Volume 11 - Issue 57
/ September 2022
9
https://www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.57.09.1
How to Cite:
Dayan, S., & Yildiz, Y. (2022). Understanding the importance of service (Hizmet) movement schools in the instruction of Turkish
to non-native speakers. Amazonia Investiga, 11(57), 9-17. https://doi.org/10.34069/AI/2022.57.09.1
Understanding the importance of service (Hizmet) movement schools
in the instruction of Turkish to non-native speakers
Yabancılara Türkçe Öğretiminde Hizmet Hareketi Okullarının Rolü
Received: August 1, 2022 Accepted: September 28, 2022
Written by:
Serdar Dayan1
https://orcid.org/0000-0002-7932-3958
Yunus Yildiz2
https://orcid.org/0000-0002-4471-457X
Abstract
The Hizmet movement schools, which set out to
achieve universal peace, attempted to increase
methods of communication between nations and
cultures by teaching more languages to students,
in light of the proverb "One language is one
person, two languages are two people." They also
taught Turkish as a second language in schools.
The Hizmet Movement schools, which teach
Turkish in more than 170 countries, have
teachers spend time with students outside of
class. By incorporating Turkish into every day,
they increased its use. They exposed Turkish to
their parents and others through projects and
studies. In their countries, they have made sure
Turkish lessons are taught by Turks.
This paper explains the function of Hizmet
Movement Schools in teaching Turkish to
foreigners and shows how they go to world peace
using Turkish steps. This research is a descriptive
qualitative study in which data is acquired by
approaches such as investigation, observation,
interviewing, and source scanning. Studies on
Teaching Turkish to Foreigners and Service
(Hizmet) Movement schools were utilized
throughout the collection of data, as well as
expert opinions were contacted, and observation-
based assessments were carried out.
Keywords: Foreign language, Turkish, Teaching
Turkish to foreigners, Hizmet Movement
schools.
1
Ph.D., Lecturer, Architectural Engineering Department, Faculty of Engineering, Tishk International University, Erbil, Iraq.
2
Ph.D., Assistant Professor, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil,
Iraq.
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Introduction
Language holds nations together and transfers
customs and values to the next generation (Barin,
2004; Celik & Yildiz, 2019). Today, one must
know their native language well and at least one
foreign language. Learning a foreign language
has become mandatory for many reasons,
including education, trade, travel, business,
research, visas, and getting to know different
cultures. It's almost the first step to take in order
to attain the goal (Dayan, 2020). Over the past
few years, many secondary and higher education
institutions throughout the world have had little
choice but to prioritize the use of online distance
learning tools and resources (Celik et al., 2022).
Therefore, the rise of international contacts and
technology has also enhanced the importance of
foreign language acquisition as the sign of
modernity (Özer & Korkmaz, 2016).
Turkish has lately risen to the top of foreign
language education, although some languages
have been there for years. Hizmet Hareketi
schools educate Turkish to students from primary
school through university, reaching a wide
audience. In the same years, Hizmet Movement
schools overseas and modern Turkish instruction
spread. On January 11, 1990, 11 Hizmet
Movement members entered Georgia through
Sarp and founded schools in Batumi and Tbilisi
(Turgut, 1988).
As the Hizmet Movement schools opened to the
outside, the number of Turkic Republic students
traveling to Turkey to study at the university
increased. Such students took Turkish at state-
run TOMER centers in Turkey (Muradova, 2012).
Many private or state-owned institutes and
organizations now teach Turkish to foreigners
due to increased demand. Turkology departments,
academies, cultural centers, institutes, private
schools, courses, embassies, associations, and the
internet teach Turkish overseas (Dolunay, 2005).
Students who want to study Turkish go to most
institutions that teach Turkish to foreigners. Most
of them live in surrounding nations with Turkish
people, Balkan countries with ties to Turkey after
the Ottoman Empire, Europe, America, and
Oceania, and the Turkic Republics. Already,
Turks in nearby Iraq, Syria, Cyprus, Greece, and
Bulgaria speak Turkish, as do Turks who
migrated to Europe, America, and Oceania, and
Turks in the Turkic Republics in Central Asia
(Ercilasun, 1997).
