Turkey has historically been the home to many now extinct languages. These include Hittite, the earliest Indo-European language for which written evidence exists (circa 1600 BCE to 1100 BCE when the Hittite Empire existed). The other Anatolian languages included Luwian and later Lycian, Lydian and Milyan. All these languages are believed to have become extinct at the latest around the 1st century BCE due to the Hellenization of Anatolia which led to Greek in a variety of dialects becoming the common language.
Urartian belonging to the Hurro-Urartian language family existed in eastern Anatolia around Lake Van. It existed as the language of the kingdom of Urartu from about the 9th century BCE until the 6th century. Hattian is attested in Hittite ritual texts but is not related to the Hittite language or to any other known language; it dates from the 2nd millennium BCE.
In the post-Tanzimat period French became a common language among educated people, even though no ethnic group in the empire natively spoke French.[16] Johann Strauss, author of "Language and power in the late Ottoman Empire," wrote that "In a way reminiscent of English in the contemporary world, French was almost omnipresent in the Ottoman lands."[17] Strauss also stated that French was "a sort of semi-official language",[18] which "to some extent" had "replaced Turkish as an 'official' language for non-Muslims".[19] Therefore late empire had multiple French-language publications, and several continued to operate when the Republic of Turkey was declared in 1923. However French-language publications began to close in the 1930s.[20] As the Treaty of Lausanne went into effect and was intended to protect languages of instruction for ethnic minorities, French was not included, and so schools for Jewish children teaching in French converted into being Turkish medium schools. The quantity and quality of French instruction declined in those schools for Jewish children, and so many Jewish students began attending other language-medium private schools.[12]
When French-medium schools operated by Alliance Israélite Universelle opened in the 1860s, the position of Judaeo-Spanish (Ladino) began to weaken in the Ottoman Empire areas. In time Judaeo-Spanish became perceived as a low status language.[21] Hebrew was the instructional language of Judaism, and so the Treaty of Lausanne protected instruction in Hebrew, but not in Judaeo-Spanish, a language passed along in families but never used in school instruction.[12] Judaeo-Spanish was still the native language of 85% of Turkish Jews in 1927; there was still relatively low fluency in Turkish in that population, which meant they encountered issues with the Citizen, speak Turkish! campaign.[22] However, as time progressed, Judaeo-Spanish language and culture declined, and in 2017 writer Melis Alphan described Judaeo-Spanish as "dying in Turkey".[21]
Article 42 of the Constitution explicitly prohibits educational institutions to teach any language other than Turkish as a mother tongue to Turkish citizens.[24]
No language other than Turkish shall be taught as a mother tongue to Turkish citizens at any institutions of training or education. Foreign languages to be taught in institutions of training and education and the rules to be followed by schools conducting training and education in a foreign language shall be determined by law. The provisions of international treaties are reserved.
Due to Article 42 and its longtime restrictive interpretation, ethnic minorities have been facing severe restrictions in the use of their mother languages.
A 1901 postcard depicting Galata in Constantinople (Istanbul), showing signage in Ottoman Turkish, French, Greek, and Armenian
This particular constitutional provision has been contested both internationally and within Turkey. The provision has been criticized by minority groups, notably the Kurdish community. In October 2004, the Turkish State's Human Rights Advisory Board called for a constitutional review in order to bring Turkey's policy on minorities in line with international standards, but was effectively muted.[26] It was also criticized by EU member states, the OSCE, and international human rights organizations, including Human Rights Watch who observe that "the Turkish government accepts the language rights of the Jewish, Greek and Armenian minorities as being guaranteed by the 1923 Treaty of Lausanne. But the government claims that these are Turkey's only minorities, and that any talk of minority rights beyond this is just separatism".[27][28][29][30][31][32] Bulgarian-speakers are also officially recognized by the Turkey-Bulgaria Friendship Treaty (Türkiye ve Bulgaristan Arasındaki Dostluk Antlaşması) of 18 October 1925.[3][6][7][8]
In 2015, the Turkey’s Ministry of Education announced that as of the 2016-17 academic year, Arabic courses (as a second language) will be offered to students in elementary school starting in second grade. The Arabic courses will be offered as an elective language course like German, French and English. According to a prepared curriculum, second and third graders will start learning Arabic by listening-comprehension and speaking, while introduction to writing will join these skills in fourth grade and after fifth grade students will start learning the language in all its four basic skills.[35][36]
Statistics
The last publicly published census for languages was 1965 census.
