Turkish (Version 8.4)

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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 7 and 8

Years 7 and 8 Band Description

The nature of the learners

Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages or dialects related to Turkish. Some may have recently arrived in Australia, may have completed the primary years of schooling in Turkish and may have established literacy as well as oracy skills in the language. Others will have participated in community language programs during these years and have some literacy capabilities. Others may have minimal experience of formal learning of Turkish, with no literacy proficiency and varying degrees of oral capabilities, depending on their home language environment. All students share the experience of belonging to worlds in which languages play a key role and diversity of language use is common. The curriculum takes into account the diversity of learners, ensuring that tasks and activities are flexible to cater for different language capabilities while being appropriately pitched to all learners’ cognitive and social levels.

Turkish language learning and use

Students use Turkish to interact with each other, the teacher and other speakers of the language, to access and exchange information, to express ideas and feelings, to compete and to cooperate in learning tasks and activities. They build vocabulary resources, grammatical knowledge and communicative capabilities such as active listening skills and interactional strategies through shared learning experiences that provide a context for purposeful language use and through focused learning episodes that develop understanding of language systems and an ability to use metalanguage. They use modelled and rehearsed language to compose and present different types of texts, for example, shared stories, media and hypermedia texts, songs, poems, reports or journal entries. They plan, draft and present imaginative and informative texts, design interactive events and participate in discussions. They make cross-curricular connections and explore intercultural perspectives and experiences. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources with each other and with learners in different contexts.

Contexts of interaction

Students interact primarily with each other and the teacher in class, with some access to broader Turkish-speaking networks in the school and local community. ICT resources, such as email, online chats or wikis, provide access to additional experiences of authentic communication, connecting learners’ social worlds with those of Turkish-speaking peers in other contexts. Learners have additional access to Turkish language experience through media, community events, websites, social media and radio streaming.

Texts and resources

Learners work with a range of texts designed for in-school learning of Turkish, such as textbooks, readers, literary texts, videos, online media resources and materials. They also access materials created for Turkish-speaking communities, such as songs, films, magazines and social media texts such as blogs and advertisements and websites. They interact with a range of texts created for different purposes, for example, informational, transactional, communicative, expressive and imaginative texts, and make connections between these text types in Turkish and the work they do around similar texts in the English learning area.

Features of Turkish language use

Learners recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal case endings, -(e), -(i), -d(e), -d(e)n to nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in. They understand and use simple verb tenses, using negation and affirmation and suffixes to form sentences, such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş. They use a range of adjectives, adverbs and postpositions to describe actions, places and people in their own texts, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi ; and understand and use the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir. They develop their range of vocabulary to domains beyond their personal experience and interests, use and analyse grammatical forms and structures and develop awareness of how these shape textual features. They use descriptive and expressive language to create particular effects and engage interest. They develop language knowledge, processing strategies and understanding of text conventions and patterns to assist in comprehending unfamiliar texts. They make connections between texts and cultural contexts, identifying how values and perspectives are embedded in language and how language choices determine how people, issues and experiences are represented. They are aware of the nature of the relationship between languages and cultures, noticing, for example, how particular Turkish words or expressions ‘carry’ cultural values or experiences. They reflect on the nature of bicultural and multicultural experience, on how languages change in response to broader social and cultural shifts, and how they perceive their own identities as users of two or more languages in a multicultural society.

Level of support

Differentiated support is required for learners with different levels of oracy and literacy proficiency. All learners require opportunities to review and consolidate learning; different degrees of balance between consolidation work and provision of more challenging tasks ensure learners at different levels are catered for. Teachers provide scaffolding, modelling and material and resource support for the development of fluency and accuracy in spoken language and of grammatical and literacy capabilities. Learners are supported to develop autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in different communicative contexts. They are encouraged to engage critically with resources such as websites and translating tools and other resources designed to strengthen their receptive and productive language use.

The role of English

Learners are encouraged to use Turkish whenever possible. English is used when appropriate for discussion, explanation, comparison and reflection, for example, when considering the nature and relationship of language and culture or in tasks which involve bilingual work that includes comparison and analysis of Turkish and English. The process of moving between and using both languages consolidates learners’ already established sense of what it means to be bilingual or multilingual and provides opportunities for reflection on the experience of living interculturally in intersecting language communities.


