1950 sonrası İngiltere'ye göç eden Kıbrıslı Türklerin nüfusu ciddi bir sayıya ulaşarak dikkati çekmektedir. Bu durum Kıbrıs Türklerinin eğitimle ilgili birçok talebini de birlikte oluşturmuştur. 1970'li yıllarda Türkiye'den göçmen olarak giden Türklerin de çocukları için eğitim talepleri olmuştur. Bugün için İngiltere Türk toplumunun talepleri, eksiklikleri olmasına rağmen farklı bölgelerde farklı çözümler üretilerek Türkçe dersleri gerçekleşmektedir. Bu çalışmanın amacı, İngiltere'deki Türkçe öğretimi hakkında kısaca bilgi vermek ve Türkiye Cumhuriyeti Milli Eğitim Bakanlığı tarafından İngiltere'ye görevlendirilen ve Londra Büyükelçiliği Eğitim Müşavirliği emrinde farklı okullarda ders veren Türkçe öğretmenlerinin görüşlerinden hareketle İngiltere'deki Türkçe öğretmenlerinin öz yeterlilik algılarını ortaya koymaktır. Bu amaç doğrultusunda İngiltere'deki devlet okullarında Türkçe dersi veren 36 öğretmene anket ve yarı yapılandırılmış görüşme formu uygulanmış; elde edilen sonuçlar değerlendirilerek betimlenmeye çalışılmıştır. Araştırma sonucunda katılımcıların çoğunun (%61,11) dört yıldan fazla bir süredir Türkçe öğretmeni olarak İngiltere'de görev yaptıkları, çoğunluğunun (%58,13) lisansüstü düzeyde eğitim seviyesine sahip oldukları ve lisansüstü eğitim seviyesine sahip öğretmenlerin öğretme yeterlilik algılarının lisans mezunlarından daha yüksek olduğu tespit edilmiştir. Ayrıca, öğretmenler çoğunlukla öğrencilerinin sosyo-ekonomik düzeyleri ile başarıları arasında olumlu bir ilişki olduğunu düşünmekte ve öğrencilerinin en çok yazma becerisinde zorlandıklarını ifade etmektedirler. Ayrıca araştırmaya katılan olmadıklarını ve yeterli sayıda Türkçe kitap okumadıklarını belirtmektedirler

After 1950, the number of Turkish Cypriots immigrating to England has drawn the attention by reaching a considerable level. This situation has caused a number of education demands of Turkish Cypriots. When Turkish people immigrated from Turkey in 1970s, they demanded education for their children. Today, to meet the education demands of Turkish origin people in different parts of England, Turkish lessons have been given with different solutions in different parts of England in spite of lack of some opportunities. The aim of this study is to identify Turkish Teaching in England through the ideas given by Turkish teachers in England and reveal the self-sufficiency of Turkish teachers in England. In line with this aim, a survey and a semi-structured interview form was given to 36 Turkish teachers working at state schools in England, by evaluating the obtained outcomes, the situation of teaching Turkish in England have been defined. As a result of the study, it has been found that most of the participants (%61,11) had been working as a Turkish teacher in England for more than four years, having masters degree and the ones who had the masters degree had more teaching sufficiency perception than the ones who did not have a masters degree. In addition, the teachers think that there is a positive relationship between the socio-economic level and the achievement of children and their students had most difficulty in writing skills. Together with this, the teachers think that students are not willing to learn Turkish and they do not read enough Turkish books The purpose of this study is to reveal the situation of Turkish Education in England through the perspectives of Turkish teachers in England and their perception on their own self-sufficiency. 2. METHOD 2.1. Research Method In this study, case studies, which is a type of qualitative research, have been used. The reason behind this choice is to have a holistic view of the state of Turkish education in England from the perspectives of students, teachers, and administrators. 2.2 Population and Sample The population aimed at this study is the teachers who are teaching Turkish to the Turkish children abroad. The sample is comprised of 36 Turkish teachers who are teaching Turkish to Turkish children in official governmental schools in England. 2.3 Data Collection Tools and Data Analysis The data in this study is collected through a 5-point likert scale and through a semi-structured interview, which is a type of qualitative research. The scale is used to determine the situation of Turkish education in England through the eyes of the teachers and to understand the teachers' perception on their own teaching competence. Through semi structured interview questions, data in response to the question what should be done to give a better Turkish education is obtained. SPSS 17.0 is used for data analysis. Content analysis is used to evaluate the outcome of the semi structured interviews. 3. FINDINGS AND INTERPRETATION In this part of the study, there are findings on the background of the participants, the perspectives of students on Turkish education process, the ideas of participants on their own teaching and the attitudes of the administrators on Turkish education. 3.1 Findings on the Qualities of Teachers Participating the Study 74,22 % of the teachers stated that they have been teaching Turkish for no more than 5 years, while 25% of them stated that they have been teaching Turkish for between 5-9 years. 27,78 % of the teachers have been teaching Turkish for more than 10 years. The average Turkish teaching experience among teachers is 6.76 years. F (ANOVA) analysis is used to determine whether there is a statistically significant difference between the teaching experience and the teachers' answers to the subscales. The analysis reveals that there is not a significant difference between the answers to the subscales and the teaching experience (p>0,05). When the residence time of the teachers is investigated, it has been found out that 38,89% of them have been living in England for no more than 2 years, while another 38,89% have been living in England for more than 2 and less than 4 years. 