A comparative analysis of primary school mother tongue teaching programs in Turkiye and Turkmenistan

This study aims to comparatively examine the mother tongue teaching programs implemented at the primary school level in Turkey and Turkmenistan. The research analyzes the objectives, learning approaches, learning domains, content, instructional processes, and assessment methods of each country's language curriculum. Utilizing qualitative research methods, particularly document analysis, the data were interpreted through descriptive analysis. Official curriculum documents and relevant educational policies of both countries were examined within the scope of the study. The findings reveal that the Turkish language curriculum implemented in Turkey since 2024 adopts a structured, gradual, and centralized model. The program is designed based on learning outcomes, aligned with competencies, and organized progressively in accordance with students' developmental levels. In contrast, the mother tongue teaching program in Turkmenistan since 2022 emphasizes the teaching of fundamental linguistic rules and the transmission of cultural values. The content in the Turkmenistan curriculum is more focused on national and spiritual elements, relying predominantly on text-based and grammar-oriented instruction rather than activity-based learning. Although the two countries share similar overarching goals in language education, the findings highlight significant differences in how these goals are reflected in their curricula, instructional approaches, and assessment practices. These differences appear to be shaped by each country's educational policies, societal values, and cultural priorities.