Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

Mehmet Toyran; Müjgan Bekdaş; Sami Baskın

Article Details

Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

Authors:

Mehmet Toyran | Müjgan Bekdaş | Sami Baskın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Türkçe Eğitimi | Alan Eğitimleri

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 3, pp.1244-1266

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001298951

pISSN:

1303-0493

Keywords:

Abstract:

 : Today, Turkish is taught as a foreign language in a wide geography. This can be carried out by both Türkiye-based institutions and foreign institutions. For example, in the UK, Turkish institutions such as Yunus Emre Institute and the Ministry of National Education of the Republic of Türkiye, English universities such as Oxford, SOAS, Exeter and Cambridge, secondary education institutions or local private courses teach Turkish as a foreign language. In this qualitative study, which aims to describe the situation of teaching Turkish as a foreign language in England in general terms and was designed according to the phenomenology pattern, the data were collected from the teachers who took part in the Turkish teaching activities of the London Yunus Emre Institute. These teachers were selected using convenient sampling and agreed to face-to-face interviews. Data were collected with semi-structured interview questions. The audio recordings taken with the consent of the participants were first converted into written texts and then interpreted by making content analysis. Accordingly, it was determined that most of the teachers sent to England to teach Turkish as a foreign language did not receive a special education in this field, some of them studied in a different department than language education and they experienced Turkish teaching abroad for the first time. Moreover, It was defined that although the physical conditions of the learning environments in England were sufficient, the content of the textbooks was not sufficient, and the teachers used additional resources to eliminate the deficiencies in the textbooks. And finally, it was determined that teachers support each other at all stages of the language teaching process. Also, it was determined that the interest in learning Turkish has increased recently for various reasons, and this can be improved.

 : Today, Turkish is taught as a foreign language in a wide geography. This can be carried out by both Türkiye-based institutions and foreign institutions. For example, in the UK, Turkish institutions such as Yunus Emre Institute and the Ministry of National Education of the Republic of Türkiye, English universities such as Oxford, SOAS, Exeter and Cambridge, secondary education institutions or local private courses teach Turkish as a foreign language. In this qualitative study, which aims to describe the situation of teaching Turkish as a foreign language in England in general terms and was designed according to the phenomenology pattern, the data were collected from the teachers who took part in the Turkish teaching activities of the London Yunus Emre Institute. These teachers were selected using convenient sampling and agreed to face-to-face interviews. Data were collected with semi-structured interview questions. The audio recordings taken with the consent of the participants were first converted into written texts and then interpreted by making content analysis. Accordingly, it was determined that most of the teachers sent to England to teach Turkish as a foreign language did not receive a special education in this field, some of them studied in a different department than language education and they experienced Turkish teaching abroad for the first time. Moreover, It was defined that although the physical conditions of the learning environments in England were sufficient, the content of the textbooks was not sufficient, and the teachers used additional resources to eliminate the deficiencies in the textbooks. And finally, it was determined that teachers support each other at all stages of the language teaching process. Also, it was determined that the interest in learning Turkish has increased recently for various reasons, and this can be improved.

 : Today, Turkish is taught as a foreign language in a wide geography. This can be carried out by both Türkiye-based institutions and foreign institutions. For example, in the UK, Turkish institutions such as Yunus Emre Institute and the Ministry of National Education of the Republic of Türkiye, English universities such as Oxford, SOAS, Exeter and Cambridge, secondary education institutions or local private courses teach Turkish as a foreign language. In this qualitative study, which aims to describe the situation of teaching Turkish as a foreign language in England in general terms and was designed according to the phenomenology pattern, the data were collected from the teachers who took part in the Turkish teaching activities of the London Yunus Emre Institute. These teachers were selected using convenient sampling and agreed to face-to-face interviews. Data were collected with semi-structured interview questions. The audio recordings taken with the consent of the participants were first converted into written texts and then interpreted by making content analysis. Accordingly, it was determined that most of the teachers sent to England to teach Turkish as a foreign language did not receive a special education in this field, some of them studied in a different department than language education and they experienced Turkish teaching abroad for the first time. Moreover, It was defined that although the physical conditions of the learning environments in England were sufficient, the content of the textbooks was not sufficient, and the teachers used additional resources to eliminate the deficiencies in the textbooks. And finally, it was determined that teachers support each other at all stages of the language teaching process. Also, it was determined that the interest in learning Turkish has increased recently for various reasons, and this can be improved.

