Teachi̇ng Turki̇sh to Students From the Turki̇c World: Methods and Approaches

This article comprehensively examines the process of teaching Turkey Turkish to students originating from the regions referred to as the Turkic World, whose native languages are different dialects of Turkish or closely related languages. The main objective of the study is to analyze the methods and approaches used in teaching Turkish to this specific student group, to investigate the unique challenges and opportunities arising from their linguistic and cultural backgrounds, to evaluate current institutional practices and materials, to discuss the role of technology integration, and consequently, to identify the most effective strategies and present recommendations. The research is based on an extensive literature review and document analysis methodology. Findings indicate that although students from the Turkic world initially have an advantage due to linguistic proximity, they experience negative transfer issues stemming from factors like false cognates and phonetic and morphological differences. While cultural affinity serves as a significant source of motivation and facilitates adaptation, subtle cultural distinctions also require consideration. Current teaching practices and materials often lack sufficient focus on the specific needs of this group, although institutions like the Yunus Emre Institute and TÖMER, along with collaborations within the Organization of Turkic States, hold potential. Technology offers significant opportunities in terms of access and motivation, yet challenges remain regarding pedagogical integration and the lack of tailored content for this group.