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An Analysis of Elementary School Textbooks Regarding the Images of Turks in Bayern State, Germany
Abstract
Issues of immigrant education remain as an important problem for the Turkish migration to Germany beginning from 1961 to today both for Turkish community and the German government. In general, German education system can be criticized as containing prejudiced approaches against foreigners. In this context, this study evaluate the Turkish image in textbooks used by the schools in Bavarian State education system. In the study, most of the data obtained from Kleeblatt Das Lesebuch 3 books which cover most of the information on Turkish culture. In addition, other books presented in the findings as a summary to describe the Turkish images in these textbooks.
Aiming at the equity and peaceful coexistence of multiple cultures and based on the broader ground of multiculturalism, multicultural education stands out as a vital subject. This qualitative study aims to present the state of affairs of the corpus of studies on multicultural education around the world. As a result of a multi-phased search process, selected original articles published in the journals indexed by Scopus database between 2012 and 2017 are classified according to multiple variables as country, subject and methodology. The findings reveal that more than half of the studies are conducted in the US. The majority of the studies focus on multicultural learning environment focusing on various stakeholders predominantly the students of various grades, and secondly, pre-service teachers. The findings also reveal that more than half of the empirical studies employ a qualitative research design.
Native language education starts at birth and continues in formal education in a systematic manner. As one's native language skill develops, comprehending one's own culture develops as well. For this reason, language education is often called culture education simultaneously. The purpose of this study is to determine to what extend the Turkish course curricula realizes culture transfer in Elementary Schools. Results suggest that the issues about culture transfer had been neglected from the declaration of Turkish Republic to the curricula of 1981 and it is necessary that culture transfer must be systematically integrated in Turkish courses.
The aim of the study is to examine the texts used in local foreign language coursebooks in terms of their selection and distribution and to determine the relation between the methods taken as base in text and book writing. The analyzed books for Turks are the local German coursebooks titled Almanca, Almanca Ders Kitabi, Wir lernen Deutsch, Texte und Situationen, Lern mit uns and Hallo, Kinder! In order to finf the relation between text and method, the texts identified through scanning the books are classified into authentic and fictitious text types, and in each course book the distribution in authentic texts is specified as literary and everyday texts, and in fictitious texts it is specified as dialogue, didactic and everyday texts. According to the findings of the study, it is seen that texts in some coursebooks are insufficient in achieving the instructional aims of the method they are based on and that the fictitious texts are used more frequently than authentic texts.