Examining the Language Program for Teaching Turkish as A Foreign Language prepared by Turkish Maarif Foundation in the context of new literacy

The purpose of this study is to examine the Maarif Foundation's Turkish as a foreign language teaching program in the context of new literacy and to determine which of the literacy concepts such as media literacy, digital (digital) literacy, information literacy, visual literacy, screen literacy, and local literacy are included as new literacy types in the program. The document analysis method, was used in this study. The document analysis entails the examination of written and visual data linked to the topics under investigation. The program was used as main data source for the document analysis. The relevant literature was reviewed prior to the study, and it was decided which literacy types will be examined in the program. The program was analysed in terms of the status of including the specified literacy types in the first stage of the research, and the researcher classified the learning outcomes related to the literacy types. The second version of the program, which was published by the Maarif Foundation the same year, was reviewed for the second time, and the researcher reanalysed and regrouped the data received from the second examination. The consistency ratio of the first and second data was evaluated. This was a ratio of.98. The findings section of the research was written considering the data gathered in the next step. According to the research findings, media literacy (5.04 %), digital (digital) literacy (15.81 %), information literacy (29.35 %), visual literacy (44.38 %), screen literacy (1.05%), and local literacy (4.34 %) were included in the program. It has been discovered that there is no specific ratio in the distribution of these literacy types. As a result of the examination, it was concluded that the program prepared by the Maarif Foundation, includes the new literacy types examined in the research. The suggestions to be brought to the research are; the curriculum of teaching Turkish as a foreign language, prepared by the Maarif Foundation, can be examined in terms of different new types of literacy, and the field of study can be expanded. The distribution of the new literacy types examined among the four basic language skills can be looked at. İf missing; the study can be a suggestion to the interested parties. There is no balanced distribution among the new types of literacy examined. While the program is being updated, this data may be a suggestion to the interested parties.