Vocational foreign language teaching and translation activity in the Ottoman Empire: The case of dragomans

Abstract

This research is an attempt adopting an interdisciplinary approach integrating historical analysis with cultural and translation studies by offering insights regarding language teaching. The aim of the paper is to explore language learning and translation activities of interpreters known as dragomans in Ottoman Empire by shedding light on their vital role in cultural interactions and diplomatic relations. Starting from 15th century, European states including Venice (1551), France (1669), Austria (1754) and England (1814) established vocational language schools in Istanbul in order to foster their relations with Ottoman government. It is thought that interpreters completing their education in these schools served as agents between Ottoman authorities and European nations in order to facilitate diplomatic and commercial relations. Correspondingly, these cultural ambassadors are thought to have an intensive education regarding different aspects of culture and history of empire in the schools called School of Infants. Besides their diplomatic skills, it is believed that dragomans being experts in Turkish language and culture with their language proficiency have managed to introduce history, literature, culture and daily life of Ottoman Empire by translating significant works into European languages. In this context, this paper reveals key positions of these translators by providing examples of language teaching and learning methods, textbooks, dictionaries used by dragomans as intermediaries of culture and language between Ottoman State and European powers. It is expected that the study highlighting multi-faceted roles of translators and synthesizing different notions such as language, culture and diplomacy will contribute to linguistics, translation studies and international relations.

Keywords

• Dragoman
• translation
• culture
• language
• Ottoman Empire

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