Consider their use of Turkish and English in different contexts, considering how their choices position them as intercultural communicators
Elaborations
reflecting on the experience of learning their home language in the school context, for example, by identifying elements that provide new challenges, such as having to adopt the standard form of Turkish as opposed to colloquial or regional varieties used at home
drawing on their bilingual/multilingual experience to identify elements of successful intercultural communication, such as being aware of differences in expectations, recognising and responding to signals of misunderstanding, switching between Turkish and English when it helps communication
providing examples of interactions that ‘work’ better in Turkish than they do in English and vice versa, for example, duygular, saymak, discussing why this might be the case
considering how they adjust their ways of communicating in Turkish or English when interacting with people such as elders, friends of the same or different gender, people in authority, small children or close relatives
keeping a journal of humorous, satisfying or challenging experiences associated with learning and using Turkish, noting personal reactions and reflections over time and insights gained into their own communicative behaviour