Provinces with Turkish speakers in majority Provinces with Turkish speakers in plurality Provinces with Kurdish speakers in plurality Provinces with Kurdish speakers in majority
a^Expanded Graded Intergenerational Disruption Scale (EGIDS) of Ethnologue:
0 (International): "The language is widely used between nations in trade, knowledge exchange, and international policy."
1 (National): "The language is used in education, work, mass media, and government at the national level."
2 (Provincial): "The language is used in education, work, mass media, and government within major administrative subdivisions of a nation."
3 (Wider Communication): "The language is used in work and mass media without official status to transcend language differences across a region."
4 (Educational): "The language is in vigorous use, with standardization and literature being sustained through a widespread system of institutionally supported education."
5 (Developing): "The language is in vigorous use, with literature in a standardized form being used by some though this is not yet widespread or sustainable."
6a (Vigorous): "The language is used for face-to-face communication by all generations and the situation is sustainable."
6b (Threatened): "The language is used for face-to-face communication within all generations, but it is losing users."
7 (Shifting): "The child-bearing generation can use the language among themselves, but it is not being transmitted to children."
8a (Moribund): "The only remaining active users of the language are members of the grandparent generation and older."
8b (Nearly Extinct): "The only remaining users of the language are members of the grandparent generation or older who have little opportunity to use the language."
9 (Dormant): "The language serves as a reminder of heritage identity for an ethnic community, but no one has more than symbolic proficiency."
10 (Extinct): "The language is no longer used and no one retains a sense of ethnic identity associated with the language."
Ethnologue, 2022
The following languages are listed as having 50,000 or more total speakers in Turkey according to the 2022 edition of Ethnologue.[48] Entries identified by Ethnologue as macrolanguages (such as Arabic, Persian, Pashto, Chinese, and Zaza, encompassing all their respective varieties) are not included in this section.
Languages of Turkey, Ethnologue (25th ed., 2022)[a][48]
^Uzum, Melike; Demir, Nurettin (2017-10-24). "Minority Language Education and Policy in Turkey: The Case of Cankiri Poshas". Journal of Universality of Global Education Issues. 4: 5–6. ISSN2575-9388. In the Lausanne treaty, people of the republic were defined through a religion based definition, similar to the Ottoman concept of millet (nation). For example, the non-Muslim minorities such as Armenians, Greeks, and Jews were recognized as minorities, and their language rights were identified in articles 39, 40, and 41.
^Yağmur, Kutlay (2001), Extra, G.; Gorter, D. (eds.), "Turkish and other languages in Turkey", The Other Languages of Europe, Clevedon: Multilingual Matters, pp. 407–427, ISBN978-1-85359-510-3, retrieved 2023-10-06, "Mother tongue" education is mostly limited to Turkish teaching in Turkey. No other language can be taught as a mother tongue other than Armenian, Greek, and Hebrew, as agreed in the Lausanne Treaty [...] Like Jews and Greeks, Armenians enjoy the privilege of an officially recognized minority status. [...] No language other than Turkish can be taught at schools or at cultural centers. Only Armenian, Greek, and Hebrew are exceptions to this constitutional rule.
^Strauss, Johann (2010). "A Constitution for a Multilingual Empire: Translations of the Kanun-ı Esasi and Other Official Texts into Minority Languages". In Herzog, Christoph; Malek Sharif (eds.). The First Ottoman Experiment in Democracy. Würzburg: Orient-Institut Istanbul. pp. 21–51. (info page on book at Martin Luther University) // CITED: p. 26 (PDF p. 28): "French had become a sort of semi-official language in the Ottoman Empire in the wake of the Tanzimat reforms.[...]It is true that French was not an ethnic language of the Ottoman Empire. But it was the only Western language which would become increasingly widespread among educated persons in all linguistic communities."
