Yabancı dil olarak Türkçe öğretim programları ve öğretim materyallerinde aracılık uygulaması üzerine bir içerik analizi

"As long as there is education, there has got to be a curriculum" Tyler explicitly stated in an interview, while accordingly, instructional materials are considered as the most important component of a curriculum. In the literature of foreign language curricula, few research were observed to have been carried out on their content. There, still, seems to be gaps in in-depth explorations of instructional materials and curricula for Teaching Turkish as a Foreign Language (TFL). Several studies indicate the importance of curricula and teaching materials. Yet, it still appears an insufficient point in this field. Thus, the purpose of the current study was to elucidate to what extent the Turkish as a Foreign Language curriculum by Turkey Maarif Foundation (2020), approved in November 2020 by the MoNE Board of Education, overlaps with the CEFR (2018; 2020) regarding the outcomes for speaking and writing skills at B1 Level. The second part of the study aims to discover the speaking and writing activities in the TFL course books by Gazi University TÖMER (2019) regarding the outcomes of Mediation calibrated in the CEFR. In order to collect qualitative data for this descriptive research, a document analysis was performed on the descriptor scales of the curricula, in terms of speaking and writing activities in the course books by Gazi University, TÖMER in Ankara, Turkey. Farther, a mediation scale modified with the help of the study by North and Piccardo (2016) was utilized so as to collect qualitative data. Findings reveal that the CEFR defines more general outcomes because of its role as a guide providing recommendations for language teaching while TMF provides more details developed and deduced from these references. Consequently, the number of outcomes by TMF is observed to increase compared to CEFR outcomes. Yet, there are striking results illustrating how the outcomes cohere, indeed. Moreover, results on the analysis of course books elucidate that mediation can be found in both speaking and writing activities but there is still a lack especially in the writing sections. Mediation is about "co-construction of meaning in interaction and constant movement between the individual and social level in language learning" (CEFR, 2020, p. 36). For this reason more research on TFL curricula and instructional materials should be carried out in near future. This would be vitally important in order to realize more assertive language teaching curricula including outcomes on a standard level and to obtain course books filled with mediative activities on all occasions as a contribution to 21st century skills. Keywords: Curriculum, TFL, CEFR, TMF, mediation, foreign language teaching, instructional materials