The Evaluation of Turkish Language and Literature Curriculum in Terms of Reading Types

Abstract

Reading is known to have its own varieties. It is important to teach the types of reading performed for specific purposes to the students in a meaningful way. This study, performed on the purpose of reading, examines the reading outcome in Turkish Language and Literature curriculum by two different perspectives suggested by Louise M. Rosenblatt. Also, the study aims to determine the opinions of teachers and students for the program. The case study in qualitative research method is designed for the study. The participants of the study are Turkish language and literature teachers and twelfth grade students. The data was collected by document review and semi-structured interview form for teachers and students. Descriptive analysis technique was carried out to analyse the data. A qualitative analysis program was adopted in the analysis of the data. As a conclusion, it is observed that text-centred perspective is dominant in both the curriculum and the practice of the curriculum. Moreover, the study revealed that the teachers and students have different opinions in terms of the purpose of reading.

Keywords: Louise M. Rosenblatt, Aesthetic Perspective, Turkish Language and Literature Teaching