PROBLEMS FACED BY PRESCHOOL TEACHERS IN TEACHING TURKISH AS A FOREIGN LANGUAGE AND SOLUTION SUGGESTIONS

The main aim of this study is to identify the problems encountered in teaching Turkish as a foreign language and the suggestion for the solution of these problems according to preschool teahers. A qualitative approach was adopted in the research in order to obtain in depth information about the problems and suggestions. For this purpose, a semi-structured interview form with open-ended questions was prepared and based on the participation criteria that there are at least two foreign students who cannot use Turkish adequately in their class, and that the class is 60-72 months old, students working in public and private primary and kindergartens affiliated to the Ministry of National Education 10 preschool teacher was interviewed and asked to answer the questions. The answers given by the preschool teachers to the open-ended questions were analyzed by content analysis, which is one of the qualitative document analysis methods. In the study, problems faced by preschool teachers were discussed in terms of the program, teaching-learning process, cultural differences and academic competencies, and suggestions were expressed. It has been determined that the most common problem faced by the teachers is the language problem in the teaching-learning process, and they also encounter problems such as unwillingness to participate in language activities and misapplication of the instruction.