The Hizmet movement institutions have grown
all over the world and become a center of
attraction with outstanding educational activities.
They have taught Turkish to students who didn't
want to learn it and brought it to enormous
masses.
The study's goal is to provide a foundation for
future research into the field of teaching Turkish
to non-native speakers and to demonstrate that
Hizmet movement schools, which have taught
Turkish to millions of students in 170 countries
over 32 years, are the largest practitioners of
Turkish teaching to foreigners. The purpose of
this research was to determine how effective
Service Movement Schools are at teaching
Turkish to non-native speakers.
Methods
Research Model
It is a descriptive qualitative study in which data
is acquired by approaches such as investigation,
observation, interviewing, and source scanning.
Research Field and Sample
This study will focus on the topic of teaching
Turkish to people from other countries. The
research sample consisted of Turkish classes
being taught in Service Movement Schools to
international students.
Data Collection
Studies on Teaching Turkish to Foreigners and
Service Movement schools were utilized
throughout the collection of data, as well as
expert opinions were contacted, and observation-
based assessments were carried out. After
conducting a thorough qualitative analysis on all
of the data that were acquired, the essential facts
and explanations are incorporated.
Results and Discussion
The following form was used in the interview
with the teachers.
In which school (elementary, middle, high
school) do you teach?:
Where are you from? (Country and City):
What is your mother tongue?:
How many years have you been teaching
abroad?:
What are the foreign languages you know?:
Dayan, S., Yildiz, Y. / Volume 11 - Issue 57: 9-17 / September, 2022
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Education status (Bachelor's, Master's,
Doctorate):
1. Why do you think Turkish lessons are given
in your schools?
2. How do your students, parents, local staff
and the people around you view Turkish
teaching?
3. What kind of preparation process did you go
through before you started teaching?
4. Have you been able to learn the language of
this place and the language of the country
you were in before? Do you make an effort
to learn?
5. Do you have any information about how the
process of preparing your textbooks works?
If so, can you explain it?
6. What kind of a path do you follow in and out
of school for the development of students'
Turkish?
7. What kind of activities do you do throughout
the year related to Turkish?
8. How does the Turkish community work?
9. Has your school been organizing trips to
Turkey before?
Interviews were conducted with ten instructors
from a variety of Turkish provinces. During the
course of our interview, these educators shared
with us that, prior to beginning their careers as
educators, they had to complete numerous stages
of training. They explained that the in-school
group met once a week, the intra-provincial
group met once a month, and the domestic group
met several times a year. During the process of
preparing the textbooks, the individuals who
were representing the state or the nation declared
that they had contributed to the committee that
developed the books by taking the thoughts of
other educators into consideration. These
educators claimed that they normally knew at
least two languages, that they had learned or were
in the process of learning the language of the
country they were in, and that they were better
able to adapt to the people of this place as a result
of knowing the language of this place.
Throughout the course of the year, they planned
events and activities such as Turkish week,
contests, Turkish club meetings, Turkish culture
week, and preparation for Turkish Olympiads
(albeit on a smaller scale than in the past).
Students were taken on field trips to Turkey in
order to familiarize them with Anatolian culture
and to help them enhance their Turkish language
skills. The majority of these journeys consisted
of standard vacations, although a few of them
were excursions organized by the student's
educational institution. For this reason, an
attempt has been made to compile a body of
information that would be useful to students who
are considering attending a university in Turkey.
Other opinions of teachers are as follows:
1. Why do you think Turkish lessons are given
in your schools?
Teacher A: Our students are similar to our own
children. We want them to be fluent in both their
native tongue and English, since the latter is
rapidly becoming the language of
communication on a global scale. In addition, we
teach Turkish in order to broaden our students'
cultural horizons, widen the lines of
communication we have with them, and cultivate
more authentic relationships with them. While
they are studying Turkish, we are attempting to
become fluent in their language. This interaction
improves our ability to communicate with one
another.
