Innovation in Language Learning

This study aims to analyze the linguistic structures in Turkish children’s literature texts through the lens of a discourse-based theoretical framework. In the Turkish education system, fostering early reading habits and helping children understand the functioning of language are essential goals. Therefore, it is crucial to examine not only the thematic content but also the linguistic features of texts used in children’s books. However, existing research often focuses on didactic content and moral education, largely overlooking linguistic analysis. To address this gap, this study analyzes 50 selected children’s literature texts, focusing on rhetorical relations between sentences as defined by the Rhetorical Structure Theory (RST) developed by Mann and Thompson. The sample includes books recommended by the Turkish Ministry of National Education and works featured in the “Ben Okuyorum İstanbul Okuyor” reading initiative. The findings reveal that in texts targeting preschool children, rhetorical structures based on chronological sequencing of events are predominant. In contrast, texts for school-aged children exhibit more diverse and complex rhetorical structures. These findings suggest that children’s literature is shaped by distinct rhetorical strategies depending on the target age group. By highlighting the discourse-structural aspects of children’s literature, the study offers both theoretical insights and pedagogical contributions, encouraging a more nuanced understanding of how language operates in texts intended for young readers.