Turkish

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Context statement

The place of the Turkish language and culture in Australia and the world
Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus.
It originated many centuries ago in the Northern Siberian Altay Mountain Range.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Turkish are available as PDF documents. 
Languages - Turkish: Sequence of content
Languages - Turkish: Sequence of Achievement - F-10 Sequence
Languages - Turkish: Sequence …

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Years 3 and 4

Years 3 and 4 Band Description

The nature of the learners

At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and less egocentric, enjoying both competitive and cooperative activities. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning.

Turkish language learning and use

Children interact with peers and the teacher in classroom routines and a variety of learning experiences and activities. They engage in a lot of listening, and build oral proficiency through responding to rich language input and opportunities to engage in communicative activities where grammatical forms and language features are purposefully integrated. The language they use and hear is authentic with some modification, using familiar vocabulary and simple structures. Children follow instructions, exchange simple information and express ideas and feelings related to their personal worlds. They negotiate interactions and activities, and participate in shared experiences, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite activities or food. They continue to build vocabulary that relates to a wider range of domains, such as areas of the curriculum that involve some specialised language use. The language used in routine activities is reused and reinforced from lesson to lesson in different situations, allowing learners to make connections between what has been learnt and what is to be learnt.

Contexts of interaction

The contexts in which students interact in learning and using Turkish are primarily local: the classroom, school, home and community, with some access to wider communities of Turkish speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel development of English language and literacy, and continues to rely on rich language input in different modes and from different sources.

Texts and resources

Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Turkish learners, such as computer language games, cards and readers. They may also have access to materials developed for children in Turkey and other Turkish-speaking regions of the world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.

Features of Turkish language use

Children’s development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question and imperative forms such as olay ne? Nerede geçti? Neler oldu? Neden oldu? Başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel! They recognise in more detail the relationship between spoken and written language, applying spelling patterns, the spacing rule and the principles of vowel harmony, for example, to question endings such as alır mısın? alıyor musun? They use an increasing range of verbs, adjectives and adverbs to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi, simple conjuunctions to link ideas, ve, ile/-(y)le, ama, çünkü, and prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney. Children develop metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler. The development of reading skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informational and descriptive texts, such as negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to ‘get things done’. A balance between language knowledge and language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with communicative and purposeful task activity.

Learning Turkish in school contributes to the process of making sense of the children’s worlds which characterises this stage of development. Children are increasingly aware that the Turkish language is used not only in their own community in Australia and in Turkey, but also in many other places around the world. As they engage consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one language in the contemporary world.

Level of support

This stage of learning involves continued extensive support. Form-focused activities build children’s grammatical knowledge and develop accuracy and control in spoken and written Turkish; opportunities to apply this knowledge in meaningful learning experiences build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the activity; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection.

The role of English

The teacher and learners use Turkish wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when appropriate, for example, when considering the nature and relationship of language and culture, or in tasks that involve bilingual work that includes comparison and analysis of Turkish and English. Discussion in both languages supports learning, develops children’s conceptual frames and builds metalanguage for talking about language and culture systems. The process of moving between languages consolidates their already established sense of what it means to be bilingual/multilingual, and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.


Years 3 and 4 Content Descriptions

Socialising

Participate in conversations about themselves and others, everyday routines and events at school and in their local communities

[Key concepts: self, experience, community; Key processes: interacting, responding, comparing] (ACLTUC018 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
  • asking and responding to questions about themselves and others, such as Kendini tanıtır mısın? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi
  • identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – Sizin de, Mutluluklar dilerim! / Kınan kutlu olsun! – Teşekkür ederim, Elinize sağlık! – Afiyet olsun, Çok yaşa! – Sen de gör!
  • asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
  • exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!
  • comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.
Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

[Key concepts: collaboration, learning experiences, transactions; Key processes: negotiating, creating, transacting] (ACLTUC019 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • working together on collaborative activities such as designing posters or menus for special events, planning puppet shows or creating picture books for ‘buddy’ classes, negotiating and making decisions about content, vocabulary and design, for example, Kim Karagöz olmak ister? Kuklaları kartondan yapalım. Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm
  • working with visual, print and digital modes of expression to create texts such as invitations to a party, performance, class or community event, for example, bayram eğlencesi, yıl sonu eğlencesi
  • composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
  • conducting simple science experiments that involve asking and answering factual questions and recording basic results
  • participating in group interactions such as role plays or simple interviews that involve asking and responding to questions or invitations and providing insights to cultural experience or values, for example, misafir ağırlamak, huzurevinde yaşlıları ziyaret etmek
  • participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen
  • following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik, for example, boya, kes, katla, yapıştır
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

[Key concepts: direction, support, learning experience; Key processes: interacting, responding] (ACLTUC020 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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

Informing

Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

[Key concepts: information, natural world, physical world, daily life; Key processes: listening, reading, identifying, classifying] (ACLTUC021 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context
Convey information about their home, school and community, using simple statements and support materials such as photos, maps or charts