 Türkçe, günümüzde çok geniş bir coğrafyada yabancı dil olarak öğretilmektedir. Bu öğretimi hem Türkiye merkezli kurumlar hem de yabancı kurumlar gerçekleştirmektedir. Örneğin İngilterede Yunus Emre Enstitüsü ve T.C. Millî Eğitim Bakanlığı gibi Türk kurumları ile Oxford, SOAS, Exeter ve Cambridge gibi İngiliz üniversiteleri, ortaöğretim kurumları veya yerel özel kurslar Türkçeyi yabancı bir dil olarak öğretmektedir. Türkçenin yabancı bir dil olarak öğretiminin İngilteredeki durumunu genel hatlarıyla betimlemeyi amaçlayan ve fenomenoloji desenine göre tasarlanmış olan bu nitel çalışmada veriler, Londra Yunus Emre Enstitüsünün Türkçe öğretimi faaliyetlerinde görev alan öğretmenlerden toplanmıştır. Bu öğretmenler, uygun örnekleme kullanılarak belirlenmiş ve bire bir yüz yüze görüşmeyi kabul etmiştir. Veriler, yarı yapılandırılmış görüşme soruları ile toplanmıştır. Katılımcıların onayı ile alınan ses kayıtları önce yazılı metinlere dönüştürülmüş, sonra da içerik analizleri yapılarak yorumlanmıştır. Buna göre; İngiltereye Türkçeyi yabancı dil olarak öğretmek amacıyla gönderilen öğretmenlerin çoğunun bu alanda özel bir eğitim almadığı, bazılarının üniversitede dil eğitiminden farklı bir bölümde okuduğu ve Türkçe öğretimini ilk kez yurt dışında deneyimlediği; İngilteredeki öğrenme ortamlarının fiziki şartları yeterli olmasına rağmen ders kitaplarının içeriğinin yeterli olmadığı; ders kitaplarındaki eksiklikleri gidermek için öğretmenlerin ek kaynaklar kullandığı; dil öğretim sürecinin bütün aşamalarında öğretmenlerin birbirine destek verdiği tespit edilmiştir. Bunun yanında çeşitli nedenlerle son zamanlarda Türkçe öğrenmeye karşı ilginin arttığı ve bunun geliştirilebileceği belirlenmiştir.

Article Details

Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

Authors:

Mehmet Toyran | Müjgan Bekdaş | Sami Baskın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Türkçe Eğitimi | Alan Eğitimleri

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 3, pp.1244-1266

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001298951

pISSN:

1303-0493

Institutions teaching Turkish as a foreign language abroad

teaching Turkish as a foreign language

opinions of teachers teaching Turkish as a foreign language in EnglandYurtdışında Türkçeyi yabancı bir dil olarak öğreten kurumlar

Türkçenin yabancı bir dil olarak öğretimi

Türkçeyi yabancı dil olarak İngiltere'de öğreten öğretmen görüşleri

Issues

Article Details

Teaching Turkish as A Foreign Language Abroad: The Case of England (General Status, Problems, and Suggestions)

Authors: Mehmet Toyran | Müjgan Bekdaş | Sami Baskın

Publisher: Bolu Abant Izzet Baysal University

Main Topics: Türkçe Eğitimi | Alan Eğitimleri

Journal: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 3, pp.1244-1266

Document Type: Article

Publication Date: 9/2023

Document Language: Turkish

Document ID (Org No.): 2001298951

pISSN: 1303-0493

Institutions teaching Turkish as a foreign language abroad

teaching Turkish as a foreign language

opinions of teachers teaching Turkish as a foreign language in EnglandYurtdışında Türkçeyi yabancı bir dil olarak öğreten kurumlar

Türkçenin yabancı bir dil olarak öğretimi

Türkçeyi yabancı dil olarak İngiltere'de öğreten öğretmen görüşleri

Issues

Authors:

Mehmet Toyran | Müjgan Bekdaş | Sami Baskın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Türkçe Eğitimi | Alan Eğitimleri

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 3, pp.1244-1266

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001298951

pISSN:

1303-0493