Ana dili eğitimi özellikle yurt dışında yaşayan iki dilli çocuklar için kültürel değerlerini edinmeleri bakımından oldukça önemlidir. Bu bakımdan ana dili eğitiminde kullanılacak öğretim programlarının ve ders kitaplarının niteliklerinin zengin olmasıdüzenlenmesi gerekir. Yurt dışındaki çocuklar için tasarlanan ders kitapları dil ve anlatım bakımından doğru, içerik bakımından metin dil bilimsel ilkelere uygun, görsellerin de içerikle uyumlu olması gerekir. Bu araştırmada MEB tarafındanAvrupa'da yaşayan ana dili Türkçe olan çocuklar için hazırlanan ders kitabı incelenmektedir. Araştırmanın amacı ders kitaplarında yer alan metinlerin tutarlılık, görsellik, dil ve anlatım özellikleri bakımından değerlendirilmesidir. Araştırma, nitel bir araştırma olup doküman incelemesi yöntemiyle desenlenmiştir. Araştırmanın örneklemi olarak MEB Talim ve Terbiye Kurulu Başkanlığı'nın 02.09.2010 tarih ve 121 sayılı kararıyla 2010 yılından itibaren yurt dışında okutulmak üzere (İngiltere, Belçika, Almanya...) hazırlanmış olan İlköğretim 6 ve 7. Sınıflar Türkçe ve Türk Kültürü Dersi Ders Öğretim Materyali doküman olarak kabul edilmiştir. Metinler, Talim ve Terbiye Kurulu Başkanlığı'nca Türkçe ve Türk kültürü dersi öğretim programı metinlerde bulunması gereken kriterler çerçevesinde analiz edilip değerlendirilmiştir. Ders kitabının analizinde betimsel analiz yöntemi kullanılmıştır. Ders kitabında örneklem olarak seçilen birkaç metinde tutarlılık, dil ve anlatım özellikleri, görsel içerik uyumu gibi durumlar betimlenmiştir. Araştırma sonuçlarına göre yurt dışında Türkçe ve Türk kültürünün öğretimine yönelik olarak hazırlanan ders kitaplarının metinlerinde tutarlılık ve bilgilendiricilik özellikleri bakımından sorunlar olduğu tespit edilmiştir. Ayrıca ders kitaplarında dil ve anlatım bakımından hataların olduğu, görsellerle içerik uyumunda sorunların var olduğu görülmüştür

Mother tongue education is quite important for bilingual children who live in abroad in respect to acquisition of their cultural values. Therefore, curriculums and course books, which will be used in mother tongue education, should have qualifications that are organized in a fulfilling and sufficient manner. Course books that are designed for children living abroad should have true wording, and in terms of content their texts are supposed to be in phase with linguistic principles. Moreover, visualizations should be in compliance with the content. The current research concentrates on the course book that was prepared for children who are Turkish native speakers and live in Europe. The objective of the research is to assess the texts that are within the course books in respect to their consistency, visualizations, language and expressions. In addition to being designed through document review method, the current research is quantitative. The sample of the research took into consideration the course material of Turkish Language and Culture course for 6th and 7th grade primary education students that was prepared by Ministry of National Education, Board of Education and Discipline’s decision numbered 121 and dated 02.09.2010 in order to be used abroad (in the UK, Belgium, Germany). Texts within the book were analysed and assessed in terms of criteria that are required to be met in curriculum for Turkish Language and Culture course by Board of Education and Discipline. Descriptive analysis method was in use in the course of the analysis. Some conditions such as consistency, language, expression and visualization were described on several texts that were chosen from the book as a sampling. According to the results of the research some problems regarding to consistency and informing were identified in the course book that was prepared to teach Turkish Language and Culture abroad. Moreover, some errors that are related to language and expression, and some inconsistencies between visualizations and content were identified Mother tongue education plays an important role for socializing of individual with development of his/her emotion and thought in basic education process. Mother tongue education is essential for individuals in terms of their social, cognitive and affective improving and it also effects personality, thought and some other dimensions directly. Individuals must have some abilities like independent thinking, accurate understanding, objective behaving and good articulating. These abilities improve by means of mother tongue so first of all individual must comprehend good and deep impression presented by his/her mother tongue. Language of texts which are used in course books for teaching of