Digital environments such as family, school, other social life areas and social media are environments where native speakers develop their language, memory and skill functions by being exposed to various stimuli, but only school is the one with a conscious and specially structured form, which is why school is not just an education is the teaching environment. These teaching environments and components, especially Turkish lessons, should be designed in accordance with the development and effective use of the four basic language skills of native speakers. However, the space and time allocated to speaking in the lessons is limited. Oral interaction, on the other hand, appears as a sub-dimension that is handled very little compared to oral expression in teaching as a mother tongue. Within the scope of the study, this problem situation was handled by examining the curriculum and textbooks. The acquisitions given for speaking skills in the program and the instructions and activities given to develop and operate the speaking skill over the activities and instructions in the books were examined in a comparative way. The obtained results are presented by digitizing and visualizing with tables and graphs. As a result of the research, it has been determined that there is not a balanced distribution of skills in the Turkish lesson, that the textbooks created with a focus on reading and writing give limited space to reflection and speaking from the program, and it has been seen that oral interaction occupies a very small place in the activities and instructions created for speaking. What can be done to improve this situation, which directly affects individual and social communication, is shared in the conclusion part

Mother language, Turkish, skill, speaking, oral interaction.