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Result list

• VCTRU084

  Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange

  Elaborations

  • identifying key factors in the ongoing process of change that characterises all languages and cultures, for example, teknoloji, küreselleşme, iletişim, sosyal medya ve popüler kültür, providing examples of how the Turkish language continues to grow, change and adapt in response to these influences, for example, yazıcı, fare, genel ağ, klavye, ekran
  • exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, by comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
  • identifying differences in interaction patterns and forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kadın-erkek eşitliği, sınıf ayrımı
  • identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability
  • identifying how political leaders and language policies can change or promote particular values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
  • understanding different ways of forming new words, phrases and expressions in Turkish, for example, tarayıcı, yoldaş and demlik through the use of suffixes -daş, -lik and -cı

  VCTRU084 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU085

  Explore how the Turkish language and associated cultures, like all languages and cultures, are interrelated, how they shape and are shaped by each other in ways that change over time

  Elaborations

  • tracking changes in Turkish language and communicative practices over different times and contexts, identifying concepts and values that are differently expressed in the language at different times
  • analysing how and why Turkish-language community and media texts such as advertisements or notices use different representations of culture, for example, choosing traditional or contemporary references or images, or using terms from English or other languages
  • comparing examples of wording in texts such as public signs or announcements, which reflect cultural expectations or priorities, for example, duyduk duymadık demeyin, sayın yolcular, insaniyet namına
  • analysing core cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet , sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
  • finding traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, using rica ederim, başka bir arzunuz var mı? Başımızın üstünde yeriniz var, Ne zahmeti canım!
  • identifying perspectives or values reflected in Turkish song lyrics, poems, idioms and expressions, such as Kırk fırın ekmek yemen lazım, Saçlarımı süpürge ettim, tanrı misafiri, misafir odası, şöhret için, Gel kim olursan ol gel, and comparing them with values expressed in similar text types in Australian English

  VCTRU085 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRC072

  Research, synthesise and evaluate information on a selected subject from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • distinguishing between fact and opinion in texts such as newspaper articles and media reports, using critical analytical skills and textual knowledge to recognise elements such as bias and perspective
  • comparing and evaluating information presented on a particular subject by authors writing from different perspectives and contexts, for example, from a mainstream newspaper editorial or an online personal blog
  • analysing how spoken, written and digital texts convey cultural as well as factual information, for example, by identifying priorities and perspectives in regional news headlines, local community announcements, advertisements or notices in public spaces such as Bergama’daki çevre problemi
  • comparing advertisements for the same product in different languages, such as Türkiye ve Avustralya’daki cep telefonları, Yiyecek ve içecek ya da yemek reklamları arasındaki fark, discussing why particular language or images have been selected and distinguishing between culture-specific and universal representations and interests
  • analysing reports of an event from different media sources to identify variations in perspectives and interpretations, for example, Gelibolu’nun Avustralya ve Türkiye açısından önemi

  VCTRC072 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRU118

  Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language

  Elaborations

  • identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text messaging such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol)
  • finding evidence of cross-cultural influences in Turkish and Australian English, for example, the use of words such as Anzaklar, bumerang, bay bay and Aborijini in Turkish and ‘Gallipoli’, ‘young Turks’, ‘doner’, ‘coffee’, ‘kebab’ and ‘kiosk’ in Australian English
  • analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre
  • investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent terms such as ilginç, kalıtımsal, fayda/üstünlük, çözüm and otoyol
  • collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for such changes
  • investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
  • comparing variations in language forms and modes of expression in different Turkish-speaking regions and countries, such as Azerbaijan or Cyprus
  • identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish script firstly to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk

  VCTRU118 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU102

  Understand the relationship between language and culture, reflecting on how language reflects personal and community experience and values, and may be differently interpreted by speakers of other languages

  Elaborations

  • discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
  • understanding that people respond to intercultural experiences in different ways depending on their own cultural perspectives and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • identifying interaction patterns around familiar routines, such as meal times or welcoming guests, which reflect cultural values associated with family life and social relationships, for example, Afiyet olsun!, Elinize sağlık! Buyurun! Hoş geldiniz! Hoşça kal! Güle güle!
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim olduğumu biliyor musun?
  • noticing how choice of language when communicating with different people, such as forms of address, choice of adjectives, nouns or pronouns, reflects relationships, attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts, such as an editorial, news report or advertisement, to identify cultural references, values or perspectives that reflect the intention of the text and the context in which it was produced
  • identifying changes in contemporary ways of communicating in Turkish that reflect changes in cultural and social practices, for example, Hayırlı sabahlar/günaydın, sohbet etmek/iki lafin belini kırmak