^Strauss, Johann (2016-07-07). "Language and power in the late Ottoman Empire". In Murphey, Rhoads (ed.). Imperial Lineages and Legacies in the Eastern Mediterranean: Recording the Imprint of Roman, Byzantine and Ottoman Rule. Routledge. (ISBN1317118456, 9781317118459), p. 122.
^Strauss, Johann (2016-07-07). "Language and power in the late Ottoman Empire". In Murphey, Rhoads (ed.). Imperial Lineages and Legacies in the Eastern Mediterranean: Recording the Imprint of Roman, Byzantine and Ottoman Rule. Routledge. (ISBN1317118448, 9781317118442), Google BooksPT192.
^Strauss, Johann (2016-07-07). "Language and power in the late Ottoman Empire". In Murphey, Rhoads (ed.). Imperial Lineages and Legacies in the Eastern Mediterranean: Recording the Imprint of Roman, Byzantine and Ottoman Rule. Routledge. (ISBN1317118448, 9781317118442), Google BooksPT193.
^Kaya, Nurcan (2015-11-24). "Teaching in and Studying Minority Languages in Turkey: A Brief Overview of Current Issues and Minority Schools". European Yearbook of Minority Issues Online. 12 (1): 315–338. doi:10.1163/9789004306134_013. ISSN2211-6117. Turkey is a nation–state built on remnants of the Ottoman Empire where non-Muslim minorities were guaranteed the right to set up educational institutions; however, since its establishment, it has officially recognised only Armenians, Greeks and Jews as minorities and guaranteed them the right to manage educational institutions as enshrined in the Treaty of Lausanne. [...] Private language teaching courses teach 'traditionally used languages', elective language courses have been introduced in public schools and universities are allowed to teach minority languages.
^Uras, Umut. "Vox Pops: Life as an Armenian in Turkey". www.aljazeera.com. Retrieved 2023-10-07. The population of Armenian Turkish citizens living in Turkey is unclear, with estimates ranging up to 70,000. With a legal minority status in Turkey as defined by the Treaty of Lausanne of 1923 for all non-Muslim minority groups, they are entitled to "an equal right to establish, manage and control at their own expense, any charitable, religious and social institutions, any schools and other establishments for instruction and education, with the right to use their own language and to exercise their own religion freely therein".
^Toktas, Sule (2006). "EU enlargement conditions and minority protection : a reflection on Turkey's non-Muslim minorities". East European Quarterly. 40: 489–519. ISSN0012-8449. Turkey signed the Covenant on 15 August 2000 and ratified it on 23 September 2003. However, Turkey put a reservation on Article 27 of the Covenant which limited the scope of the right of ethnic, religious or linguistic minorities to enjoy their own culture, to profess and practice their own religion or to use their own language. This reservation provides that this right will be implemented and applied in accordance with the relevant provisions of the Turkish Constitution and the 1923 Treaty of Lausanne. This implies that Turkey grants educational right in minority languages only to the recognized minorities covered by the Lausanne who are the Armenians, Greeks and the Jews.
^Refugees, United Nations High Commissioner for. "Refworld | Turkey: A Minority Policy of Systematic Negation". Refworld. Retrieved 2023-10-07. As mentioned above, the Jews, the Greek Orthodox Christians, and the Armenian Orthodox Christians are the only recognized minorities in Turkey.
^ ab"Kürtçe İlk Kez Müfredata Girdi" [Kurdish Is on the Academic Programme for the First Time]. Hürriyet Eğitim. Milliyet.com.tr (in Turkish). Milliyet. 12 September 2012.
^Heinz Kloss & Grant McConnel, Linguistic composition of the nations of the world, vol,5, Europe and USSR, Québec, Presses de l'Université Laval, 1984, ISBN2-7637-7044-4
^Ahmet Buran Ph.D., Türkiye'de Diller ve Etnik Gruplar, 2012
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