Teaching native language to immigrants in Germany: The example of Italian, Greek and Turkish

The present study aims to reveal language teaching approaches conducted by immigrants in Germany and the studies carried out in this field. To attain this goal, teacher appointments of Turks, Greeks and Italians, the number of students participating in native language courses, teaching materials, curricula and e-platforms created for this field were examined. In this direction, the data in the research were obtained through document analysis, one of the qualitative research methods. As a result of the research, it was determined that the number of immigrants' participation in native language teaching was gradually decreasing and that there was no need for expertise in the field from the teachers appointed to teach this course abroad. Besides, according to the findings, it was determined that the curriculum and textbooks for native language teaching abroad prepared by the Ministry of National Education were developed. However, it was concluded that the books used for the "Turkish and Turkish Culture" course were not suitable for the language level of children living abroad and that some books were used in both native language teaching and foreign language teaching in Italy. In addition, internet sites were established within the scope of "E.DIA.M.ME", "Vivi Italiano" and "Relatives from Afar", to ensure that Greek, Italian and Turkish immigrant children living abroad would not forget their identity and break their ties with their native language and culture while adapting to the country they live in. It can be said that the "Distance Relatives Project", which was implemented for Turkish children abroad, is far from functional today. Keywords: Mother tongue teaching, bilingualism, language teaching programs.