The presence of Turks in Balkans started with European Huns in IV.century and continued with the Ottoman Empire. The use of Turkish language proliferated in Bosnia and Herzegovina regions particularly in the era of Fatih Sultan Mehmet. The advancement of Turkish as a literary language following the Conquest of İstanbul had repercussions on Bosnia as well. Turkish, Arabic and Persian courses were given particularly in madrasas where Bosnian people had education. Publication of a good number of Turkish journals in Bosnia, powerful Divan poets in this geography and high number of Turkish words in daily language show that this language has a sound structure in cultural sense. Increasing prestige, social, political and economic quality of Turkish all around the world today has increased the interest to this language. Yunus Emre Institutes, founded since 2008, are the centers for teaching Turkish effectively in more than 40 countries today. Yunus Emre Institute, Department of Turkish Language and Literature at Dzemal Bijedic University and Tercihim Türkçe (I prefer Turkish) projects helped rapid propagation of Turkish. There is a consensus on the fact that Teaching Turkish as a Foreign Language must have a unique education method. Various studies have been conducted on this topic for many years. In our day when technology and information outdate too fast, a foreign language education equipped with modern and technologic means will offer much more efficient outcomes rather than classical methods.This study touches upon quality and outcome-based education encompassing modern methods through Turkish language education in Mostar and near region.


Education, Turkish, Mostar, Teaching Turkish as a Foreign Language, Modern Orientations.

Author : Nurullah ULUTAŞ
Number of pages: 328-336
DOI: http://dx.doi.org/10.18033/ijla.3874
Full text:
Alıntı Yap:
International Journal of Language Academy
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