[Key concepts: information, topic, promotion; Key processes: sharing information, promoting, explaining, informing] (ACLTUC022 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır piyesi
  • creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts

Creating

Engage with imaginative texts such as stories, puppet shows, songs or dance, identifying favourite elements and acting out key events or interactions

[Key concepts: imagination, expression, response; Key processes: responding, interpreting; Key text types: stories, poems, fables, plays, songs] (ACLTUC023 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacıvator Nasrettin Hoca, identifying key messages, morals and amusing moments
  • acting out elements of classic texts narrated by the teacher, such as Şirin Kız ve Üç Ayı, İki İnatçı Keçi, using facial expressions and actions to mirror emotions and emphasise meaning
  • participating in group recitals of poems on special occasions such as Mother’s Day, national days, religious and cultural celebrations
  • participating in shared and guided reading of texts such as cartoons, poems, fairytales and fables, responding to questions about characters, ideas and events
  • responding to words of songs through movement and dance, for example, Ah benim turnam, Yeşil başlı turnam ..., Pazara gidelim...
  • responding to traditional songs and folk music such as halay, çiftetelli, Silifke’nin yoğurdu, for example, by using wooden spoons to mark rhythm and creating and narrating their own versions of the dance
Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

[Key concepts: relationship, emotion, expression, rhythm; Key processes: creating, composing, adapting, presenting] (ACLTUC024 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

Translating

Identify common spoken Turkish expressions, words or gestures that translate/do not translate readily into English and words that are used in both languages

[Key concepts: equivalence, translation; Key processes: comparing, translating, explaining] (ACLTUC025 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • translating and comparing familiar Turkish and English expressions, using bilingual and monolingual dictionaries and identifying those that have no literal translation, such as başın sağolsun, darısı başına, güle güle kullan, gözün aydın, hoş bulduk, Allahaısmarladık
  • translating and matching words to describe family members and relatives in Turkish and English, finding examples of words that have no English equivalents, such as dayı/amca/enişte, hala/yenge/teyze, ağabey/abla
  • collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as TV, radyo, prens, prenses, identifying any differences in meaning or usage, for example, kiosk – köşk, Ottoman – Osmanlı
  • playing matching pair games to reinforce Turkish and English words and phrases used in everyday conversations, for example, ev ile ilgili kelimeler, yiyecekler, nesneler, haftanın günleri, aylar ve mevsimler, sorting the matched pairs into groups based on equivalence or non-equivalence
  • identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, using dictionaries to work out ‘best fit’ translations, for example, from the stories of Hacıvat ve Karagöz, the words sadaka and mirasyedi in Dilenci Hacıvat, the phrase avucunu yalamak in Parayı Kim Buldu?, the expression Ellerin dert görmesin in the children’s song Postacı
Create simple bilingual texts such as signs, notices or captions for displays for the classroom and wider school community

[Key concepts: meaning, bilingualism; Key processes: selecting, considering, creating] (ACLTUC026 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • building bilingual picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks
  • creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
  • creating bilingual signs, posters, notices and labels in digital and print forms to be displayed in the classroom and around the school
  • participating in bilingual story building, rhymes or games, for example, contributing alternating lines in Turkish and English to a new or reconfigured story

Reflecting

Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

[Key concepts: difference, similarity, respect, relationship; Key processes: observing, comparing, explaining] (ACLTUC027 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
Explore their individual and group sense of identity and how this is expressed through the different languages they use

[Key concepts: identity, self, community, membership; Key processes: reflecting, comparing, explaining] (ACLTUC028 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with being Australian
  • talking about the relationship between identity and languages, creating drawings or photo displays that show their connections with family, friendship groups and communities, with captions of words or phrases that they particularly associate with each group, such as Dini bayramlarda aile ve akraba ziyaretleri, Arkadaşlarla oyun oynarken, Huzur evinde yaşlılara kitap okurken
  • discussing the importance to their own identity of speaking Turkish with some relatives, friends or members of the wider Turkish-speaking community
  • observing themselves and reporting to each other how they use Turkish and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language
  • talking about how they feel when using English, Turkish or other languages and whether there are some things that feel more natural in one language than in the other

Systems of language

Understand and apply the principle of vowel harmony, experiment with Turkish pronunciation, intonation and spelling patterns

[Key concepts: intonation, vowel harmony, pronunciation; Key processes: recognising, applying, distinguishing] (ACLTUU029 - Scootle )

  • Literacy
  • learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
  • matching root words to suffixes to apply the rule of vowel harmony and to learn about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem, which have changed their original forms
  • learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words
  • learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes
  • understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?
  • understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
  • learning about the devoicing and doubling of final consonants, as in kitap – kitabı, kanat–kanadı, sokak-sokağa and git-gittim, sır-sırrım
Understand and use key grammatical forms and structures, such as simple verb tenses, recognising how grammatical forms and functions are represented through suffixation