  VCTRU102 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU097

  Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols

  Elaborations

  • identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
  • recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
  • recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta yazdı, Türkiye’ye gittiğimde yazdı
  • recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
  • learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, sound assimilation such as sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi

  VCTRU097 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU050

  Understand that the Turkish language has evolved and developed through different periods of influence from other languages, cultures and changes

  Elaborations

  • identifying loan words and phrases used in particular domains, such as food, music or social media, discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of web sitesi, rap yapmak, fast food, part time, single
  • understanding causes and effects of historical developments and reforms to the Turkish language, such as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in 1928
  • understanding that languages constantly expand to include new words and expressions, due to influences such as changing technologies, digital media and intercultural exchange, for example, e-posta, yazıcı, tarayıcı, çevrimiçi; and that they sometimes lose terms or expressions which have no relevance to current contexts, such as karatahta, telgraf, arzuhalci
  • identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polis

  VCTRU050 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCTRU119

  Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Turkish language and ways of communicating over different times and contexts, identifying concepts and values that are differently expressed at different times
  • analysing Turkish language media texts such as notices or advertisements which use representations of culture in different ways, for example, by referencing either traditional or contemporary attitudes or values
  • comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, duyurular, ilanlar, Bu fırsat kaçmaz!, Son dakika haberi!
  • explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as saygı, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or the bush
  • developing metalanguage for thinking and talking about cultural expression and representation, for example, bakış açısı, değerler, görüntü, klişe, dahil etmek, dışında bırakmak
  • comparing superstitions in Turkish and English, for example, Ayakkabılarınızdan biri ters olarak durursa, hastalık gelir, Ocak ayının birinci günü evine gelen kişi ya da ilk gördüğün kişi sana uğur veya uğursuzluk getirebilir and ‘breaking a mirror brings seven years of bad luck’; considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change
  • examining how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel

  VCTRU119 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRU115

  Understand and use grammatical forms such as verb moods, auxiliary verbs, particles and honorific forms, and use metalanguage to identify or explain language forms, structures and conventions

  Elaborations

  • understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan in a range of contexts
  • learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as well as suffixes for modality such as -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz
  • understanding verb moods, such as imperative, potential -(e)bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
  • learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem...hem de, ne...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
  • understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, as in İnanıyorum ki, Seninle tamamen aynı fikirdeyim
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
  • using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
  • understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • understanding and developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, subjects and objects

  VCTRU115 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU068

  Understand that language is not neutral and that its forms and usage reflect cultural values, ideas and perspectives

  Elaborations

  • sharing understandings of what culture is and of how it relates to language and to identity, using statements such as Kültür … demektir, Kültür … oluşur, Kültür ve dil bir milletin en önemli özelliklerindendir, Kültür dili, dil kültürü yaratır
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can make people feel powerful or weak, can feel inclusive or exclusive
  • noticing how their choice of language such as forms of address, use of adjectives, nouns or pronouns when interacting in Turkish both influences and reflects relationships with people and attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts such as news reports or speeches to identify values or attitudes that underlie the text, for example, editorials or news reports from different cultural contexts
  • identifying changes in ways of communicating in Turkish or English in today’s society that reflect changes in cultural and social practices, for example, Allahaısmarladık/hoşça kal! Allaha emanet ol/İyi yolculuklar
  • developing language for thinking and talking about cultural expression and representation, for example, bakış açısı,değerler, görüntü, klişe, dahil etmek, dışında bırakmak
  • identifying how words, expressions and actions reflect relationships and social hierarchies, such as the use of titles such as bey/hanım, ağa/hanımağa, usta, çırak, muavin, yardımcı, paşa, öğretmen, hoca, and considering how concepts such as respect or hierarchy are expressed in English

