Pedagogical Approaches in Teaching Kurdish: The Traditional Approaches vs Modern Ones

Abstract

Our objective in this article is to explore the complexities and diverse strategies involved in teaching the Kurdish language across various contexts, including Kurdish-speaking regions. The Kurdish language holds significant cultural and historical importance, but faces challenges in education due to political restrictions, especially in Turkey and Iran. In contrast, in KRG region has seen progress in promoting Kurdish through formal education. The article focuses on traditional methods such as the grammar-translation method (GTM), which has been effective in building foundational literacy skills. Modern approaches, including Communicative Language Teaching (CLT) and Task-Based Learning (TBL), are discussed as promising alternatives that emphasize interactive and immersive learning experiences. However, these methods face challenges, such as the shortage of trained teachers and a lack of standardized teaching materials across the various Kurdish dialects. In the study, it has been observed that the materials such as the books prepared for teaching Kurdish were mainly prepared under the influence of GTM or the other traditional methods rather than the modern ones. However, the modern ones which provide communication skills at a higher level enable students to be able to utilize the skills more effectively. The solutions to address such issues are highlighted.

Keywords

• Traditional
• Modern
• Language Teaching
• Kurmanji

Kürtçe Öğretiminde Pedagojik Yaklaşımlar: Geleneksel Yaklaşımlara Karşı Modern Yaklaşımlar

Öz

Bu makaledeki amaç Kürtçe konuşulan bölgeler de dahil olmak üzere çeşitli bağlamlarda Kürtçe öğretiminin içerdiği karmaşıklıkları ve farklı stratejileri incelemektir. Lehçe çeşitliliği açısından zengin olan Kürt dili, önemli bir kültürel ve tarihi öneme sahip olmakla birlikte, özellikle Türkiye ve İran'daki siyasi kısıtlamalar nedeniyle eğitimde zorluklarla karşılaşmaktadır. Buna karşılık, Irak Kürdistanı gibi bölgeler Kürtçenin örgün eğitim yoluyla yaygınlaştırılması konusunda ilerleme kaydetmiştir. Makale, temel okuryazarlık becerilerinin geliştirilmesinde etkili olan ancak pratik iletişime odaklanmayan dilbilgisi-çeviri yöntemi (GTM) gibi geleneksel yöntemlere odaklanmaktadır. İletişimsel Dil Öğretimi (CLT) ve Görev Temelli Öğrenme (TBL) gibi modern yaklaşımlar, etkileşimli ve sürükleyici öğrenme deneyimlerini vurgulayan, özellikle de öğrencilerin genellikle yazılı yeterliliğin ötesinde katılıma ihtiyaç duydukları diaspora ortamlarında değerli olan umut verici alternatifler olarak tartışılmaktadır. Ancak bu yöntemler, eğitimli öğretmen eksikliği ve çeşitli Kürtçe lehçelerinde standartlaştırılmış öğretim materyallerinin eksikliği gibi zorluklarla karşı karşıyadır. Çalışmada, Kürtçe öğretimi için hazırlanan kitap gibi materyallerin modern yöntemlerden ziyade ağırlıklı olarak GTM ya da diğer geleneksel yöntemlerin etkisi altında hazırlandığı görülmüştür. Oysa iletişim becerilerini daha üst düzeyde kazandıran modern yöntemler, öğrencilerin bu becerileri daha etkin bir şekilde kullanabilmelerini sağlamaktadır. Bu tür sorunları ele almak için çözümler vurgulanmaktadır.

Anahtar Kelimeler

• Geleneksel
• Modern
• Dil Öğretimi
• Kurmancca
• Metod

Kaynakça

1. Azimova, S., (2019). The communicative approach in english language teaching, Bulletin of Science and Practice, 5(4), 471-475. https://doi.org/10.33619/2414-2948/41
2. Baker, C. (2006). Foundations of bilingual education and bilingualism. Multilingual Matters.
3. Bayad Jamal Ali, B. J., Ahmed, A. K., & Aziz, A. A. (2021). Educational system: The policy of educational system in Kurdistan Region in public kindergarten. International Journal of English Literature and Social Sciences, 6(3), 63–69. https://doi.org/10.22161/ijels.63.10
4. Bilmez, B., Çağatay, İ., & Arslan, S. (2022). Öğretmenlerin, aktivistlerin ve medyanın gözünden Yaşayan Diller ve Lehçeler seçmeli dersi. KİTA Publications.
5. Dağ, W., & Stêrk R., (2023). Li welatên cuda rewşa niha ya zimanê kurdî, Rêbera Hînkirina Kurdî, Editors: Davut Yeşilmen, H.H. Denîz, Munever Azizoglu Bazan, Zaradachet Hajo, Leodruck Publishing House.
6. Dorathy, A., & Mahalakshmi S.N. (2016). Task-Based language teaching - A powerful approach for maximizing learning and teaching in L2 acquisition, Asian Journal of Research in Social Sciences and Humanities, 6(7), 1822-1832.
7. Eroğlu, L., (2022). Exploring the family language policy of the kurdish families, Unpublished thesis, METU. Larsen-Freeman, D., & Anderson M., (2011). Techniques & principles in language teaching, Third Edition, Oxford University Press.
8. Hassanpour, A. (1992). Nationalism and language in Kurdistan, 1918-1985. Mellen Research University Press.

