FOREIGN LANGUAGE EDUCATION IN THE HISTORY OF TÜRKİYE
Tarih Okulu Dergisi, cilt.19, sa.80, ss.983-1021, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 19 Sayı: 80
- Basım Tarihi: 2026
- Doi Numarası: 10.29228/joh.87367
- Dergi Adı: Tarih Okulu Dergisi
- Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.983-1021
- Hacettepe Üniversitesi Adresli: Evet
Özet
This study examines the history of foreign language teaching in Türkiye, revealing the Turkish nation's historical interactions with neighboring countries and how this necessitated the learning of various foreign languages. The study examines a complex historical context, beginning with the pre-Republic of Türkiye, where clear historical boundaries are difficult to delineate. In this context, the study adopts a qualitative historical research methodology, analyzing data obtained from archival documents, textbooks, educational policies, and academic sources both thematically and chronologically. The research process specifically considered the socio-political dynamics that shaped the languages taught, the methods used, and curricular changes. Findley (2005) states that the history of the Republic of Türkiye extends along three lines: Anatolian, Islamic, and Turkish heritage. Copeaux (1998) examined Turkish history textbooks (1931–1993) and demonstrated that national historical narratives integrated Islamic history as part of national history while often excluding ancient civilizations outside of Anatolia. Based on this historical context, the study recognizes the Huns, Göktürks, Uyghurs, Karakhanids, Ghaznavids, Great Seljuks, Anatolian Seljuks, and the Ottoman Empire as foundational pillars in the development of Türkiye. It divides the historical periods into 'pre-Islam' and 'post-Islam,' noting the limited documentation of the education system before Islam but acknowledging the importance of Arabic and Persian languages after the Islamic conversion. The 'post-Islam' period includes the Great Seljuks, Karakhanids, Ghaznavids, Anatolian Seljuks, and the Ottoman Empire, further divided into pre-school and school periods, with Arabic initially predominant and later replaced by French, German, and English. Subsequently, the Republican era brought about notable modifications to the educational framework, encompassing adjustments to the teaching of foreign languages. With an emphasis on the instructional strategies, techniques, and resources used, this study seeks to give a concise history of foreign language instruction in Türkiye.