Exploring the Ecological Background of Learning Turkish as a Second Language: Insights from Zumbo’s Framework

With increasing immigration, teaching Turkish as a second language has become a national educational priority in Türkiye. The rise in international students—particularly through programs such as Türkiye Scholarships—has intensified the need to understand the ecological factors shaping their learning. This study investigates the ecological background influencing Turkish language acquisition among students in public and private schools and Turkish teaching centers. Using Zumbo’s ecological framework and a phenomenological design, it examines variables affecting the four core language skills—listening, reading, speaking, and writing—across layers from individual traits to broader national contexts. Data were gathered through semi-structured interviews with participants at four educational levels: primary, middle, and high school students, and adults. Thematic analysis showed that motivation, classroom strategies, teacher support, family engagement, and digital tool use interact across ecological layers to shape language learning. The findings underscore the distinct needs of each age group and the importance of pedagogical sensitivity. The study affirms the value of ecological perspectives in Turkish language education and offers practical recommendations for educators, policymakers, and researchers.