Analysis of secondary school turkish coursebooks in the context of developing critical language skills

Thinking, which is an indispensable skill for human life, can continue to gain a critical form with the development of technology and the intensive display of various information. Today, correctly classifying critical thinking is a prerequisite for being able to produce new information and correctly interpreting existing information. Since 2006, critical thinking has been tried to be developed in textbooks, which have been kept in the approach of the accepted perspectives in educational programs. While the spread of thinking skills is only possible with the mastery of language development, having critical thinking skills also goes through critical language work. This successful 6th, 7th and 8th grade Turkish textbooks differ in terms of developing critical reading and critical viewing features. Document review method was used during the study. The data collection tool of the research consists of 6 measurement lists. The findings were interpreted in two ways as numbers and percentages. As a result of the examination, it is seen that the textbooks are generally sufficient for narrative texts in critical reading skills, but insufficient for informative texts and poetry types. For critical listening skills, it is understood that all of the textbooks examined in narrative, informative and poetry types are not sufficient. It is a serious deficiency that Turkish course books, especially those published by the Ministry of National Education, do not include any reading types without listening at all in three grade levels. At the end of the study, modular suggestions were made for the development of critical language processes based on the findings and the literature.