Reflections of culturally sensitive learning environments on in-classroom processes in teaching Turkish as a second language

In this study; ıt is aimed to reveal how the culturally sensitive course contents prepared for the 3rd grade Turkish course in the primary school where foreign students study are reflected in classroom processes. The study group of the research, which was contucted with ethnography, one of the qualitative research designs, consists of 3rd grade students of a primary school in the central district of Kayseri. This school is one of the schools where the PIKTES project of the Ministry of National Education, which aims to adapt foreign students to the Turkish education system, is carried out. The main data collection tool is seven week training situations prepared by the researcher, sensitive to different languages and cultures. During the implementation of these educational situations in the classroom, audio recordings were made, observations were made by the researcher who was also the teacher of the class and the researcher's diary and field notes were kept. As a result of the analyses; ıt has been determined that by applying culturally sensitive educational situations in teaching Turkish to students from different cultures, students gain sensitivity towards both their own culture, different cultures and Turkish culture. The results of the research revealed the importance of addressing the subject from the second language acquisition perspective in teaching Turkish to foreign students and creating learning environments that can bring students' own culture to the classroom. Key Words: PIKTES, Cultural Sensitivity, Teaching Turkish as a Second Language, Ethnography.