An study of different countries' curricula in terms of bilingualism and teaching native language as a second language/foreign language

In this study, it is aimed to examine how the concept of bilingualism is handled in language curricula in the United States, Canada, Finland, Australia and Turkey and to compare the similarities and differences to be obtained by evaluating the native language as a second language/foreign language curricula implemented in these countries in terms of purpose, content, learning-teaching process, assessment and evaluation processes. In order to examine the second language/foreign language curricula of the countries according to the criteria determined in the study, the comparative survey model, one of the relational survey models, was used. As a result of the examination of the concept of bilingualism in the curricula of the countries, it is seen that the concept of bilingualism is limited in the Turkish Curriculum for Teaching Turkish to Foreigners and is associated with the concept of mediation. It is concluded that the concepts of bilingualism, multilingualism and multiculturalism are included in the curriculum of California, USA and that importance is attached to raising bilingual students. In the Canadian Ontario curriculum, students are aimed to become bilingual or multilingual individuals. The Finnish curriculum aims for students to become active global citizens and engage in discussions and initiatives on global issues through multilingual education. In the Australian curriculum, it is determined that the multicultural society structure is maintained with a multilingual understanding in language education. According to the data obtained as a result of the examination of the curricula, it was seen that the countries aim to communicate effectively in the target language and to use the language in different contexts in the curricula of teaching native language as a second language/foreign language. In addition, it was found that the curricula of Canada, Australia and Turkey have objectives related to developing cultural understanding. It is seen that the programs of all countries have a common content in terms of including reading, writing, speaking and listening skills. However, it is seen that the topics of communicating in the USA, cultural elements and orientation in Canada, cultural diversity and text interpretation in Finland have an important place in the content of the curricula. According to the data obtained by examining the curricula in terms of the teaching-learning process, it was determined that the curricula were similar in terms of being student-centered, being based on cooperation, conducting activities appropriate to the learning outcomes and making use of information technologies. However, it was observed that all countries except Finland emphasized the use of information technologies. According to the data obtained in terms of measurement and evaluation process, it was seen that the programs adopted a measurement and evaluation system based on outcomes and process-oriented. However, it was stated that descriptive, summative and formative assessment methods were used in the programs of the USA, Canada and Australia, while summative and formative assessments were used in the curricula of Turkey and Finland, and alternative assessment methods such as self-assessment and peer assessment were used. Unlike other countries, it was found that parents were also included in the evaluation process in Canada. Keywords: Bilingualism, Second language / Foreign language curriculum, Curriculum, Comparative Education.