YURT DIŞINDAKİ İKİDİLLİ TÜRK ÇOCUKLARI İÇİN HAZIRLANMIŞ OLAN KİTAPLARIN TASARIM ÖZELLİKLERİ İLE İLGİLİ DEĞERLENDİRMELER

Abstract

Turkey has been working on teachers, students, curriculum and materials for 60 years for the teaching of Turkish and Turkish Culture for its bilingual population abroad, which started in the 1950s and intensified after the 1960s, reaching approximately 5 million today. The course and workbooks, which were prepared and sent in Turkey in 2019, are used as course materials by the Ministry of National Education. In addition to this, there are a large number and variety of course and reading books belonging to private publishing houses. There are some shortcomings in some of these books. The fact that some of the design-related elements in the book pages have negative qualities in various aspects negatively affect the teaching. In this qualitative study, in which the findings obtained through document scanning are interpreted and evaluated, the design aspects of the textbooks and reading books prepared for bilingual Turkish children living abroad; It has been tried to understand, see and show how bilingual Turkish children, who are in a different situation from their peers in Turkey in terms of readiness, infrastructure, perspective, universe of meaning and knowledge, are perceived, interpreted and what is learned, and the positive and negative contribution of styles to learning. It has been concluded that the design features of the materials prepared for bilingual children have case-specific subtleties, and what the elements mean and can convey in every respect should be carefully considered. Otherwise, it has been seen that the meaning may be far from what is meant or wrong. The designed element can complicate the subject/activity, make learning difficult, and distract from the purpose. For this reason, the educator/author should be actively involved in the design process.