Comparison of primary school foreign language curriculum of France, England and Turkey

The purpose of this study is to comparatively examine the foreign language teaching programs implemented in primary schools in France, England, and Turkey. In the research, a descriptive model was used to compare the foreign language teaching programs of the countries. The general characteristics, structure and operation, objectives and behaviors, content, teaching processes, and evaluation system of foreign language teaching programs implemented in primary schools in France, England, and Turkey were determined in terms of similarities and differences. Criterion sampling technique, which is one of the purposive sampling techniques, was used to create the data source. The document examination technique, one of the qualitative data collection methods, was used to obtain research data, and the data were compared using descriptive analysis method. As a result of the study, it was observed that different methods, techniques and strategies used in foreign language teaching programs at primary schools. It was also concluded that a single method is not sufficient during the foreign language teaching process and that factors such as education programs followed during foreign language education, teacher training, material selection, textbooks, and age of starting to learn a foreign language are effective. Key Words: Foreign lenguage teaching program, foreign language education, comparative education, France, England, Turkey