Years 7 and 8 Content Descriptions

Socialising

Interact with peers and teacher to socialise, exchange information and opinions, talk about personal worlds

[Key concepts: self, family, leisure, preferences; Key processes: interacting, exchanging information, describing] (ACLTUC086 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • using simple greetings relevant to the time of day, context or relationship, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!, noticing differences between how they greet different people, such as teachers or family members, for example, Merhaba Ayşe! Nasılsın? Günaydın öğretmenim! Siz nasılsınız?
  • offering and responding to general wishes such as Afiyet olsun! Elinize sağlık! Teşekkür ederim. Bir şey deği! Çok yaşa! Sen de gör! and to wishes associated with significant events in their community such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!
  • composing written or digital texts, such as emails, cards, letters or text messages, to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing accounts of social activities or special community celebrations or events, for example, Cumhuriyet Bayraminda ben şiir okudum, Ramazan Bayramında dedem bana harçlık verdi
  • talking about themselves and their families and expressing likes, dislikes and preferences, for example, Arkadaşlarımla sinemaya gitmeyi severim, Suyu gazoza tercih ederim
  • participating in online exchanges with sister schools in Turkey or other Turkish-speaking contexts, asking and answering questions about studies, interests and daily routines, for example, Kaçıncı sınıftasın? En sevdiğin ders hangisi? Okuldan sonra futbol oynuyorum, Akşamları saat onda yatıyorum, Cumartesileri bağlama kursuna gidiyorum
  • describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, spor, bayramlar, misafirperverlik
Plan and participate in collaborative activities such as performances, displays and events which involve planning, transacting and negotiating

[Key concepts: interaction, collaboration, negotiation; Key processes: planning, negotiating, responding, creating] (ACLTUC087 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez (spor) yapıyorsun? (Nesli tükenmekte olan hayvanlar) hakkında ne düşünüyorsun?
  • engaging in shared planning, creating and negotiating, for example, designing displays or resources, such as timelines, schedules, posters or appeals for a fundraiser
  • planning for an upcoming event, such as a visit of a Turkish-speaking guest to the classroom, for example, by developing an interview schedule using questions such as Lütfen kendinizi bize tanıtır mısınız? … hakkında ne düşünüyorsunuz? Ne zaman … yapmaya başladınız?
  • creating presentations, performances or interactive experiences to encourage others to either learn Turkish or to use their existing language in different domains
  • negotiating real or simulated online or face-to-face transactions that involve discussion of issues such as value, price, availability, for example, by raising questions such as kaça aldın? Aa, çok ucuzmuş, … dün aynısını daha pahalıya aldı
  • planning and participating in activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, film festival, performance, restaurant or community event, for example, Ne zaman gideceğiz? Saat onda, … da buluşalım, Neler getirelim?, Üniforma giymeyelim, Önce (biletimizi alalım). Sonra (sinemaya gidelim)
Interact in classroom routines and exchanges, such as asking and responding to questions, requesting help, repetition or permission, giving praise or encouragement

[Key concepts: discussion, clarification, feedback; Key processes: questioning, suggesting, responding] (ACLTUC088 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • interacting during group activities 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?
  • praising or encouraging each other, for example, çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum
  • using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
  • using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik
  • identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var

Informing

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

[Key concepts: data, information, experience; Key processes: researching, recording, reporting] (ACLTUC089 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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
Convey information, obtained from personal, community and media sources relating to their own cultural, social and environmental contexts, using spoken, written and digital modes of communication

[Key concepts: experience, lifestyle, culture, diversity; Key processes: creating, presenting] (ACLTUC090 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • creating a video, digital presentation, web post or print newsletter to report on a recent experience, such as a visit to a Turkish retirement village or to Turkish shops, markets or venues in their local community
  • using different modes of presentation such as displays or recorded commentaries to visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
  • creating multimedia presentations to invite reflection on aspects of environmental or ecological concerns, for example, çevre kirliliği, geri dönüşüm, nesli tükenen hayvanlar
  • providing information on aspects of their own lives that may interest learners in other Turkish-speaking environments, for example, spor, okul kampları veya gezileri, konserler, festivaller, düğünler, tatil gezileri, supporting their commentaries with sound or visual elements
  • using modes of presentation such as photo montages, written journals or recorded interviews to inform members of their extended family overseas about their social and educational experience in Australia
  • presenting an aspect of Australian culture, for example, multicultural or traditional cuisine, daily life and routines in urban/rural settings, significant places or cultural practices associated with Aboriginal and Torres Strait Islander communities, highlighting elements that reflect the diversity of Australian experience

