Multidimensional needs analysis of bilingual primary students learning Turkish as second language

Abstract

This study investigates the current state of teaching Turkish as a second language (TSL) in primary schools and analyzes the linguistic, personal, social, and academic needs of bilingual students. Utilizing a convergent parallel mixed methods design, qualitative data were collected through observations, student products, researcher diaries, and semi-structured interviews with students, teachers, and field experts. Quantitative data were obtained via the “Scale for Determining the Language Skills of Foreign Primary School Students,” developed by the researchers. Findings revealed that students experience difficulties across all Turkish language skill areas, with prominent needs in narration (speaking and writing) and comprehension (listening and reading). Deficiencies were also identified in communication, social integration, grammar, and vocabulary. Moreover, instructional practices often lack alignment with students’ proficiency levels, and most teachers have received no formal training in TSL pedagogy. The results emphasize the necessity of a systematic, multidimensional needs analysis based on CEFR standards, and highlight the study’s contribution through a validated measurement tool and implications for inclusive curriculum development.