Turkey’s Primary English-as-a-foreign Language (EFL) Coursebooks: An Investigation of Emergent Literacy Tasks

Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative teaching to young learners. Recent curriculum comprises two hours per week of English-as-a-foreign (EFL) instruction include listening and speaking only for Grade 2 very limited reading writing 3 onward. While skills are highly emphasized, literacy kept on the back burner as incorporated gradually with minimal at earlier grade levels some practices upper levels. Successful emergent development in depends learners’ phonological (e.g. alliteration, rhyme), phonemic (i.e. sound manipulation), orthographic awareness spelling conventions) English. The present study investigates what extent locally-designed EFL coursebooks—used 2018-2021 academic period—cater early needs learners grades two, three, four. explores content coursebooks a mixed-methods design: qualitatively descriptive analysis quantitatively frequency constructs. results those analyses reveal do not promote linguistically pedagogically appropriate integration according principles second (L2) acquisition misaligned its current state, sends alarming messages foreign policy-makers, material designers, educators.