Creating

Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages

[Key concepts: imagination, creativity, character, narrative, representation; Key processes: responding, creating, analysing, reviewing; Key text types: poetry, folktales, story, song] (ACLTUC091 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • listening to, reading and viewing imaginative texts such as folktales, shadow puppetry or short stories, such as Karagöz ve Hacıvat, Kaşağı, Falaka, demonstrating understanding of plot, sequence and characters, for example, by retelling or re-enacting events in their own words or by creating a timeline
  • creating digital profiles of characters they enjoy in fictional and imaginative texts, providing physical and character descriptions and examples of their style of communicating and behaving
  • sharing responses to songs, stories, poems or television programs, providing both positive and negative critique, such as …beni… çok etkiledi çünkü …, Çok komikti, çok sürükleyiciydi, akıcıydı, dili anlaşılırdı,biraz uzundu. Sıkıcıydı, Karmaşıktı, Çok üzücüydü, Anlaşılması zordu
  • identifying key messages in traditional texts such as Nasreddin Hoca fıkraları, Keloğlan, discussing their relevance to contemporary times and contexts
  • considering how humour is expressed in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Turkish and English
  • recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions
Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres

[Key concepts: humour, suspense, character, dramatisation; Key processes: composing, creating, performing; Key text types: stories, cartoons, songs, role plays, speeches] (ACLTUC092 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voiceovers or subtitles, experimenting with elements such as humour, pathos or suspense
  • composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Turkish market
  • rehearsing and performing interpretations of poems or choral recitations for a public performance or verse speaking competition
  • creating a new event, character or alternative ending for a familiar text such as Keloğlan, Hacıvat ve Karagöz
  • performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
  • composing and performing a song or assuming the character of a figure associated with a significant contemporary celebration or event in Australia or the Turkish-speaking world, for example, Cumhuriyet Bayramı, Atatürk’ü Anma Gençlik ve Spor Bayramı, Çanakkale Şehitlerini Anma Günü, dini bayramlar

Translating

Translate and interpret familiar texts such as public signs, song titles or menus from Turkish to English and vice versa, noticing which words or phrases translate easily and which do not

[Key concepts: equivalence, meaning, translation, interpretation; Key processes: translating, explaining, evaluating] (ACLTUC093 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • translating public signs and notices, comparing each other’s versions and considering reasons for differences in how they transferred meaning from one language to the other
  • recognising when literal translation is not possible and discussing reasons for equivalence or non-equivalence in the case of idiomatic expressions such as samanlıkta iğne aramak, kulak misafiri olmak davulun sesi uzaktan hoş gelir, armut dalının dibine düşer
  • identifying and translating words and expressions that reference cultural values or histories and are difficult to translate into English, for example, başınız sağ olsun, sıhhatler olsun, imece, hayırlı olsun, nazar değmesin
  • evaluating the effectiveness of bilingual dictionaries and electronic translation tools, identifying issues such as alternative or multiple meanings of words and the importance of context to meaning
  • translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions
  • interpreting words and expressions from popular Turkish language poems or song titles/lyrics that do not translate easily into English and that reflect aspects of Turkish culture
  • examining literal translations of everyday interactions in different domains of language use, such as school, home or special interest activities, identifying culturally significant concepts reflected in expressions such as ellerinize sağlık, afiyet olsun, used after meals, yine bekleriz, in a restaurant, or in language used for apologising or excusing, kusura bakma, yazıklar olsun
Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations

[Key concepts: language codes, meaning, equivalence; Key processes: creating, interpreting, exemplifying, explaining] (ACLTUC094 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • creating bilingual signs or menus for the school or local environment, for example, kütüphane/library, revir/sickbay, hastahane/hospital, doktor/doctor, preparing bilingual captions for texts such as digital presentations or photographic displays for the school or local Turkish-speaking community, discussing how to convey particular concepts in the two languages
  • creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the other
  • designing a flyer for a class event or performance which uses Turkish and English, considering how to convey information and ideas in each language
  • developing bilingual instructional texts or directions that cater for Turkish- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English

