%0 Journal Article
%T The Future of Teaching Turkish to Turkish Origins in France: New Models and Approaches
%A Osman CO£¿KUN
%J -
%D 2018
%X Turkish language teaching in France is done in various forms. One of the most common forms of them, ELCO (Enseignements de Langues et de Cultures des communaut¨¦s d¡¯Origine) arranged in state school across France referring to the agreement signed between Turkey and France in 1978, are encountered as Native Language and Culture Studies courses. In France, Turkish courses are taught in the ELCO framework as Native Language and Culture studies, as well as in the Turcology departments of various universities, and in some high schools and colleges as 2nd or 3rd foreign language. Considering the current situation, Turkish language education in France may not reveal tangible data about the future of ELCO courses, which appeal to the whole Turkish society. Political approaches, adjustment problems and security concerns are important factors to shape the native language courses. There are two main problems in Native Turkish teaching. First, the French Ministry of National Education, the French High Commission for Integration, some trade unions and associations perceive ELCO courses as barriers to integration of migrants (Auger, 2007; URL1), contradiction to secularism (Bertucci, 2007), and even courses of Islamic teachings. The second problem is the thought of the French Ministry of Education that the contents of the native language courses are out of the knowledge of their own and that they are far from supervised. For this reason, France has decided to change ELCO courses to EILE (International Foreign Language Education) courses from the year 2017. Thus, French National Education is considering to control the contents of these courses and to facilitate their supervision. In this study, the positive and negative aspects of the EILE program will be examined. Also ELCO courses, in case of agreements with Turkey even if the current situation continues unchanged, these courses have not gone on efficiently for a long time. Many researches have been done on the errors in the implementation and articles and reports have been published. When these problems are taken into account, the truth, that there is a need for a more efficient and institutionalized Turkish education proper to the domestic laws of French, is revealed. From this point of view, the models and approaches to Turkish language teaching that can be applied in France will be emphasize
%K Fransa
%U http://dergipark.org.tr/ijobs/issue/41678/503376