Teaching Arabic in religious higher specialization centers: History, programs and pedagogical approaches

This study focuses on the Arabic preparatory education within the Religious Higher Specialization Centers of the Presidency of Religious Affairs (Diyanet). The subject of the study is the methodological evolution of the Arabic language teaching programs implemented over the nearly fifty-year period beginning with the Istanbul Haseki Training Center in 1976 and continuing to the present day (2025). The primary aim of our research is to analyze why and how the Diyanet transformed Arabic education in these institutions. The core objective is to determine how the goal of classical Arabic instruction—intended to provide religious officials (muftis, preachers) with proficiency in the primary sources of Islamic sciences—was updated over time in line with the requirements of the modern world and changing needs in the field of service. In this context, the study examines the rationales and outcomes of the transition from a traditional approach, based solely on grammar (nahw) and text analysis, to a comprehensive model incorporating communicative approaches that emphasize the four basic language skills (listening, speaking, writing, and translation). The scope of the study is primarily defined by the Diyanet's specialization centers as its main axis. However, to establish the historical context and clarify the mission of these institutions, the study also touches upon the tradition in Seljuk and Ottoman madrasas, as well as the experiences of post-Republic Imam-Hatip Schools and Faculties of Theology, including the deficiencies in these institutions that prepared the ground for the establishment of the specialization centers. The study adopts a historical-descriptive and comparative analysis methodology. Key programs from years such as 1975, 1978, 1999, 2007, 2017, and 2021 were examined chronologically. This examination scrutinized the programs' course credits, content, and particularly the changes in the core textbooks used. For instance, it comparatively analyzes how modern materials like el-Arabiyyetü li'l-Hayat, el-Arabiyyetü Beyne Yedeyk, and Arapça Çeviri Kılavuzu (Arabic Translation Guide) were integrated into the curriculum alongside classics such as Şerhu Katri'n-Neda, el-Belagatü'l-Vadıha, and Mecmuatü's-Sarf. The main conclusion reached is that the specialization programs evolved from an initial structure focused on "language as a tool" (araç dil) to a hybrid model that also embraces the concept of "language as a target" (hedef dil). The 2007 program, in particular, marked a milestone in this transformation by introducing the four basic language skills into the curriculum. Current programs (2021-2023) aim to both preserve scholarly depth through traditional texts like İzharü'l-Esrar and strengthen language education in all its facets through modern series, centralized exams, and 'mütalaa' (review/study) sessions. This development has been identified as a direct reflection of the Diyanet's vision to cultivate qualified personnel capable of acquiring authentic religious knowledge from its primary sources and presenting it to society with contemporary comprehension.