Reflecting

Consider similarities and differences in ways of communicating in Turkish and English, noticing how/when they choose to use either language or both languages

[Key concepts: language domains, code-switching, generation, expression; Key processes: comparing, identifying, monitoring, analysing] (ACLTUC095 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying instances when they switch between or mix Turkish and English, considering why they do this in particular situations or interactions, comparing their observations with those of their peers
  • reflecting on the experience 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 comfortable or uncomfortable 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
  • considering how and why they adjust their ways of using Turkish or English when interacting with older people, friends of the same or different gender, people in authority, small children or close friends, for example, using different forms of address or ways of showing respect or affection
  • discussing whether they feel different when using Turkish in the classroom to how they feel when using it at home, for example, using standardised forms of Turkish in school
  • reflecting on ways in which different languages provide alternative ways of thinking or speaking about ideas or experiences
Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

[Key concepts: identity, multiculturalism, code-switching, communication; Key processes: reflecting, discussing, comparing] (ACLTUC096 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

Systems of language

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

[Key concepts: pronunciation, intonation, vowel harmony, agglutination; Key processes: listening, distinguishing, recognising, applying] (ACLTUU097 - Scootle )

  • Literacy
  • 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, kapkaç çı, banka , yol cu, odun cu, sound assimilation such as sokak+- d a = sokak t a, süt+- d e = süt t e, kebap+- c ı = kebap ç ı, simit+- c i = simit ç i
Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination

[Key concepts: grammar, sentence structure, agglutination; Key processes: understanding, recognising, applying] (ACLTUU098 - Scootle )

  • Literacy
  • understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
  • learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, as in Serren Teyze and Doktor Hanım
  • using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? Lütfen kendinizi bize tanıtır mısınız? Bu sayfayı mı okuyacaktık? Bunu nasıl yapacağız? Tekrar eder misiniz?
  • recognising and using a range of common compounds such as çevre kirliliği, geri dönüşüm, Türk halıları in different sentences
  • recognising common idiomatic expressions and proverbs, for example, samanlıkta iğne aramak, kulak misafiri olmak, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var
  • recognising passive voice endings in simple instructions, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
  • understanding and recognising simple verb tenses, using negation and affirmation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • recognising and using appropriate endings and sentence structures for subject–verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Defne yemekten sonra ödevini yaptı ve uyudu
  • recognising and using verbal conjugations and nominal declensions through common noun- and adjective-forming suffixes, such as -(a)l as in san-al, -(a)y as in dene-y, -(a)k as in sol-ak and kur-ak, -(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(d)aş / (d)eş as in kar-deş, -(h)ane as in hasta-hane -(ç)ı as in kebap ç ı, simit ç i, eskici
  • using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir
Identify features that characterise different types of texts in Turkish, comparing them with similar texts in English

[Key concepts: genre, language features, register; Key processes: noticing, analysing, comparing] (ACLTUU099 - Scootle )

  • Literacy
  • comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive language and rhythm in poetry or song lyrics; the use of abbreviations and emoticons in text messaging
  • identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsün, Allah mesut etsin, Allah kavuştursun, comparing with typical elements or features of equivalent texts in English
  • identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
  • comparing features of texts that share a purpose but use different modes of communication, for example, by explaining how and why a text message is different to a phone call, or a puppet show to a written story
  • recognising conventions relating to structure and composition in Turkish poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by Orhan Veli Kanık, Yunus Emre
  • selecting excerpts of favourite comedy routines or cartoons to demonstrate how creative and performative texts use imagery, satire and expression to create mood, tap into emotions and engage and entertain an audience
  • developing metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır

Language variation and change

Understand that Turkish language use varies according to factors such as age, gender, social position or regional variation

