An ottoman lesson for the teaching of writing in additional languages: historical and personal perspectives
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2018
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info:eu-repo/semantics/openAccess
Özet
Even from ancient times, one can infer second language teaching, but by the 16th century, aninstitution for the teaching of Turkish, Farsi and Arabic as second languages for the ruling class ofthe Ottoman Empire had formed. Nearly all the Empire’s rulers learned those three languages asadditional languages because none were Turk, Fars or Arab. The only few exceptions were membersof the imperial Ottoman family. The ruling class called the seyfiye, as opposed to the learned classcalled the ‘ilmiye, were drafted through the “devshirme”, a levy of Christian boys. They were sent toAnatolian families to learn Turkish. Those who excelled were sent to the palace school where, amongother subjects, they studied Ottoman Turkish, Farsi (i.e., Neo-Persian) and classical Arabic asadditional languages. These three languages were used by the state bureaucracy. In one or all of thethree languages, the sultans, viziers (ministers), pashas (military leaders), beys (governors) andsecretaries in the bureaus in the capital and provinces not only read them, but they also wrote themin the course of their state duties. They also composed poetry and prose in the additional languages.How they achieved such mastery in writing those additional languages is the object of this study.The method of learning good writing of additional languages was basically the reading andcopying of good models. That may well be a more appropriate method than the further, willy-nillyappropriation of the lingo of the smart phone for better and finer written communication.
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13
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13
