مرکز منطقه ای اطلاع رساني علوم و فناوري - Turkish Teaching for Bilingual Turkish Children: The First Teachings and The First Turkish Course Teaching Program

Abstract :

Several unexpected problems arose when temporary workers gained permanent status in addition to the fact of rising labor migration (in 1961). Workers were seen only as production tools working in return for fee and this fact constituted the foundation of the problems. Humanitarian aspects of the workers have not been taken into consideration. The workers are also human beings and naturally they have needs such as sheltering, belonging, establishing communication and learning and these facts were not taken into account. Labor migration was quite good, exciting and profitable event for migrating countries, emigrant countries and countries that accept migration. However, it turned into an irritating, worrisome and offending circumstance for all these three parties. Children of migrants, and their native language education have been affected most within this migration triangle. What kind of precautions and sanctions were taken by Turkey after migration changed its dimension? What kind of a native language teaching policy was adopted by Turkey after this crash (1965-1975) that was observed in labor migration? When, how and how many teachers were appointed first in order to teach Turkish to the bilingual Turkish children? When was the last time when a curriculum was created in order to teach bilingual Turkish children Turkish and what does it contain? Answers were searched for these questions in the study. The study has a descriptive quality. The data of the study were obtained through document review. Descriptive analysis has been used in the analysis of the data. As a result of the study, it has been revealed that Turkey attached importance to native language education of the bilingual Turkish children in that period, appointed teachers at the fourth year of mass migration based on this policy and prepared a Turkish course teaching program. Another important results obtained in the study is as follows: The first teacher appointment was made in Germany in 1965 with 17 teachers and the first Turkish course teaching program was composed in 1969.