[Key concepts: action, description, time; Key processes: recognising, selecting, applying] (ACLTUU030 - Scootle )

  • Literacy
  • describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
  • understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
  • using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
  • using a range of simple conjunctions to link basic ideas and action, for example, -den önce, -den sonra, ile/-(y)le, ama, çünkü
  • using simple and compound sentences
  • using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
  • understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım
  • recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • understanding and using common interrogative pronouns such as kim, hangi, ne, neden, kaç, Bu akşam bize saat kaçta geliyor? Doğum günü davetiyesini kim yazacak?
  • identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
  • understanding and using the simple past tense suffix -d(i), for example, Annem çarşıdan ekmek aldı
  • understanding and using prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
  • developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler
  • using honorifics, such as Yaşar Amca, Ayşe Teyze
Notice characteristic features of simple spoken, written and multimodal texts that they use in their home and community and of similar texts in English

[Key concepts: genre, language features; Key processes: identifying, comparing, distinguishing] (ACLTUU031 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
  • recognising differences between the layout, language features and formats of different types of texts such as masal, şarkı, şiir, mektup, makale, haber metni
  • identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
  • recognising differences between spoken and written versions of texts such as greetings or farewells, merhaba, hoşça kal; or how güle güle can be used in spoken texts, but Sevgili Ayşe Teyze and görüşmek dileğiyle would be used in written texts
  • comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses in English and Turkish poems
  • distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.

Language variation and change

Understand that language varies according to factors such as the age, gender and social position of speakers, and that it involves regional dialects and accents

[Key concepts: variation, status, relationship, standard language; Key processes: noticing, comparing, differentiating] (ACLTUU032 - Scootle )

  • Personal and Social Capability
  • Intercultural Understanding
  • understanding that language varies based on the age, gender and social relationships between speakers, for example, ways of speaking to parents are different to ways of speaking to siblings, lütfen yapma(yın)/yapmasana!
  • recognising how language used to greet, apologise and show appreciation with friends, family, elders and less familiar people varies, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca
  • noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and to older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents
  • understanding that Turkish has a standard form spoken in Istanbul and many varieties involving different accents, dialects and vocabulary spoken in different countries and regions in the world
  • discussing how accents and dialects vary between different Turkish-speaking communities and different regions of Turkey
Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

[Key concepts: change, influence, time, contact; Key processes: comparing, investigating, identifying] (ACLTUU033 - Scootle )

  • Intercultural Understanding
  • 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

Role of language and culture

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

[Key concepts: culture, practice, values; Key processes: noticing, discussing, comparing, interpreting] (ACLTUU034 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • 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

Years 3 and 4 Achievement Standards

By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example, Kendini tanıtır mısın? Nerelisin? Ailen nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi and identify wishes associated with events in their communities, for example, Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! They compare preferences, for example, Futbol yerine tenis oynamak istiyorum and exchange simple written forms of social correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!. They use formulaic expressions to participate in shared tasks, activities and transactional exchanges such as working together to organise an event, for example, Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm. They use modelled language to interact in classroom routines, such as responding to questions directions and requests, for example, Bugün hava nasıl? Bugün hava güneşli ve sıcak! Bugün önce birlikte bir kitap okuyacağız, sonra bir oyun oynayacağız, asking for help or permission, for example, Anlayamadım, tekrar eder misiniz? Bu kelime nasıl okunur?, attracting attention and rehearsing new language. When interacting, they use Turkish pronunciation and intonation and apply the vowel harmony rule to high-frequency words. Students locate and organise key points of information in different types of spoken, written and visual texts relating to personal, social and natural worlds and, with the assistance of support materials such as photos and maps, present information about home, school and community. They respond to imaginative texts by making simple statements about favourite elements and acting out key events and interactions. They create simple imaginative texts using formulaic expressions and modelled language. Students use key grammatical forms and structures, such as verbs, adjectives and adverbs, to describe and elaborate on action, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi and conjunctions to link ideas. They express facts using simple present and past tense suffixes, and use negation and affirmation suffixes to form simple sentences, for example, biliyorum/ bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş. They translate and compare common Turkish and English expressions, words or gestures and create simple bilingual texts for the classroom and community. Students describe similarities and differences in ways of using language and interacting with people when communicating in Turkish and English, and identify how their individual and group sense of identity is expressed in the languages they use.

Students identify Turkish sound and writing patterns to pronounce and spell high frequency words. They use simple metalanguage such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler to talk about language. They identify ways that the features of texts differ according to mode and context, and compare Turkish texts with similar texts in English. They provide examples of how language use varies according to age, gender and social position, for example, lütfen yapmayın/yapmasana!/yapma!, and identify regional differences in language use, including dialects and accents. They identify how languages change over time, providing examples of Turkish words borrowed from other languages such as English and vice versa. They make connections between Turkish language and culture, identifying culture-specific terms, expressions and gestures.