Teacher B: Learning a second language is
becoming increasingly important in today's
world. However, proficiency in a single foreign
language is not sufficient. We do our best to
make use of opportunities to instruct in a second
foreign language, such as Turkish, whenever we
get the chance. By teaching children Turkish, we
are able to enhance the relationship that exists
between us. We have a responsibility to educate
our pupils in every facet. While we are taking
care of them, we are able to explain ourselves
more clearly by using our own tongue.
Teacher C: The people who opened these
schools are originally from Turkey. The staff
members are all qualified educators hailing from
Anatolia. Turkish will unavoidably be included
in the curriculum as a third language option.
People tend to appreciate and respect one another
more when they have a common language that
they can communicate in. Our interlocutors
educate themselves about our language and
culture at the same time that they educate
themselves about our language and culture.
2. How do your students, parents, local staff
and the people around you view Turkish
teaching?
Teacher A: The fact that their children are
learning a second language has given the parents
a sense of fulfillment. They regard it to be very
usual for teachers to also instruct in their own
tongue. If it were another foreign language, there
might be some cause for concern about its
accuracy. Instead of being used in the classroom
as the primary language of instruction, Turkish is
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typically taught as a second foreign language.
They are attentive to their Turkish education and
have nothing but praise for the teachers and
administrators at the school. The majority of the
time, we wait until we receive a request from
them to open a Turkish course at school before
we really go ahead and open the course.
Teacher B: They have a positive impression of
the school as a result of the positive relationships
that exist between the teachers and the students.
The teaching of Turkish is positively impacted as
a result of this. There is no shortage of local
parents and staff members who are working
harder to learn their language than we are trying
to master it.
Teacher C: The general public has a very
favorable impression of Turkey and Turkish.
They are generally positive about the quality of
education provided by the institution as well as
the human and scientific level of the faculty. As
a consequence of this, students have a favorable
attitude toward the Turkish lesson. I believe that
their affection for the school as well as the
professors is shown in their use of Turkish.
Because Turkish is not the language that is used
for education in the school, but there are certain
people who care about it almost as much as if it
were the language of instruction.
The findings that were collected as a
consequence of taking the opinions of the
teachers who are currently working in the schools
are interpreted and reported below after the
resource screening and observation has been
completed.
The Hizmet movement has opened schools both
in Turkey and in other countries in order to
cultivate educated individuals who have spiritual
values, who love their own nation and homeland,
and who also look at all the nations of the world
with these feelings of love, respect, tolerance,
and dialogue. This was done in an effort to foster
love, respect, tolerance, and communication
between different cultures and nations (Alliance
for Shared Values, n.d.). The educational
expertise of the Hizmet Movement has been
exported to Turkey, where its schools have
swiftly become the most prestigious in their
respective communities. They began by
establishing educational institutions in Central
Asia, and as those institutions became
increasingly successful, they expanded their
operations to include the establishment of
schools in other regions of the world. They made
it possible for Turkey to establish non-state
institutions in Africa for the first time since the
fall of the Ottoman Empire by establishing
schools affiliated with the Hizmet Movement and
opening them across the continent (Ergil, 2012).
These schools, which are located all over the
world and offer a high-quality education in the
field of science (Çelik, 2014), have implemented
a universal education in order to push the limits
of their humanitarian aspects and achieve their
goals of bringing their students to the highest
level possible in science and scientific fields.
Service schools are considered to be on par with
elite institutions in every country in which they
are located and generate students who go on to
have successful careers. In most cases, English is
used as the language of teaching in schools, and
kids who attend these institutions typically
acquire at least three additional languages during
their time there (Ecevit, 2005). Even though
English is used as the primary language of
instruction and Turkish is taught as a second
foreign language, they have made an effort to
also teach the native language of the country in
which they are located. This is done to ensure that
the quality of education provided by the school
does not fall below that of other schools that
teach in the local language.
In order to accomplish its goals on a global scale,
the Hizmet movement has made the provision of
high-level education and instruction a guiding
principle. Hizmet movement established the
teaching of foreign languages as the cornerstone
of its objective and worked its way up from there.