  VCTRU068 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRC089

  Identify key points of information such as details about people, places or events in a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • reading/viewing texts such as promotional materials, websites and maps to compile information about geographical features, lifestyles and cultural practices in Turkey or other Turkish-speaking countries, using the information to create a shared database to support their own projects
  • gathering information about people or events recently featured in media reports and using this information to create timelines, digital profiles, diary entries or schedules that re-present key points of interest
  • listening for key facts in short spoken or recorded texts, such as phone messages, announcements or TV advertisements, and transposing them to note form in order to communicate to others
  • identifying points of information in media texts such as sports commentaries, weather reports or newsflash items, using them to create messages or announcements to other people, for example, notifying the cancellation of an event due to a bad weather forecast or summarising sports results
  • classifying and summarising data collected via class surveys on issues such as study options, music preferences or favourite foods, presenting findings in table or graph form
  • compiling details of their family biographies through talking with family members, presenting key elements in oral or digital presentation modes
  • compiling facts, statistics and commentaries from sources such as websites, documentaries, travel brochures and magazine articles on famous sites, such as Kapadokya, Pamukkale, Kapalıçarşı, Ayasofya, Galata Kulesi

  VCTRC089 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRU046

  Understand the relationships between intonation and stress in Turkish, and apply this understanding to their own written and spoken language and meaning-making

  Elaborations

  • recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
  • understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
  • understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin
  • applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, examples of sound assimilation, sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi
  • noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren
  • recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!

  VCTRU046 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCTRC020

  Respond to questions, directions and requests from the teacher and each other, and use questions and statements to ask for help or permission, to attract attention and to rehearse new language

  Elaborations

  • responding to questions concerning topics such as the weather or the day’s schedule, using modelled language such as Bugün hava nasıl? Bugün hava güneşli ve sıcak! Bugün önce birlikte bir kitap okuyacağız, sonra bir oyun oynayacağız
  • negotiating turns and complimenting their friends, for example, Sen kazandın! Tebrikler! Şimdi ben oynayabilir miyim?
  • preparing and displaying classroom rules, routines or priorities, such as saygı, nezaket, işbirliği
  • seeking clarification, attracting attention, asking for help or for something to be repeated, for example, Anlayamadım, tekrar eder misiniz? Bu kelime nasıl okunur?
  • responding to directions and instructions when playing games, participating in dances or performances, preparing for activities and completing work, for example, soldan sağa, sıranı bekle, geri dön, karşılıklı dur

  VCTRC020 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCTRC045

  Compare their experiences of moving between Turkish and English, identifying advantages and challenges in respect to being bilingual or multilingual

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity
  • comparing family cultures, considering how their own upbringing has shaped their sense of identity, for example, how Turkish and Australian cultural influences are differently reflected in their daily lives, interests and social activities
  • reflecting on how interacting in Turkish feels different to interacting in English and identifying elements that feel culturally specific
  • considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages

  VCTRC045 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRU065

  Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts

  Elaborations

  • applying their understanding of key features of familiar types of texts to understand unfamiliar content, for example, in public announcements, commercials, print advertisements or itineraries
  • creating and comparing their own examples of particular text types, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language and text organisation
  • recognising the format of different Turkish texts and stylistic conventions, such as resmi ve kişisel mektupta hitap, selamlama, adres ve imza, konuşmada hitap, identifying how these vary according to context, purpose and intended audience, and applying the conventions in their own spoken and written texts
  • demonstrating how texts achieve cohesion, for example, by using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘Öncelikle, Sonuç olarak, Bu yüzden’ gibi bağlaçlar
  • analysing unfamiliar texts to establish register, for example, by identifying words and expressions that suggest degrees of formality, audience and context, such as, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first person diminutives, c(i)ğ(i)m (anneciğim) with bey (bey amcacığım or hanım teyzeciğim) and with canım (canım teyzeciğim), kuzucuklarım and canım kuzucuklarım

  VCTRU065 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRC044

  Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating

  Elaborations

  • identifying and comparing instances when they switch between Turkish and English, considering why they do this in particular situations or interactions
  • comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either uncomfortable or comfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • identifying adjustments they make when moving between Turkish and English at school and at home, such as using different forms of address and showing respect or affection in particular ways, discussing why these adjustments are necessary
  • reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

  VCTRC044 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRU034

  Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices

  Elaborations

  • noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
  • finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim iyi bayramlar, Allah kabul etsin
  • noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
  • recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture

  VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture