A phenomenological study on problems encountered in Zazaki teaching and solution suggestions

As a significant bearer of cultural heritage, the Zaza language has survived for centuries through oral tradition. However, due to its absence from the formal education system, its transmission to new generations has faced serious disruptions. This situation not only endangers the language itself but also weakens the cultural values, collective memory, and identity formation associated with it. Therefore, the social and cultural function of language education emerges as a critical issue that needs to be reconsidered within the framework of educational policies. The study aims to examine the implementation of the elective Zaza language course, which has been in effect since the 2012–2013 academic year, with a focus on the practices in the province of Bingöl. The primary objective is to identify the challenges faced by teachers involved in Zaza language instruction and, based on their experiences, to propose solution strategies. While similar language teaching approaches and methodologies are well-represented in the literature, the academic examination of challenges specific to the teaching of local languages such as Zaza remains insufficient, underscoring the originality of this study. This research employs a qualitative research design, specifically a phenomenological approach. The main rationale for selecting this approach is to develop practical solutions for effective Zaza language instruction based on teachers' experiences. The study participants consist of Zaza language teachers working in middle schools and Public Education Centers in Bingöl. Participants were selected through purposive sampling. Data collection involved semi-structured interviews and observation forms developed by the researcher, and the gathered data were analyzed using content analysis. The research was conducted using qualitative methods, including interviews with Zaza language teachers, classroom observations, and document analysis. The study is limited to the teaching processes implemented in this particular geographical region and relies on data derived from teachers' personal experiences. Consequently, the findings highlight both the challenges faced by teachers in practice and the inadequacies of current educational policies, thereby laying the groundwork for future improvements. The findings of this research serve as a valuable reference not only for educators and policymakers but also for strategic planning aimed at preserving cultural heritage and sustaining local languages. In this context, the study holds significant academic and practical contributions to the development and sustainability of education in local languages. Keywords: Zaza Language, Teaching, School, Elective Course, Problem, Solution Proposal.