The languages that are taught in the schools that
are associated with the Hizmet Movement are
broken down into two stages. One was languages
like English, which became the global language
necessary for discussion with the whole world,
and the other was Turkish, which was on its way
to becoming the world language. English became
the world language necessary for dialogue with
the whole world. They wanted to recruit students
by utilizing the versatility of the English
language, and once they had them, they planned
to provide an education that places an emphasis
on morality in accordance with its principles
(Kılıçbay, 2005). The Hizmet Movement, which
desired to cultivate cultured and well-equipped
individuals who would be beneficial to both their
own nation and the nations of the world, was
attempting to produce a work whose fruit was
human through education (Achenbaum, 2009),
and it would write it in a language that it knew
best, which would naturally be Turkish. This was
done because the Hizmet Movement wanted to
raise cultured and well-equipped individuals who
would benefit both their own nation and the
nations of the world. They have taken the matter
very seriously and worked very hard to build
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universal peace on the pillars of the language that
they are most fluent in. They have also
implemented a well thought out and carefully
planned method of learning Turkish by falling in
love with the language.
Doğu Ergil (2012), in his book "The Gülen
Movement In 100 Questions", stated that he
believes that teaching Turkish in schools abroad
and thinking in Turkish will bring friendship in a
wide circle, and he believes that the importance
of language in these schools is "He believes that
the most effective of the teaching tools put into
operation in schools abroad is language. "The
Gülen Movement In 100 Questions" Because
there are many different religions in the nations
that were visited, he contends that the primary
bridge that will transfer the culture should be the
language, which in this case would be Turkish.
Because of this, the teaching of Turkish is
accorded a high priority at each and every one of
the "Gülen schools." In point of fact, the Turkish
language spoken by young people of various
colors, religions, and nations at the annual
Turkish Olympiads is more advanced than the
Turkish language spoken in the underdeveloped
rural regions of our own country." (Ergil, 2012).
In madrasas and other educational institutions
that focus on religious instruction, teaching
Arabic serves the objective of providing students
with a deeper comprehension of various religious
sources (Shareef & Dayan, 2020). In a similar
vein, seeing as how English is the language that
is used in the scientific community, it is
imperative that all scientific research be
conducted in English. Because the dietary
resources that are utilized by teachers in service
schools to guarantee universal peace are Turkish,
it is simpler and better for them to express their
opinions and thoughts in their native tongue. This
also helps them maintain a healthy mental state.
Teachers from all across Turkey (Bulac, 2005)
work at the schools run by the Hizmet Movement
all over the world, and most of them are able to
communicate in at least two tongues. The goal of
teaching Turkish in these schools, which strive to
produce students who are more cultured and
more equipped by teaching multiple languages,
has not progressed beyond the sharing of feelings
and opinions so far. These schools, which have
no political agenda and serve both the nation in
which they are located and the nation of that
country as a whole, have endeavored to promote
Turkey in a manner that is most beautiful while
doing so in foreign countries (Karpat, 2005). In
this discussion, neither the concept of
assimilation nor that of building a cultural
dominant were brought up. By becoming fluent
in the languages of their students' homelands,
educators have demonstrated that they have
genuine feelings. The fact that the participants of
the Movement include not only Turks but also
people from all walks of life, such as Turks,
Kurds, Arabs, and Bosniaks from all over Turkey
is the biggest proof that teachers and the
Movement cannot engage into notions such as
Turkism. It is not reasonable to ask people who
bring love, respect, and tolerance to humanity to
teach Turkish with the idea of nationalism in
mind. In point of fact, the vast majority of
students, parents, and members of the local staff
are more or less aware of which region of Turkey
is home to the teachers who interact with true
feelings. According to Öğün (2005), teachers are
often the faces that students see as idealized and
stereotypical representations of clean Anatolians.
People in the communities where the teachers go
have reported feeling more confident as a result
of the fact that the teachers come from different
parts of Turkey and have communicated this
information in a relaxed manner. Because those
who coexist peacefully and in relationships that
go beyond that of brothers and sisters can only
hope to teach others tolerance. These educators,
who were chosen as suitable individuals and
educated with the purpose of representation in
mind, have been a source of moral guidance
everywhere they have gone (Çelik, 2014; Yildiz
& Dayan, 2022).