9. Haig, G., & Matras, Y., (2002). Kurdish linguistics: A brief overview. The Kurdish linguistic landscape STUF - Language Typology and Universals. 55. https://doi.org/10.1524/stuf.2002.55.1.3.
10. Jarvis, H and S. Atsilarat. (2006). Shifting paradigms: from a communicative to a context based approach. Asian EFL Journal, https://www.academia.edu/30936977/The_Policy_of_Educational_System_in_Iraqi_Kurdistan
11. Jwaideh, W., (1960) The Kurdish nationalist movement: Its origins and development. Ph.D. dissertation, Syracuse University. Two volumes.
12. Kaczorowski K. (2016). Kurdish language and multicultural education in Turkey, Jagiellonian University in Krakow (Poland), Journal of Kurdish Language and Multicultural Education in Turkey - Core.
13. Kantar, L. D., & Sailian, S. (2018). The effect of ınstruction on learning: case-based versus lecture-based. Teaching and Learning in Nursing. 13(4), 207-211. https://doi.org/10.1016/j.teln.2018.05.002.
14. Kalyani, D. & Rajasekaran, K., (2018). Innovative teaching and learning, Journal of Applied and Advanced Research, 3(1), 2325. https://dx.doi.org/10.21839/jaar.2018.v3S1.162
15. Kreyenbroek, P. G. (2005). Kurdish written literature. In Encyclopaedia Iranica, online. http://www.iranicaonline.org/articles/kurdishwritten-literature (accessed November 13, 2024).
16. Kurt, Ş. (2020). Hilsengandinek li ser pirtûkên rêzimana kurmancî ji aliyê rêbazên hînkirina rêzimanê ve. Nubihar Akademi, 4(14), 47-59. https://doi.org/10.55253/nubihar.877673
17. Leezenberg, M. (2016). The Politics and practice of Kurdish language education in rojava. Middle East Review of International Affairs, 20(3), 34-47.
18. Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.
19. Mahmoud, R., (2020). The Educational process in North and East Syria background, November, IMPACT Civil Society Research and Development, Berlin, Germany.
20. Muir, C. (2018). Using learner-centred content in the classroom, Cambridge Papers in ELT series. Cambridge: Cambridge University Press.
21. Nunan, D. (2003). Practical English language teaching. David Nunan (Ed). McGraw Hill.
22. Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
23. Ozfidan B., Burlbaw L., M., Aydın H., (2018). The minority languages dilemmas in turkey: A critical approach to an emerging literature, Journal of Educational Issues, 4(1), 1-19.
24. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
25. Richards, J. C., & Rodgers, T. S. (2007). Approaches and methods in language teaching. New Edition, Cambridge University Press.
26. Rizgar, B. (1996). Learn kurdish a multi-level course in kurmanji. Lithosphere Print & Production Network.
27. Rubin, M. (2016). Kurdistan rising. Considerations for Kurds, their Neighbors, and the region. Washington, DC: American Enterprise Institute.
28. Sanchez A., (2004). The task-based approach in language teaching, International Journal of English Studies, 4(l), 2004, 39-71.
29. SFS (2009). [Swedish Code of Statutes] Språklag [The Language Act]. Retrieved from https://www.riksdagen.se/sv/dokumentlagar/dokument/svensk-forfattningssamling/spraklag-2009600_sfs2009-600
30. SFS (2010). [Swedish Code of Statutes] Skollag [The Swedish Education Act]. Retrieved from https://www.riksdagen.se/sv/dokumentlagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs2010-800
31. SFS (2011) [Swedish Code of Statutes] Skolförordning [The Ordinance for the Compulsory School].Retrieved from https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk:885
32. Sheyholislami, J. (2012). Kurdish identity, discourse, and new media. Palgrave Macmillan Publishing House.
33. Sheyholislami, J., (2015). The language varieties of the Kurds, The Kurds, Editors Alexander Schahbasi Thomas Schrott, History - Religion - Language – Politics, Print Austrian Federal Ministry of the Interior, ISBN 978-3-9503643-6-1
34. Stockwell, G. (2007). A Review of technology choice for teaching language skills and areas in the call literature. ReCALL, 19(2), 105-120.
35. Scalbert Y. C., and Ray, M. L., (2006). 'Knowledge, ideology and power. Deconstructing Kurdish studies', European Journal of Turkish Studies, Thematic Issue N°5, Power, ideology, knowledge deconstructing Kurdish Studies.
36. Warren A., R., (2019). Constructions of Kurdish in mother tongue instruction in Sweden – defining and redefining linguistic authority, authenticity and legitimacy, Classroom research and language/languaging: Report from the ASLA symposium in Karlstad, 12-13 April, 2018. http://www.diva-portal.org/smash/record.jsf?pid=diva2:1319360
37. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
38. Yavuz, H. (1987). Kültür üzerine. Bağlam.