In Turkey, numerous impactful and distinctive projects have been launched with the aim to teach and master the Arabic language. Among these is a project overseen by the Foundation of High School Students of Imams and Preachers, such as the “Arabic Language Village” in Konya Province. This initiative, which started several years ago and is headquartered at the Faculty of Theology at Necmettin Erbakan University, has led to nearly 200 high school students achieving excellent proficiency in Arabic.
The project benefited from the engagement of a group of Egyptian and Jordanian academics, whose teaching approach focused on maximizing students’ time spent using Arabic. Their success can largely be attributed to their adoption of modern teaching methods, avoiding reliance on traditional approaches. As part of their daily routine, students converse exclusively in Arabic, with the use of Turkish among them being prohibited.
The project has witnessed significant diffusion across several levels, prompting some centers in Turkey and abroad to express interest in collaboration and the establishment of similar initiatives. During their residency in the “village,” students learn approximately 2,500 words and master around 500 Arabic sentences.
Another effective project in the field of Arabic language education includes schools that emphasize instruction in both Arabic and Turkish, ensuring the integration of bilingual speakers into the new society they join. These schools provide Turkish students with the opportunity to learn Arabic and explore the culture of Arab societies.
In the pursuit of merging Arabic and Turkish cultures and languages, many educational institutions have sprouted across Turkey, serving primarily the Arab communities, and reducing their sense of cultural and linguistic alienation. Additionally, special educational courses have been offered to parents, as their isolation could hinder their children’s integration and slow their adaptation rate. Some educational institutions follow international curricula, while others adopt Arabic curricula; however, the latter regrettably do not secure students’ integration into Turkish society, often leaving them isolated.
There are other significant centers for Arabic language education in Turkey, including Bashak Shehir Academy in Istanbul, which is one of the centers focused on teaching Arabic language sciences and Islamic sciences, under the supervision of the Waqf. Moreover, the center associated with the “English Time” Institute in Istanbul, recognized by online ratings, caters to the teaching of all Eastern languages, possessing an experienced staff well-versed in Arabic language learning and instruction for non-native speakers.
Part of the growing interest in the Arabic language stems from the fact that, in the past, Arabic teaching was confined to religious institutions, and there was a lack of qualified teachers, a standardized curriculum, or clear educational materials. The institute now attracts various segments of society and multiple nationalities, indicating the significance of Arabic and the diverse motives and social and academic status of those wishing to learn it. Importantly, students completing all educational levels at the institute receive a certificate recognized by the Turkish National Ministry of Education. These centers and others offer highly competent Arabic language education, providing an alternative solution to the past trend of Turks traveling to Arab countries to learn Arabic in its native setting.
The private sector has followed the public sector’s lead in focusing on Arabic teaching, and numerous Arab efforts can be cited in this regard, like the Egyptian Center for Cultural and Educational Relations, affiliated with the Egyptian Ministry of Higher Education, which is accredited and aims to stimulate translation from Arabic to Turkish in particular, offering a certificate recognized by Egypt.
The Connection Between Arabic and Turkish and the Reasons Behind the Surge in Learning Arabic
The Arabic and Turkish languages are deeply intertwined with historical roots, linked by geographical proximity and a shared religion and belief system. Turks, like non-Arab Muslims, found themselves in urgent need of learning Arabic to fully understand Islamic teachings. The Ottoman language was written in Arabic script until a linguistic shift in 1928 toward the Latin alphabet occurred, after nearly 900 years of Turkish written in Arabic letters.
The current surge in learning Arabic and encouragement for its study is attributable to religious, political, economic, touristic, media-related, historical, and cultural reasons. Arabic has become an elective subject in Turkish schools, transitioning from its previous exclusivity within religious institutions. Some Turkish universities have announced the inclusion of literature and science specializations taught in Arabic, catering to the growing numbers of Arab students. The presence of Arabic has also grown through numerous activities directed towards Arabs, with the number of Arabs residing in Turkey reaching approximately 8 million. Their presence is further accentuated by the increase in Arabic bookstores, publishers, and translators in most Turkish institutions.
Another motivation for learning Arabic is that a substantial portion of Turks have Arabic origins and previously spoke Arabic, but its usage has weakened over generations and the change of writing from Ottoman Arabic script to Latin-based Turkish script. Additionally, learning Arabic has become a means to secure job opportunities in tourism, translation, or commerce sectors. This is complemented by governmental support and encouragement for the study of Arabic.
When Did The Initial Steps Towards Valuing Arabic Language Occur in Turkey?
The first steps towards valuing Arabic language education in Turkey began in the early 1980s. In 1985, an Arabic language department was established at Gazi University in Ankara with the primary goal of graduating qualified teachers to instruct Arabic at Imam-Khatib high schools and to teach university students at theological and Islamic science faculties. This was achieved by dedicating a preparatory year for these university students to learn Arabic to proficiency, involving around 25 to 30 hours of study a week, focusing on grammar, morphology, reading, conversation, writing, and composition. Additionally, hours were allocated to develop listening and comprehension skills. At the end of this preparatory year, students undergo an examination to assess their Arabic proficiency, qualifying them to proceed to undergraduate studies in pure Islamic sciences.
The “Tömer” institute was also established at Ankara University, with an initial focus on teaching Turkish to foreigners, later expanding to teaching various languages, including Arabic. It evolved into the “Center for Turkish and Foreign Language Research Application” and has branched out into numerous Turkish cities.