Teaching a youngster to talk is similar to
teaching a foreign language to an older child. It
is far simpler to instruct someone in a language
such as Arabic, which is the language of the
world in either English or Islamic terms, than it
is to instruct someone in a language such as
Turkish. Because there is a good chance that the
student has some background knowledge in one
or both of these languages. However, there is an
extremely great chance that the pupil does not
know even a single word of Turkish. This is
always the case. In order to effectively impart the
material to the student, the instructor will need to
assume the role of a stage actor. When teaching
Turkish to non-native speakers, it is important to
give each of the fundamental and overarching
rules their own level of significance and attention
(Barın, 2004). Additionally, it is necessary to
determine and adapt teaching strategies to the
context of the class without deviating from the
principles. The fact that the teacher of Turkish is
going to begin teaching without first having
received the essential training and equipment is
going to put the instructor in a difficult position
and make the student less interested in the class.
A student who does not have a cause to study at
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a university in Turkey has to have a teacher who
will make every effort to teach Turkish to them
and win their affection. Before beginning their
careers as educators at service schools, all
instructors are required to complete a training
course led by more seasoned educators. The
importance of these courses cannot be overstated,
particularly for those who teach Turkish. After
the teacher has completed these courses and
attained the requisite level of qualification, he
must next pass a second course in the nation in
which he will teach. These courses, which cover
both teaching and the teaching of Turkish, are
taken to ensure that the teacher gets the required
level of competence without starting from
scratch. As soon as the teacher begins working,
he immediately begins teaching in his own
school, beginning with the more fundamental
classes, but always under the watchful eye of a
more seasoned colleague who works in the same
department. Aside from these studies, meetings
were held throughout the year in the form of in-
school, intra-provincial, and in-country groups to
ensure that Turkish education will continue in a
healthy manner in the future.
To create a productive organizational structure,
dedication to one's vocation is crucial. When we
consider teaching as a profession in its own right,
we see that dedicated educators not only have a
greater impact on their pupils but also on the
larger communities in which they operate and on
their peers in the workplace (Yildiz, 2017). Due
to the fact that they are committed to a particular
cause, these educators concentrate more on their
responsibilities than on themselves (Kılıçbay,
2005), and they make an effort to spend as much
time as they can with their pupils in settings other
than the classroom. Teachers of Turkish should
make an effort to communicate with their
students in the target language during all
activities that take place outside of class time.
This will guarantee that students get the most out
of their time spent learning Turkish. If there is the
possibility to stay in a dorm at one of the
colleges, you should make an effort to speak
Turkish as much as you can while you are there.
When pupils behave in this manner, it makes
both their parents and their teachers happy.
Because their children's Turkish is improving
even though they have never been to Turkey and
do not spend any additional time studying it.
The instruction of Turkish to non-native speakers
was not restricted to pupils at these schools.
Parents also had the opportunity to take Turkish
classes alongside their children's numerous
initiatives and academics. Because there is no
option to study Turkish in any other course, such
as English, and because it is learnt from people
who speak that language, such courses have
become a unique possibility for parents in the
majority of countries. The advantages of this
opportunity are as follows: These kinds of studies
have also contributed to the growth of the
partnership that exists between schools and their
pupils' parents. In addition to the parents, the
local staff at the school also has the opportunity
to take Turkish classes.
The achievement of students is directly
correlated to the patience and understanding of
their professors (Sezer, 2018). This, in turn,
makes it possible for the student and the teacher
to cultivate their relationship with one another.
Students and their families made efforts to learn
and understand one another's languages, cultures,
and worldviews in an effort to get to know the
teachers who had developed positive
relationships with the students and their families.
The initial step in this process is the strong desire
that they have to become fluent in Turkish. In
addition to the fact that there is a transfer of
culture in the teacher-student connection through
unseen means, when a student loves his
instructor, it is inevitable that he will sympathize
with the culture represented by the teacher and
want to take it of his own accord (Ates et al.,
2005). People grew interested in and fascinated
about Turkey and Turkish as a result of the
environment that was established by the teachers,
and the students and their families displayed an
example of loyalty by learning the languages of
these teachers so that they could communicate
with them.
