Comparative pedagogies in mother tongue education: Türkiye and Indonesia

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dc.authoridSolak, Ömer / 0000-0001-5816-4241
dc.contributor.authorSolak, Ömer
dc.contributor.authorSudaryat, Yayat
dc.contributor.authorNurhadi, Jatmika
dc.date.accessioned2025-01-27T18:58:50Z
dc.date.available2025-01-27T18:58:50Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study examines mother tongue education pedagogical discourses in Türkiye and Indonesia to address understudied language instruction policy dynamics and their practical implications in diverse educational settings. The research examines mother tongue education and its complex effects on cultural identity and educational outcomes in light of global and local linguistic landscapes. This study examined Turkish and Indonesian pedagogical discourses and classroom interactions in selected samples. Comparative written discourse analysis was performed on selected texts from Turkish and Indonesian 7th-grade secondary school textbooks. Classroom interaction was examined using in-class observations of 7th-grade secondary school students from both countries. The study used Teun Van Dijk’s Critical Discourse Analysis (CDA) method for written discourse analysis and Flander’s Interaction Analysis (FIAS) matrix for intra-class interaction patterns. The study compares written and oral secondary school pedagogical discourses in both countries using selected examples to determine their similarities and differences. This allows two large and powerful educational systems to benefit from each other. The study finds significant differences in mother tongue education program implementation and outcomes by comparing policy documents, teacher narratives, and classroom practices, highlighting the complex relationship between language policy, instructional methodology, and educational equity. The findings emphasize the need for context-sensitive language education policies that respect linguistic diversity and promote inclusive education. This research enhances mother tongue education research and provides actionable insights for educators, curriculum designers, and policymakers in Türkiye and Indonesia to promote reforms that consider learners’ sociocultural and linguistic realities.
dc.description.sponsorshipTürkiye Bilimsel ve Teknolojik Araştırma Kurumu, TÜBİTAK; Scientific and Technological Research Council of TurkiyeTUBITAK; Universitas Pendidikan Indonesia, UPI
dc.identifier.doi10.17509/ijal.v13i3.66941
dc.identifier.endpage561
dc.identifier.issn2301-9468
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85189978342
dc.identifier.scopusqualityQ1
dc.identifier.startpage547
dc.identifier.urihttps://doi.org/10.17509/ijal.v13i3.66941
dc.identifier.urihttps://hdl.handle.net/20.500.12428/13029
dc.identifier.volume13
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherUniversitas Pendidikan Indonesia
dc.relation.ispartofIndonesian Journal of Applied Linguistics
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250125
dc.subjectEducational communication
dc.subjectIndonesian
dc.subjectpedagogical discourse
dc.subjectTürkiye
dc.titleComparative pedagogies in mother tongue education: Türkiye and Indonesia
dc.typeArticle

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