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1997- The Introduction of the Eight-Year Obligatory School System

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1997- The Introduction of the Eight-Year Obligatory School System

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in 1997, Turkey mandated students in public primary schools begin studying a foreign language starting in the fourth grade (Sönmez & Köksal, 2022). In this way, students had more time to develop their proficiency in a foreign language and improved their communication abilities in a second language.

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2005- Curricular Innovation in Teaching English

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2005- Curricular Innovation in Teaching English

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The 2005 English language teaching (ELT) program in Turkey aimed to improve learners' communicative skills while implementing a constructivist approach to instruction. This program was an attempt to match the Turkish ELT curriculum to the European Union's language instruction standards. The goal was to promote effective oral and written language communication skills, critical thinking and problem-solving abilities in students.

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2012- Transition from Eight-Year Obligatory School System to Twelve-Year (4+4+4) System 

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2012- Transition from Eight-Year Obligatory School System to Twelve-Year (4+4+4) System 

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The new controversial system divided the education period into four years of elementary school, four years of secondary school, and four years of high school (Sönmez & Köksal, 2022). It is regarded as one of the most significant changes that influenced today's foreign language education because it lowered the age for studying English as a foreign language (EFL) to second grade.

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2013- Curricular Innovation in Teaching English as a Foreign Language

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2013- Curricular Innovation in Teaching English as a Foreign Language

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Rather than teaching distinct points in each unit, a new program based on cognitive theory has been implemented to promote meaningful communication. Individual and cultural diversity, as well as the use of everyday language, are emphasized heavily.

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2016- Innovation and Modification Studies in the Curriculum

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2016- Innovation and Modification Studies in the Curriculum

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7) Between the years of 2015 and 2016, new innovations were introduced to address the demands of a changing world as well. According to the report released by the Ministry of National Education (2017), students are anticipated to acquire various abilities and skills through the curricula, which include foreign language communication, proficiency in science and technology, digital literacy, learning how to learn, as well as cultural awareness and expression.

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While preparing these timelines, I learned that the development of learning programs and schools is a long process with ups and downs. It depends on many factors such as political, social, and shifts in demand. Understanding the history of this, on the other hand, can help us comprehend the current state of education and language learning, as well as guide us towards more effective approaches and policies for the future.

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Boyacıoğlu, F. (2015). The historical development of the foreign language education in
Ottoman Empire. Procedia - Social and Behavioral Sciences, 174, 651– 657.

Curriculum reform of 2017. (18 Temmuz 2017). Müfredatta Yenileme ve Değişiklik Çalışmalarımız Üzerine... Ankara.

Çakır, İ. (2007). Osmanlı'dan günümüze yabancı dil öğretimi süreci. Nüsha, 0(24), 37-45.

Sarıçoban, G. & Sarıçoban, A. (2012). Atatürk and the history of foreign language
education. The Journal of Language and Linguistic Studies, 8(1), 24-49.

Sönmez, G., & Köksal, O. (2022). “A Critical Overview of English Language Education
Policy in Turkey.” Shanlax International Journal of Education, 11(1), 1–9.

Özkan, S. H. (2010). Osmanlı Devletinde Yabancı Dil Eğitimi/Foreign Language Education in the Ottoman Empire, Turkish Studies, International Periodical for the languages, Literature and History of Turkish or Turkic, 5(3).

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