[Key concepts: variation, context, register, relationship; Key processes: noticing, identifying, comparing, explaining] (ACLTUU100 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • understanding that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz; the use of professional titles or honorifics with elders and strangers, instead of their names, Serren Teyze/Serren Hanım gelir misiniz lütfen? compared with Mustafa gelir misin lütfen? Melek gelsene! Hazel buraya gel! Doktor Hanım, Müdür Bey
  • comparing features of standard Turkish and regional varieties used in Turkey and elsewhere in the world, understanding that these variations involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan) gelikene (Western Thrace), celiyrum/geliyem/geliyom (Black Sea/South East Anatolian Region/North Cyprus)
  • analysing samples of language used in the media, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to identify the influence of factors such as age, gender, social position and regional variation on language use and text composition
  • collecting and comparing language samples that show how people vary their language based on relationships, context, status and background, for example, by comparing language used by teachers in the classroom with that of students in the playground, or politicians’ speeches with storytelling in a playgroup
  • analysing language used in social interactions such as greetings, apologies, farewells and good wishes in relation to social relationships, age or backgrounds of speakers, for example, Şeref verdiniz efendim buyrun, Merhaba Leman Teyze, nasılsın? Selam Zeynep, Ne haber Suzan? Hoşça kal, Allahaısmarladık, Yine görüşmek dileğiyle
  • identifying and explaining protocols associated with the use of body language and gestures that reflect cultural values or traditions in Turkish-speaking interactions, such as kissing hands, avoiding crossing of the legs or placing hands in pockets
Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

[Key concepts: language change, language contact, loan words, globalisation; Key processes: investigating, identifying, classifying] (ACLTUU101 - Scootle )

  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
  • understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
  • understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
  • recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
  • identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
  • recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
  • classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

Role of language and culture

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

[Key concepts :culture, language, meaning, interdependence, perspective; Key processes: analysing, identifying, reflecting, making connections] (ACLTUU102 - Scootle )

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

Years 7 and 8 Achievement Standards

By the end of Year 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Students use action-related and rehearsed language to engage in shared activities that involve planning, collaborating, transacting and negotiating, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? They interact in classroom routines and exchanges by asking and responding to questions, for example, Ben ne yapabilirim? Sen not alır mısın?, requesting help or permission, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız? and giving praise or encouragement, such as çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum. When interacting, they use the features of the sound system to their pronunciation of Turkish, including applying stress, rhythm and intonation patterns to statements, for example, kapı açık kaldı, inanmıyorum, and questions, for example, gerçekten mi? Students locate key points of information from a range of spoken, written and visual texts, and present information related to social, cultural and environmental contexts using different modes of presentation. They share their responses to different imaginative texts by identifying and comparing favourite elements and discussing events, characters and messages, for example, beni… çok etkiledi çünkü …, Çok komikti çok sürükleyiciydi, akıcıydı, dili anlaşılırdı, biraz uzundu. Sıkıcıydı, karmaşıktı… Çok üzücüydü, Anlaşılması zordu. Students use imaginative language to create original or adapt familiar imaginative texts in different genres. They use key elements of Turkish grammar in spoken and written texts, such as basic rules of word order, for example, Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?, adjectives, for example, mavi köşkte adverbs, for example, çok dikkatli yürü, postpositions, for example, dün sabah geldi, verb tenses and subject–verb agreement, for example, Defne yemekten sonra ödevini yaptı ve uyudu. They apply rules of agglutination to verbs, for example, bilmiyorum/biliyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş, and nouns, for example, ev-e, ev-i, ev-de, ev-den, kebapçı, simitçi. They translate and interpret familiar texts from Turkish into English and vice versa, identifying words and phrases that are not easily translated, such as imece, hayırlı olsun, nazar değmesin, and create shared bilingual texts to support their own learning. They compare ways of communicating in Turkish and English and explain how being bilingual influences their cultural identity and ways of communicating.

Students apply elements of the Turkish writing system to write and spell unfamiliar words, including symbols and characters, for example, hala-hâlâ, kar-kâr, kitap-kitabı, ağaç-ağacı, vowel harmony and sound assimilation of consonants. They identify how grammatical forms and functions are represented through agglutination. They identify the characteristic features of different types of texts and compare these features with texts in English to identify similarities and differences. They describe how language use varies according to age, gender, social position or region. Students provide examples of how the Turkish language has changed over time due to different influences and interactions, identifying Turkish words that have emerged through contact with other languages, for example, e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek. They identify the relationship between language and culture and describe how languages reflect personal and community experience and values.

Years 9 and 10

Years 9 and 10 Band Description

The nature of the learners

This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer–group dynamics, personal interests and values, and issues related to self-concept. This is particularly the case for bilingual learners for whom the duality of living between languages and cultural communities continuously impacts on the process of identity construction. The role of language is central to this process. It is reflected in the degree to which learners self-define as members of language communities, how they position themselves in relation to peer groups and the choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive, and they impact on learners’ engagement with both Turkish and English language learning and use.

