The functional use of a language in scientific and academic fields and the academic development of the language will contribute to that language's place among the world languages. In order for Turkish to be used functionally in education and in the academic world and to become an international scientific language, it is a serious necessity to provide academic Turkish education to international students, especially those who are/will continue their undergraduate and graduate programs. Every year, many international students come to Turkey for associate, undergraduate and graduate education. It is thought that international students from all over the world who come to Turkey for education in all fields and branches of science will make a significant contribution to the development of Turkish as a scientific language. For this reason, "Academic Turkish Teaching" programs should be planned and prepared taking these objectives into consideration. Although international students who come to Turkey for associate, undergraduate and graduate education study Turkish at A1, A2, B1, B2 and C levels at Turkish Teaching Centers (TÖMER), they also learn academic-scientific terms and vocabulary specific to the fields and programs they will attend. Their use of language skills in the academic field is not sufficient. International students are required to receive adequate academic Turkish education in order to make sense of a Turkish academic article they read or a scientific presentation they listen to, to make academic publications in Turkish, and to participate in more scientific activities. The sources of the study are the relevant literature, YÖK statistics, the books “For International Students Academik Turkish 1 and Academic Turkish 2-Writing" published by Gazi University TÖMER, the book "Academic Turkish" edited by Halit Karatay and scientific studies on academicTurkish. In this study, which is a qualitative research, first of all; A literature review was conducted using the document review method, and statistical data regarding the science fields and branches of international students attending associate, undergraduate and graduate education were examined from the specified sources. Then, the findings obtained from the books that constitute the sample of the study were analyzed in terms of academic Turkish teaching according to scientific fields and branches, and suggestions were made by making evaluations and comments.

Academic language, international student, Academic Turkish