22,22% of the teachers stated that they have been living in England for more than 4 years. The average residence time of the teachers in the study is 2,44 years. The results of ANOVA analysis which is conducted to see whether the answers to the subscales differ in relation to residence time are given in Table 4. When the results of the analysis is investigated, it is found out that the answers to the subscales of administrators' attitudes and the teachers' ideas on their own teaching do not show any statistically significant difference with the residence time in England (p>0,05). It has been detected that the participants' answers about their students and their residence time in England showed a significant difference (F4,133=0,0250,05). It was determined that the answers of the teachers about their teaching competence differed according to the education levels. Sidak analysis was carried out to which education level(s) constitutes this difference. According to the Sidak analysis, participants with a graduate degree are found to have higher scores on the subscale on teaching competence than participants with an undergraduate degree in education. 3.2 Views of Teachers on Their Students' Turkish Learning Process When we look at Table 7, where the teachers who participated in the survey gave their opinions about the learning process of their Turkish students, it is found out that the highest level of agreement on any subscale by the teachers is the statement that says "There is a positive relationship between the socio-economic levels of the students and their achievements" (3,97). The second statement, on which the teachers had an agreement, is "I think the students are having trouble in their writing ability." (3,92). Writing skill is regarded as the most difficult skill to acquire in both first language and foreign language teaching compared to other core skills. Reasons for this include teacher-related problems (teachers' not providing appropriate writing activities, teachers' not finding interesting writing topics, lack of motivational environment, etc.), reluctance of students, low level of readiness of students, family-related problems (no parental model for students' reading and writing skills, failure to provide environment for children to write, etc.). Another point that the teachers participating in the study agreed is the statement "I think my students live according to British culture" (3,06). We think that the reason behind the high score in this belief is correlated with the low score of the statement "I think my students are willing to learn Turkish" (2,17). Students should be made willing to learn Turkish. This is only possible through an endearing attitude towards Turkish language, and methods and materials that will attract the student’s attention. In addition to this, the statement that the teachers agreed the least is "My students read a sufficient number of Turkish books" (1.28). 3.3 Teachers' Attitudes towards Their Own Teaching Competence In this section, the teachers who participated in the research give their opinions about their competence in teaching Turkish. The results of this section are presented in Table 8. When we look at Table 8, we can find out that the statements that the teachers strongly disagree are: "I cannot communicate well with my students because I do not know English well enough."(1,75), "As I do not speak English very well, I am only friends with Turkish people." (1,64)," I cannot improve myself in a professional sense as I am not proficient enough in English." (1.69). This can be explained by the fact that the majority of teachers (61.11%) were in England for more than two years. The statements that the teachers agree are "I share my experiences with my colleagues." (4,22) and "I make use of the knowledge and experience of my colleagues" (4,28). When Table 9 is examined, it is seen that administrators and authorities mostly support teachers (3,64) on vocational education. The average response to the statement "Authorities and managers appreciate my work" is 3,26. 4. RESULT The level of interest and the types of problems in Turkish language education for the children of Turkish families living in Western European countries are often similar. Due to the liberal immigration policies of England, there is no obstacle in front of the Turkish lessons. Compared to other Western European countries, when immigrants' adaptation and language policies are taken into consideration, there is a suitable ground for Turkish lessons when steps are taken according to the procedures. The following results were obtained from this study aimed at revealing the perceptions of self-sufficiency of Turkish teachers in England and depicting the Turkish teaching in the United Kingdom from the viewpoint of teachers teaching Turkish: Most of the Turkish teachers (52.78%) in the UK are experienced in teaching Turkish as a teacher more than five years. 22.22% of these teachers have been living in England for more than 4 years. 41.7% of these teachers have an undergraduate degree, 44.4% have a graduate degree and 13.9% have a doctoral degree. Teaching proficiency perceptions of teachers with a graduate degree are higher than those of teachers with an undergraduate degree. Teachers who participated in the study indicated that they mostly thought that there is a positive relationship between the socio-economic levels of the students and achievement. They expressed that students are having the most difficulty in their writing skills. The teachers who participated in the survey state that their students are not willing to learn Turkish. Students are needed to be made willing to learn Turkish. This is only possible through a creating a loving attitude towards Turkish language and with the methods and materials that will attract the students’ attention. Besides, the teachers stated that their students do not read enough Turkish books. To overcome this problem, it is necessary to create up-to-date course contents that will appeal to all the skills of the students by using modern education technologies.