Turkish via curriculums and cultural elements presented in texts are quite important. Course books, which are essential for education, are prepared for student’s cognitive and effective abilities and are also presenting contents and knowledge to them, are teaching materials. Because of carrying out these functions, true life and producing knowledge is transferred by course books. Either in Turkey or in foreign countries, course book which prepared for Turkish teaching should have qualified texts in respect of linguistic and visual sides. Especially the course book which are written for our citizens and their children living in a bilingual culture should have forenamed scientific principles and more. These texts should be written meticulously. Because the children living abroad and far away from their own cultures are to bring up as a foreigner to their culture in a postmodern world. THE PURPOSE OF THE STUDY: The study aims to analyze the functions of the course books which is prepared to raise language awareness of the children and to teach Turkish to them. In this context it is emphasized those are questions about analysis of selected texts as samples. METHOD: In this study document analysis method, which is one of the qualitative research methods, has been used. Document analysis consists of analysis of written materials which has data about phenomenon and phenomena aimed to research. Documents are essential data resources which should be used effectively. In this study “Turkish and Turkish Culture Class” course teaching material prepared for 6th and 7th grade primary school children by decision of Ministry of National Education, Board of Education and Discipline has been accepted as the document. FINDINGS AND INTERPRETATIONS: When Turkish Course part of Turkish and Turkish Culture Class teaching material has been analyzed it is clear that some texts of the books has been selected inelaborately and the plot has some deficiencies because of shortening. The plot is not summarized or shortened but it is analyzed. Mentioning about characters, time and place by ignoring the plot causes errors. Rewriting of texts because of their lengths and fill the gaps between these texts are very important for students in terms of structuring the texts if it is necessary. However, these changes are being made, purpose-instrument relationship should not be ignored. Cohesion, main idea and style of the texts have to be protected. Furthermore instead of ignoring editing the texts, principles must be determined and regulations must be made within the frame of these principles. But we can say that shortening in the book which is used for research doesn’t reflect this issue. Keloglan ile Anasi(p.43) Ferhat ile Sirin (p. 2) and Halk Oyunlari(p.36) can be exemplified. Consideration of transferring traditional culture to the children is more than their reception. As the culture is being transferred, modern world in which these children live should be considered. Children like entertainment and movement. Static, utopic and pessimistic ideology cannot be accepted in children’s world. Death team is mostly emphasized in the texts. Death, homicidal attempt and committing suicide take place in the plot as a main theme. Although the story of “Ferhat ile Sirin “ is one of the most important work of arts in our culture, it should not be used in children’s book. Varieties and richness of folk dances are not given enough in the text titled as “Folk Dances” .Our culture which has both visual and literary richness should be given in children’s reality and it must arouse interest instead of didactic suggestions. It is also seen that there is mismatching between text and picture. “Ferhat ile Sirin”(p.2) taking place in the first unit of the book , “Yasam Kaynaklarimiz”, “Kiraz Agacindaki Calikusu” (p.54) and “Tatli Yiyeceklerimize Kültürel Bir Bakis” exemplify this issue. Spelling, publishing mistakes and incoherency are other problems. To make explicit of meaning in a written text, enable to understand the text accurately spelling rules and punctuation should be applied carefully. A text should conform with principals of textuality. Intentionality is one of these principals. According to Mert (2011:11) intentionality is what the writer tells us exactly and then message he/she wants to forward to the readers. Some of these texts in the course book do not have principals of intentionality. When the text book is evaluated in terms of content, Turkish and Turkish Culture syllabus, Turkish acquisition, functions of a text, it is concluded that text book does not match the criteria.