Turkish language learning and use

This is a stage of language exploration and vocabulary expansion. Learners experiment with different modes of communication, for example, digital and hypermedia, performance and discussion. Greater control of language structures and systems increases confidence and interest in communicating in wider contexts. Learners use Turkish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a developing degree of self-correction and repair. They reference the accuracy of their written language use against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.

Contexts of interaction

The language classroom is the main context of interaction in Turkish, involving interactions with peers, teachers and a wide range of texts and resources. Learners continue to interact with peers, family members and other Turkish speakers in immediate and local contexts, and with wider Turkish-speaking communities and cultural resources via virtual and online environments. They also encounter Turkish in wider contexts such as media, cultural or film festivals, community events or in-country travel.

Texts and resources

Learners engage with a range of language-learning texts and resources, such as textbooks, videos, media texts and online resources, including those developed for computer-supported collaborative learning. They engage with selected abridged versions of classic and contemporary Turkish literature and their film and TV adaptations. Learners may also access authentic materials designed for or generated by young Turkish speakers in a range of contexts, such as blogs, video clips, discussion forums, television programs or newspaper features. Learners are encouraged to source additional materials to support their learning, share them with others and pursue personal interests in aspects of Turkish language and associated cultures.

Features of Turkish language use

Learners understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use 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, and learn the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, Yemeğin hazır, Yemeğininz hazır, and second person pronouns, sen and siz. They understand and use verb moods, recognising relevant suffixes used to create each mood. They learn how to use different auxiliary verbs by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them onto single-syllable words, for example, reddetmek, affetmek, kaybolmak. They understand and use the three types of reduplication for emphasis. They use metalanguage to identify or explain language structures, forms and conventions. Learners’ vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between learning experiences which focus on language forms and structures and communicative tasks and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions become more complex and challenging, involving collaborative as well as independent language planning and performance. Elements involve interpreting, creating, evaluating and performing. Genres such as media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity. Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.

Learners at this level understand and discuss the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and using different languages, recognising them as involving cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop a capacity to ‘decentre’ from normative ways of thinking and communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.

Level of support

At this level learners become less reliant on the teacher for support during communicative interactions and learning experiences, but provision of rich language input and modelled language is needed to continue to support and sustain their language learning. The teacher provides both implicit and explicit modelling and scaffolding in relation to meaningful language use in context, and explicit instruction and explanation in relation to language structures, grammatical functions and abstract concepts and vocabulary knowledge. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and in developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through and contributing to peer support and through self-review.

The role of English

Learners and teachers use Turkish as the primary medium of interaction in both language-oriented and content-oriented learning activities. English is used when appropriate for discussion, explanation and analysis that involves comparative analysis or conceptual demands which may be better articulated in English. Learners are supported to reflect on the different roles English and Turkish play in their academic work, their conceptual development and their social and community lives.


Years 9 and 10 Content Descriptions

Socialising

Exchange views and information on local and global issues, including aspects of their own lives, such as family relationships and responsibilities, education and community

[Key concepts: relationship, education, family, community; Key processes: discussing, debating, responding, comparing] (ACLTUC103 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, identifying points of agreement or disagreement, for example, Ailem gece dışarı çıkmama izin vermiyor
  • participating in discussions on local issues that they see impacting on their current or future lives, such as environmental change, for example by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl kullanıyorsun?
  • engaging in online discussions with Turkish-speaking students in different contexts on topics of shared interest, such as music, sports, fashion, travel, and comparing their aspirations in terms of personal and professional opportunities, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum
  • discussing their responsibilities at home and at school, comparing with those of young people living in Turkey or other Turkish-speaking communities around the world, noting the relative importance of concepts such as Derslerde başarılı olmak, küçük kardeşlere bakmak,Türkçe öğrenmek büyük sorumluluk, aile işyerinde çalışmak
  • developing narrative skills by exchanging accounts of personally significant people, events, influences or milestones in their lives, for example, Türkiye’ye ilk ziyaret, Avustralya’ya geliş, sünnet düğünü, ilk iş görüşmesi, Türk konserine gitmek
Participate in individual and collaborative projects and learning experiences that involve brainstorming, negotiating, transacting, problem-solving and action

