In the field of Turkish education, in addition to teaching Turkish as a mother tongue, sub-studies such as teaching Turkish as a second/foreign language, teaching Turkish to bilinguals and Turkish ancestry continue their development accompanied by discussions. In these sub-areas, the greatest development in terms of both demand and supply is in teaching Turkish as a second/foreign language. In direct proportion to the number of students who want to learn Turkish as a second/foreign language, the number of instructors and teachers employed in the field is also increasing. This increase and the problems experienced in the process are somehow associated with the instructors who are the basic elements of teaching. The source of the problems and therefore the solutions is accepted as the absence of a special undergraduate program in which teachers who teach Turkish as a second/foreign language are trained. Instructors who will work in field are compensated by employing personnel from many branches related to the field for the training of teachers, and this situation creates different problems. Certification programs are opened in order to train expert personnel to work in the field, but these programs provide solutions to some specific problems, but they also bring new problems due to the lack of standards and audits in the field. One of the important problems in the field is that despite the absence of an undergraduate program, there are graduate programs related to the field, but the graduation certificate from these programs is not as strong and valid as a certificate. While the certificates are paid, they may obtained without examination and with short-term programs, it’s important to describe the size and diversity of the problems, although graduate programs last for at least two academic years and are obtained as a result of tests, they are not accepted as certificates at entry to the profession. Certificate programs can be arranged by many TÖMER, DİLMER or SEM in a way that is far from the standard. Such contradictions, inconsistent practices cause the specialization in the field to progress in problematic and controversial manner. In this study, the current situation is analyzed in the focus of teaching Turkish as a foreign language, the document analysis method, which is the qualitative research models of the problem of specialization in Turkish education, was used.


Turkish as a foreign language, teacher training, specialization, certificate program.