1–8) outcomes through an interactionist framework. Two points framed the analysis of the outcomes: learning demand and social discussions of the meanings. This study concluded that particularly for the learning areas such as reading, speaking, and writing, sixth- to eighth-grade outcomes downgrade the opportunities of teachers to engage students in social discussion of meaning when teaching Turkish language due to lower learning demand compared with first- to fifth-grade outcomes. First- to fifth-grade outcomes were found to provide Turkish language teachers more chances to create social discussions of meaning by enhancing the learning demand.