Turkish Language Teaching and Learning Policy in Pakistani Higher Education: Interpretations of the Stakeholders

Abstract

Aim of the Study: This study aims to explores the interpretations of the policymaking stakeholders about Turkish as a foreign language teaching and learning through the interpretations of the stakeholders regarding the aims and implementation of Turkish as a foreign language teaching and learning in a public sector university in Pakistan by comparing and contrasting the interpretations of the policymakers, policy implementer, and teacher.

Methodology: Qualitative methodology was used to study interpretations of the major stakeholders. Semi-structured interviews of the policymakers, policy implementer, and foreign language teacher were conducted to collect data about their interpretations.

Findings: The findings reveal that the promotion of cultural diversity and internationalization lead to introduction of Turkish as a foreign language at the University coupled with the collaborative efforts of the key stakeholders proved it to be a success.

Conclusion: This study highlights the role of the stakeholders for effective policy implementation. Cultural and historical ties between the countries led to the introduction of Turkish as a foreign language policy at the public sector university. Implementation was smooth as a result of collaboration within the university and with the organization, and with available support. Based on the findings, recommendations were given for the key stakeholders.