Examining and evaluation Turkish culture curriculum outcomes and dutch course curriculum outcomes

The concept of migration, which has been brought from the first years of history to the present day, has been based on many reasons. Material and spiritual needs compose these reasons. In order for human beings to survive, their physiological needs are prioritized, as in Maslow's hierarchy. Migration was a part of life in primitive times, as people did not have immovable properties that bound them to one place, and when people could not meet their physiological needs, they could easily migrate to another place. In time, the settled life began with the creation of the agricultural culture of the people. With the settled life, the tendency to migrate decreased. Because the land was requiring a commitment. When we come to the present day, migrations have diversified and a migration profile has been formed for each period. With the Industrial Revolution that started in Europe in the period after the Second World War, the need for mine and factory workers increased; migration from third world countries to Europe began. While the migrations to Europe were temporary in the beginning, it has been understood that the migrations are permanent and the next generations will live there. Since the issue of permanence was not clear for a long time, studies on language were started too late. Immigrant children have learned their mother tongue from their families until a certain period of time. But, since this education was not given on a programmed basis and by a teacher, it is not possible to talk about a complete language education. In time, states have become aware of the language problem and have created education policies in this subject. Turks constitute the majority of the workers who went to Europe during the Industrial Revolution. After realizing that their departed citizens would not return, the Turkish State took some initiatives not to break their connections with their immigrant citizens. Among these initiatives, those related to education are: appointing a Turkish teacher and preparing and distributing Turkish and Turkish Culture books. Immigration has brought many social-economic problems. In this research, we will discuss the language problem, which is one of the social problems that started with labor migration, and the curriculum outcomes prepared for the language education of immigrant students. Based on this information, we will be able to determine the point of view and methods of the Republic of Turkey and the Belgian State on mother tongue education. Turkish and Turkish Culture books have been prepared according to the Turkish education system. While the books are being prepared, a mother tongue education should be carried out in coordination with the language education of the country to which the student is exposed. Based on this idea, in our thesis, the part of the curriculum outcomes of the Dutch course, which is officially taught in the Belgian State, from the first grade to the sixth grade, was translated into Turkish. During the translation phase, the upper and lower headings and the signs that will guide the teacher and the student during the training were added to the tables. As a method, "document analysis method" was used until this part of the thesis. The translation was then arranged according to the Turkish sentence structure. The outcomes were given in the common table for each class. During the research, a separate outcomes table was prepared for each class in order to understand the outcomes more clearly and to reveal the period differences. In addition, the outcomes from the first to the sixth grade were interpreted, and then the outcomes were classified under nineteen titles according to their contents. Interpretations were made with the "descriptive analysis method", which is one of the research methods. With this classification, it has been made more understandable on which subjects the outcomes are concentrated in class. Progress has been made in the research from general subjects to specific subjects. The outcomes prepared for the Turkish and Turkish Culture course were examined from the first grade to the sixth grade in order to be suitable for the Dutch outcomes. The outcomes prepared by the Ministry of National Education are classified according to four language skills and all classes are given in a common table. There are only main titles in the tables. In our thesis, all outcomes were classified according to classes. Comments were made for each class outcome and classified in accordance with nineteen pre-prepared titles. In the findings section, information was given about the education systems of Turkey and Belgium and their mother tongue education. In addition, in this section, there are sections related to the program, curriculum acquisition, and mother tongue education. In the conclusion part, the curriculum outcomes of the Republic of Turkey and the United Kingdom of Belgium were examined and comments were made on what should and should not be in a mother tongue program. Finally, in the recommendations section, recommendations were made for the outcomes of mother tongue lessons, teachers and students.