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The Tanzimat period, spanning the second half of the 19th century, marked a critical phase in the Ottoman Empire’s educational evolution, characterized notably by the onset of Westernization movements. This transformation paved the way for the introduction of Western languages, particularly French and English, into the education system, primarily motivated by the need to assimilate military technologies from the West. The teaching of French began in military institutions around 1773, spurred by historical ties with France that date back to the reign of Suleiman the Magnificent. This linguistic endeavor eventually expanded into other significant institutions, with French education being institutionalized in medical and political science schools.

The prominence of French persisted until the establishment of Robert College, founded by Cyrus Hamlin, which marked the ascendancy of English as a medium of instruction. The American missionary schools played a pivotal role in this educational landscape, attracting diverse student demographics, including Armenians, Bulgarians, Jews, and Greeks, due to their reputation for quality education and politically neutral environments. The increasing appeal of these schools is attributed to the elite opportunities available to graduates and the consistent, high-caliber education they provided, leading to English’s eventual dominance over French within the educational framework of the empire.

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In 1997, Turkey enacted substantial reforms in its educational system, specifically targeting English language teaching (ELT) across all educational levels. Initiated by the Ministry of National Education (MONE), these reforms were part of “The Ministry of Education Development Project,” fostering a more effective framework for English education in both public and private schools. A key outcome of this reform was the extension of compulsory primary education from five to eight years, which included a new three-year middle school program. This change enabled the introduction of English language instruction starting from grade four, a notable shift from prior practices that only commenced English teaching at the middle school level.

The newly established curriculum outlined various objectives for English instruction in the fourth and fifth grades, aimed at increasing students’ awareness of foreign languages, promoting positive attitudes towards learning English, boosting motivation, and fostering engaging learning environments through interactive methods such as games and meaningful activities. Furthermore, at the secondary education level, English instruction focused on enhancing communicative abilities by integrating the core language skills of reading, writing, listening, and speaking. This marked a significant evolution in Turkish ELT, incorporating a communicative approach to language teaching. To support these advancements, it became critical to equip teachers with the necessary training, prompting revisions in education faculties. Consequently, teacher training curricula were expanded to include additional methodology courses and practical teaching experience, particularly geared towards educating young learners.

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– AI-powered text generation tool. Retrieved April 6, 2025, from https://www.notgpt.com

-Fliki. (n.d.). Create videos from text using AI voices. Retrieved April 6, 2025, from https://fliki.ai

-Narakeet. (n.d.). Text to voice and video maker. Retrieved April 6, 2025, from https://www.narakeet.com

- Sarıçoban, G., & Sarıçoban, A. (2012). Atatürk and history of language education in Turkey. Journal of Language and Linguistic Studies, 8(1), 38–47.