This study explored the Turkish language teaching curriculum (TLTC, Grades 1-8) outcomes through an interactionist framework. Two points framed the analysis of the outcomes: learning demand and social discussions of the meanings. This study concluded that particularly for the learning areas such as reading, speaking, and writing, sixth- to eighth-grade outcomes downgrade the opportunities of teachers to engage students in social discussion of meaning when teaching Turkish language due to lower learning demand compared with first- to fifth-grade outcomes. First- to fifth-grade outcomes were found to provide Turkish language teachers more chances to create social discussions of meaning by enhancing the learning demand.