Belçı̇ka'da Türkçe konuşan çocuklara Türk Dı̇lı̇ ve Kültürü öğretı̇mı̇ programı üzerı̇ne bı̇r değerlendı̇rme

This study aims to evaluate and improve the Turkish and Turkish Culture (TCT) curriculum for Turkish immigrant children living in Belgium. The effectiveness of this curriculum, which was prepared for them to preserve their cultural identity and learn their mother tongue effectively, was evaluated comprehensively within the framework of the CIPP (Context, Input, Process, Product) model. Within the scope of the research, the opinions of 10 teachers, 18 students and 21 parents who teach TCT in Belgium were taken. In this study, in which mixed research method was adopted, questionnaires, semi- structured interviews and lesson observations were applied in the data collection process. The evaluations of the participants revealed that the programme in its current form is insufficient to fully develop students' language skills and that there are some deficiencies in the teaching process. In addition, there is a need to update the course materials, improve the teaching methods in line with contemporary approaches and make the assessment and evaluation processes more systematic. While students demanded that the lessons should be more interactive and interesting, parents emphasised that more effective pedagogical models should be adopted for their children to learn Turkish at an academic level. As a result, it is suggested that the programme should be made more functional, teacher trainings should be increased, digital and interactive materials should be used and evaluation processes should be strengthened. Keywords: Turkish and Turkish Culture, Curriculum, Bilingualism, Programme Evaluation, CIPP Evaluation Model