Turkish teaching in Greece and grammar teaching in Turkish textbooks prepared by Greek authors

Rapid development of technology and thus the globalization of the world have significantly increased the interactions among nations. This situation made it compulsory for people to learn and teach foreign languages. Teaching Turkish to foreigners, which started in the 11th century with the Dīwān Lughāt al-Turk (Compendium of the languages of the Turks) of Mahmud al-Kashgari, has gained and continues to gain great importance today. In the recent years, Turkish education provided to foreigners at many universities and other institutions in Turkey is also actively conducted abroad in many countries. In this context, one of the countries where Turkish education is provided to foreigners is Greece. Teaching Turkish to foreigners in Greece is carried out both in state institutions and private institutions. The education provided in these institutions differs both in terms of planning and contents. Some institutions use textbooks prepared in Turkey while others prefer resources prepared by Greek authors. Aim of this study is to introduce the current situation of Turkish teaching in Greece, educational institutions that teach Turkish and Turkish textbooks prepared by Greek authors, to examine how the grammar teaching is discussed, how grammar subjects are provided as well as the approach used for grammar teaching by these textbooks, and to compare these textbooks in terms of grammar teaching. In addition, it evaluates the teaching and approach of grammar subjects in the textbooks based on the criteria specified in the CEFR. As a result of literature review and this study carried out by document examination as a qualitative research method, it has been concluded that in the most used Turkish textbooks in Greece titled Iordanoglu, K. A (2004). Türkçe Öğreniyorum / Μαθαίνω Τουρκικά 1-2 and Dafnopatidis, B. & Sanlioglou, H. (2011). Τουρκική Γραμματική Στα Ελληνικά , grammar teaching is not included in the same level, a common terminology is not used, order of grammar subjects is different, exercise materials are insufficient, deductive method is adapted in grammar teaching, grammar teaching is used as a purpose rather than a tool, and textbooks are not prepared in compliance with CEFR. Keywords: Textbooks, Grammar teaching, Teaching Turkish as foreign language, Turkish teaching in Greece.