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The course book content is examined in three aspects: included sections, the classification method, and the placement of language skills and learning fields. Twenty-three course books are analyzed using a quantitative approach with 28 items, guided by three arguments and a checklist. Findings show differences driven by general content properties, and that grammar, vocabulary teaching, theoretical and practical components, and all language skills are included. The study recommends using Germany and Hungary’s course books as models for preparing Turkish materials.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study on mother tongue course books?","Question",{"text":63,"@type":64},"To identify and compare the characteristics of course book contents used for mother tongue education in secondary schools across different countries.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which countries and how many course books are analyzed?",{"text":68,"@type":64},"Course books from Germany, Austria, Finland, Northern Macedonia, Hungary, and Turkey are analyzed, totaling 23 course books.",{"name":70,"@type":61,"acceptedAnswer":71},"How is the course book content evaluated in this research?",{"text":72,"@type":64},"The study uses a quantitative content analysis with three arguments and a checklist consisting of 28 items, covering sections included, classification approach, and placement of language skills and learning 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Characteristics of Mother Tongue Education Course Books’Content1  \nBerker KURT2  \nAkdeniz University  \nAbstract  \nThe purpose of this research is to set the characteristics of the contents of the course books that are prepared for the lessons of mother tongue education in secondary schools in different countries. Within the frame of the purpose, the content of the course books in Germany, Austria, Finland, Northern Macedonia, Hungary and Turkey were analyzed in three aspects. The first of all is about which sections are included in the general content, the second is about how the classification of the content was made and finally the third one includes how the language skills and the fields of learning are placed in the content. Figured in a quantitative way and the document of the research in which the content analyzed is composed by the 23 course books used in the countries that are mentioned above. In the analysis of the data 3 arguments and a checklist that enables to make a systematic evaluation consists of 28 items is used. As a result of the research, it is confirmed that the content of mother language course books in countries differ from each other due to the general properties of content; while classifying the course books generally multiplied structure dominated by thematic, functional and grammatical segmentation, it has been determined that all language skills, vocabulary teaching and grammar, both theoretical and practical, are included in the books. At the end of the study, it is recommended to take the course books in Germany and Hungary as an example while preparing the Turkish course books.  \nKeywords: Mother Tongue Education, Course Books, Content, The Checklist Method.  \nDOI: 10.29329/epasr.2020.345.11  \n1 This research was supported by Akdeniz University, The Scientific Research Projects Coordination Unit, Project number: SBA-2019-4119 .  \n2 Asst. Prof. Dr., Faculty of Education, Akdeniz University, Antalya, Turkey, ORCID: 0000-0003-4788-0909 [Correspondence](Correspondence: berkerakdeniz@gmail.com)[: berkerakdeniz@gmail.com](Correspondence: berkerakdeniz@gmail.com)  \nIntroduction  \nThe child who starts his experience of education with an awareness of basic components of the mother tongue in the first few years of his life, begins to learn the phonological, grammatical, and semantic properties via the mother tongue lessons at school (Gosy, 2005) . Mother tongue education, which aims to enable students to acquire language and mental skills related to listening/monitoring, speaking, reading and writing that can be used throughout their lives, to develop themselves individually and socially and to communicate effectively (MEB, 2019), is actually not a part of education but a process that affects the individual's identity, personality, perception and level of the world, shortly, the life of the individual with what he promises or aims. Speaking and listening skills that the child starts to accumulate through acquisition is developed in the school, reading and writing skills are added to them and thus the components of the competence in mother tongue education are completed. With the teaching expressed as deliberate acculturation, it is aimed to gain the highest level of competence in language components.  \nThe process in the mother tongue education goes forward similarly with the contribution of the school as well without concerning the structure of the language and the other properties. However, differences can be seen in the factors like language policies of the countries, language education programs and the materials used for the education. Ministry of National Education in Turkish Republic which takes place in the scope of this research has the responsibility to carry out all the educational activities conducted from the centre. The levels of education is composed of preschool, primary school, se","cbCainOg22OuXN2q","https://ap.wps.com/l/cbCainOg22OuXN2q","pdf",377385,"English","# Abstract\n# Introduction\n## Purpose and scope of mother tongue education\n## Country education policies and curriculum framework\n## Turkish lesson time allocation\n## Education philosophy and institutional context in Germany","[{\"question\":\"What is the main purpose of the study on mother tongue course books?\",\"answer\":\"To identify and compare the characteristics of course book contents used for mother tongue education in secondary schools across different countries.\"},{\"question\":\"Which countries and how many course books are analyzed?\",\"answer\":\"Course books from Germany, Austria, Finland, Northern Macedonia, Hungary, and Turkey are analyzed, totaling 23 course books.\"},{\"question\":\"How is the course book content evaluated in this research?\",\"answer\":\"The study uses a quantitative content analysis with three arguments and a checklist consisting of 28 items, covering sections included, classification approach, and placement of language skills and learning fields.\"}]","Educational Policy Analysis and Strategic Research - V16 - N2 - Intercultural Study on the Characteristics of Mother Tongue Education Course Books’ Content | PDF",1792095357,76]