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The origins of English language education in Turkey can be traced back to the 16th century during the Ottoman Empire’s trading interactions with Great Britain. While initial engagements with the English language involved local translators, the significant learning of English did not commence until much later. By the late 18th century, the Tanzimat Period ushered in more formal education structures for English, yet it wasn’t until much later, in 1908, that public institutions began teaching the language, primarily targeting the children of ethnic minorities through Protestant schools.

The pivotal establishment of Robert College in 1863 marked a significant advancement in English education, resulting in the first Turkish Muslim graduate by 1903. The late 20th century witnessed legislative shifts leading to the creation of Anadolu Lycées, institutions that provided English instruction. This academic structure continued to evolve, with foundational changes introduced in 1997 to mandate English from the fourth grade and a major overhaul in 2012 that allowed for English instruction to begin as early as second grade, reflecting the societal and educational needs for increased English proficiency. The growth of English education in Turkey has been significantly driven by factors including globalization, technological advances, and heightened demand for proficiency in English within international trade and business contexts.

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Hıghlıts and Key Insights [Tanzimat Era]

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Hıghlıts and Key Insights [Tanzimat Era]

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From the Early Republıcan Period to 1997

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From the Early Republıcan Period to 1997

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The revision of Turkey’s 1997 curriculum for English Language Teaching (ELT) reflects significant changes driven by the country’s ambition to join the European Union (EU). As part of aligning with EU educational standards, the Turkish Ministry of National Education (MONE) has restructured various aspects of the curriculum, addressing issues such as curriculum design, material selection, and pedagogical approaches tailored for different age groups — specifically young learners in grades 4-5 and adolescents in grades 6-8. The current curriculum maintains a communicative approach to ELT, emphasizing meaningful communication and the instructor’s role as a facilitator in the learning process.

The curriculum includes objectives structured around topics, functions, and sample tasks, aiming to develop learners’ linguistic and communicative competence through activities such as songs, plays, and arts. A notable shift towards a more learner-centered approach encourages increased student autonomy, enabling them to control their learning in accordance with their individual preferences and abilities.

Assessment methods have also evolved, moving from traditional tests to performance-based alternatives. The introduction of portfolios—tools for demonstrating a student’s progress and performance—supports the principles of Communicative Language Teaching (CLT) and provides a framework for evaluating student development in collaboration with teachers and parents. The MONE emphasizes that assessment strategies should align with instructional methods, drawing insights from the European Language Portfolio (ELP).

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Highlights and Key Insights[From the early republican to 1997]

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Highlights and Key Insights[From the early republican to 1997]

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The mid-1980s marked a critical turning point in the spread of English in Turkey, largely as a result of significant societal and economic changes. The shift towards a more capitalistic economy under the leadership of Turgut Özal (1983-1993) saw the emergence of a provincial bourgeoisie, which played a pivotal role in redefining the economic and social structure of the country. The old political elites were largely replaced following a military coup that aimed to instigate ‘new politics.’ This transitional period facilitated a consumer boom, driven by liberal import policies, where Western influences permeated daily life. The impact of English language education rapidly escalated, becoming essential for career advancement and signaling a decline in the traditional vernacular schools as graduates sought opportunities in the burgeoning private sector. As the years progressed, the number of students learning foreign languages increased significantly, with English overtaking German and French in popularity due to its perceived necessity for success in various fields. The rise of the affluent class fostered a cultural shift, as the younger generation abandoned state service aspirations to pursue education in elite institutions, many of which emulated American systems.

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Highlights and Key Insights [From 1997 to Present]

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Highlights and Key Insights [From 1997 to Present]

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https://webadmin.selcuk.edu.tr/contents/093/duyuruG/8508/5721-Article%20Text-9907-1-10-20221217%281%29_638070355224570272.pdf?authuser=0

https://dergipark.org.tr/en/pub/jlls/issue/9935/122914?authuser=0

https://iojes.net/?mod=tammetin&makaleadi=&makaleurl=IOJES_390.pdf&key=41340&authuser=0