[Key concepts: discussion, action, responsibility, collaboration; Key processes: problem-solving, planning, negotiating, collaborating] (ACLTUC104 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • reaching negotiated decisions by making suggestions, discussing ideas, justifying opinions and reaching agreement, for example, Nasıl bir yöntem izleyelim? Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen
  • designing resources such as web posts, information leaflets or segments for a local radio station to promote community action on a social or environmental issue, for example, zorbalık, kadın-erkek eşitliği, teknoloji bağımlılığı, Avustralya’da Türkçe’yi yaşatmak
  • sharing responsibilities for filming and editing a short documentary that presents aspects of shared cultural experiences, for example, family migration stories, shopping at Turkish markets, participating in a henna ceremony
  • setting up and maintaining a shared blog to support contact and information exchange between themselves and young Turkish speakers in different contexts
  • participating in transactions that involve negotiation, for example, bidding in a class auction or voting on the allocation of learning resources, using language associated with exchange and evaluation, such as Var mı artıran? Satıyorum, satıyorum sattım! Biraz indirim yapar mısınız? Bence bu kadar etmez
  • participating in virtual excursions to famous cultural sites or exhibitions, such as Gelibolu, Anıtkabir, Topkapı Sarayı, sharing responsibility for individual elements of a multimodal report on the experience
Contribute to structured discussions and shared learning experiences by asking and responding to questions, clarifying statements, demonstrating understanding, expressing agreement or disagreement and reflecting on their learning

[Key concepts: debate, response, dialogue; Key processes: questioning, responding, evaluating, reflecting] (ACLTUC105 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • asking and responding to questions, expressing opinions and clarifying statements in structured discussions or debates, for example, bana göre, şöyle ki, seninle aynı fikirde değilim
  • using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Görüşünü destekleyecek kanıtın var mı? Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz
  • using metalanguage to discuss language, culture and language-learning and to engage in peer- and self-reflection, for example, şimdi daha rahat Türkçe konuşabiliyorum, Türkçe TV programlarını daha iyi anlayabiliyorum, Evde Türkçeyi daha rahat konuşuyorum ama okulda zorlanıyorum
  • comparing their reflections on the experience of learning Turkish in school, identifying personal learning strategies and preferred learning modes, using statements such as Ben çok sık tekrar yapıyorum, Yeni öğrendiğim kelimeleri cümle içinde kullanıyorum, Ben görerek daha iyi öğreniyorum, Benim ezberim çok iyi, Benim ezberim iyi değil

Informing

Organise and classify information compiled from different sources in different modes of presentation, re-presenting chosen elements in formats suitable for particular audiences

[Key concepts: information, data, perspective, representation, media; Key processes: summarising, surveying, comparing, analysing] (ACLTUC106 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Sustainability
  • viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo montage with recorded commentary for younger students
  • comparing information on a particular news event or topical issue as reported in newspapers or online discussions forums, identifying differences in perspectives reflected in choice of language and style of representation
  • conducting surveys and reporting on attitudes among peers and family members towards issues such as the impact of social media and technology on communication or environmental concerns, reporting back to the class on perceived differences in perspective
  • examining information obtained from different sources to analyse how young people are represented in the media, for example, by comparing letters to the editor about young people with postings on forums by young people
  • researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying the influence of factors such as geography, belief systems, climate, social and community environments on lifestyles and practices
  • creating and presenting critical analyses in oral or digital mode of media texts such as advertisements, promotional websites or documentarieswhich involve different representations of Turkish culture and experience
  • collecting examples of good news/success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, sharing their findings in formats such as digital displays or newsletter contributions
Present information collected from different sources that represents different perspectives on selected issues or activities, using appropriate modes of presentation to suit different contexts and purposes

[Key concepts: argument, opinion, action; Key processes: selecting, composing, presenting] (ACLTUC107 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • preparing and presenting an oral or multimodal report on an issue that invites different viewpoints, such as kız-erkek çocukların evdeki rolü, yaşlıların huzurevine gönderilmesi, identifying alternative perspectives and inviting discussion and debate
  • writing an article for a print or online magazine/newspaper with a specified audience in mind, for example, a film review for young learners of Turkish or a travel guide for young Turkish visitors planning a trip to Australia
  • creating texts to inform or promote events or community action, for example, a poster or web post to advertise a multicultural evening or a letter to a community newspaper to highlight a school fundraiser
  • creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language
  • explaining a procedure to a specified audience such as older or younger people, using supporting images, actions and gestures to highlight key elements and explain key terms, for example, rules of a sport or board game, elements of a video game, instructions on the care of a sick pet, procedure for a henna night