Throughout the course of the year, a variety of
activities are carried out, including preparation
for the Turkish Olympiads, language days that
serve as a support for Turkish courses, Turkish
club, culture week, and a variety of festive
activities. Through participation in such events,
individuals are exposed to not only the language
and culture of the nation in which they are now
residing, but also to Turkish and Anatolian
culture. The primary impact of these institutions
may be seen in the propagation of Anatolian
culture as well as the Turkish language (Karpat,
2005).
Students now have the opportunity to learn
Turkish in their own countries thanks to the
establishment of schools in other nations that
teach the language. In addition, these schools
have encouraged students to pursue higher
education in Turkey. When a student's
expectations are met or exceeded by the
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university they attend, they report feeling
satisfied (Khan & Yildiz, 2020).
Turkey has been the destination of many holiday
and instructional trips arranged by schools. They
urged international students who visited Turkey
to enroll in one of the universities there and
further their education there. Only for the
Turkish Olympiad, thousands of students
traveled all the way to Turkey. However, as a
result of the events that have occurred in Turkey
during the past few years, travel to Turkey and
university education in Turkey have been
disrupted.
Publishing houses such as "Dilset", "Anadolu
DKM", and "Nevlisan" were founded and they
issued source books for teaching Turkish to
foreigners (Öztürk & et al., 2000; Öztürk & et al.,
2008; Öztürk & et al., 2017). This was done in
order to address the book demands of these
schools. The assistance provided by teachers who
have held positions in other countries has ensured
that the books will achieve their objectives in a
timely manner that is also secure and conducive
to good health. The books have been compiled by
a knowledgeable staff and are on par with
publications that have been used to teach English
to non-native speakers for a significant amount
of time. These volumes, which are
comprehensive and organized according to
broader levels, have been written with the
intention of appealing to readers of all
educational backgrounds, from elementary
school to university.
Conclusion
The fact that teachers from Turkey teaching
Turkish to foreigners in 170 countries to such a
large number of people is both a great success
and a model that doesn't exist in any other
languages (Kara, 2017). When teaching a
language, it's better to teach about the culture of
that language as well as the language itself.
Students benefit a lot from the fact that the
language is taught by native speakers. Learning
the language on the spot costs both money and
time. This is hard for everyone, but especially for
kids and teens. It is a great educational
achievement that these schools teach Turkish so
consistently abroad.
When they taught Turkish, Hizmet movement
schools did not try to reach a national goal. But
they have done more for the world and Turkey
than a lot of groups that only serve for their own
country benefit. Whatever the main goal of
schools in Turkey is, that is also the goal of
schools in other countries. When Hizmet
movement educators went abroad, they used
language as a tool, not a goal. By teaching
Turkish to all students, whether they need it or
not, the language has grown and reached a large
number of people. By taking Turkish out of the
classroom and even out of school, they have
made the country where they live more like
Turkey. With the things they did in school, they
taught both about the country they live in and
about the culture of Anatolia. They won the love
of the students and their parents, which made
sure that the students learned Turkish. They've
grown up in the eyes of students and parents by
standing up for their cause the right way. This has
made them teachers with a lot of compassion.
Because of this, people are even more interested
in learning Turkish. Since Turkish is the
language of their service, they treat the teaching
of Turkish as if it were a holy language. Because
they could give what they wanted to give, which
was best in this language. They wanted to
improve the world's people. In the name of
beauty, they tried to teach their students what
they knew, and Turkish was no exception. They
were so serious about teaching Turkish that the
teacher had to go through a lot of training before
his first class. They made their own textbooks
because they wanted the ones that students who
taught Turkish seriously with their own hands
would use to be better. They tried to learn the
language of the country they were in without
thinking about where it was in the world. This has
made it harder for both parents and students to
learn Turkish. Due to recent problems, a lot
fewer teachers are coming from Turkey. This has
made it harder for people outside of Turkey to
learn Turkish. Some places have had trouble
getting Turkish out of the classroom because the
number of teachers from Turkey has gone down.
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