Analysing of Turkish language and culture books in terms of teaching vocabulary in context

Understanding and constructing increasingly complex texts from childhood, and using language and literacy experiences for various social purposes requires a rich vocabulary. From childhood, the individual experiences strategies to make sense of words in addition to memorizing words in order to develop his vocabulary. These out-of-the-box experiences are especially important for bilingual children who are disadvantaged in terms of vocabulary. Bilingual children starting school are often tested for proficiency in the dominant language, while the other language may lag behind. Monolingual schoolmates can learn new words and concepts at a much faster rate than bilingual students. Research shows that when bilingual children are provided with a suitable environment to learn both languages, they can develop a fairly large and deep vocabulary in both languages. In this study, vocabulary teaching from the context, which is thought to provide more meaningful learning, is included in the vocabulary activities of Turkish origin and bilingual children, who are considered to be disadvantaged when they start their education abroad, in gaining the targeted vocabulary through the Turkish and Turkish Culture textbook (levels 5, 6, 7 and 8). acquisition level was examined. In this study, which was carried out using the descriptive analysis method, first of all, literature research on bilingualism and teaching vocabulary from context was conducted. Then, the vocabulary activities in Turkish and Turkish Culture textbooks (levels 5, 6, 7 and 8) were examined with a checklist created based on Baumann's (2014) classification of context strategies and taking the opinions of field experts. Finally, suggestions about teaching vocabulary from context are presented through Turkish and Turkish Culture textbooks (5, 6, 7 and 8th Level).