Özet:

: Today, Turkish is taught as a foreign language in a wide geography. This can be carried out by both Türkiye-based institutions and foreign institutions. For example, in the UK, Turkish institutions such as Yunus Emre Institute and the Ministry of National Education of the Republic of Türkiye, English universities such as Oxford, SOAS, Exeter and Cambridge, secondary education institutions or local private courses teach Turkish as a foreign language. In this qualitative study, which aims to describe the situation of teaching Turkish as a foreign language in England in general terms and was designed according to the phenomenology pattern, the data were collected from the teachers who took part in the Turkish teaching activities of the London Yunus Emre Institute. These teachers were selected using convenient sampling and agreed to face-to-face interviews. Data were collected with semi-structured interview questions. The audio recordings taken with the consent of the participants were first converted into written texts and then interpreted by making content analysis. Accordingly, it was determined that most of the teachers sent to England to teach Turkish as a foreign language did not receive a special education in this field, some of them studied in a different department than language education and they experienced Turkish teaching abroad for the first time. Moreover, It was defined that although the physical conditions of the learning environments in England were sufficient, the content of the textbooks was not sufficient, and the teachers used additional resources to eliminate the deficiencies in the textbooks. And finally, it was determined that teachers support each other at all stages of the language teaching process. Also, it was determined that the interest in learning Turkish has increased recently for various reasons, and this can be improved.

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