Creating

Respond to a range of traditional and contemporary creative and imaginative texts, describing settings, identifying key themes and values and discussing the representation of characters and events

[Key concepts: expression, themes, representation, values; Key processes: comparing, analysing, explaining, narrating; Key text types: stories, song lyrics, films, poetry, dance, diaries] (ACLTUC108 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • comparing themes, representation of characters, moral messages and social commentary in contemporary texts such as TV programs and popular song lyrics with those embodied in traditional texts such as fables or epic poems by Karacaoğlan and Köroğlu
  • viewing and listening to television series or songs, such as Türk dizileri, Türkçe pop şarkılar ve türküler, describing settings, identifying key events and themes and noticing elements that reflect cultural views or contexts
  • comparing their own life experiences with those depicted in traditional texts such as Nasreddin Hoca, Hababam Sınıfı filmleri, Aşık Veysel türküleri, identifying elements of human experience that apply across time, such as family, love, truth
  • discussing concepts such as courage, loyalty and social justice embodied in characters such as Karaoğlan, Köroğlu, Kara Murat, considering the relevance of such concepts and portrayals to their own lives
  • providing a live commentary of dance performances such as Silifkenin Yoğurdu, Harmandalı, Horon, Kıbrıs Çiftetellisi, interpreting movements, commenting on the significance of costume and adornments and interpreting messages conveyed through the performance
  • telling the story of Türk halıları ve kilimleri in their own words, comparing their individual interpretations of the design, symbols and colours in the rug
  • viewing performances of Mevlevi Dervişleri, using descriptive and expressive language to describe the rhythms and movements, commenting on the significance of costumes and interpreting key ‘messages’ of the performance
  • comparing responses to authentic texts related to Gelibolu and Çanakkale, such as songs, movies, photos, stories, diaries or letters, which reflect soldiers’ experiences from either Australian or Turkish perspectives
  • identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish mythologies, art and dance
  • responding to different genres of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme create mood and effect, and experimenting with imaginative and expressive language to create their own texts in these genres
Create imaginative texts in different modes and formats to entertain, convey ideas and express emotions for particular audiences

[Key concepts: adaptation, audience, characterisation, context; Key processes: creating, adapting, performing; Key text types: poems, stories, songs, skits] (ACLTUC109 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • working together to create imagined scenarios that involve contemporary versions of characters or events encountered in traditional Turkish literature or songs, such as Keloğlan Avustralya’da
  • creating stories about a fantasy character or context, using descriptive and expressive language suitable to engage younger learners
  • selecting an imaginative text that they enjoy, for example, an excerpt from a novel such as Çalıkuşu or a poem such as İstanbul’u Düşünüyorum, and adapting it to a different text genre, such as a rap or children’s story
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları, aile problemleri, bağımlılık
  • using digital resources such as Cartoon Story Maker to create imaginary characters in familiar situations associated with school or home contexts to entertain young learners
  • creating riddles to compete with and entertain each other, imitating the use of rhythm, rhyme and metaphor exemplified in riddles from traditional folktales

Translating

Translate and interpret a range of texts, including conversational exchanges, proverbs, media and literary texts, considering the role of culture when transferring meaning from one language to the other

[Key concepts: bilingualism, translation, interpretation, equivalence; Key processes: composing, interpreting, explaining] (ACLTUC110 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • recording, transcribing and translating short conversations between friends or family members from English into Turkish and vice versa, identifying words or expressions that either do not translate meaningfully, such as yuvarlanıp gidiyoruz, canıma tak dedi, yetti artık, or require no translation, for example, yoğurt, kebap
  • translating and glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)
  • interpreting elements of spoken texts for non-Turkish speakers, for example, by providing a commentary on an item presented at a class, school or community event, including explanations in English of culturally significant allusions, expressions and gestures
  • creating an English language commentary to a Turkish language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text for non-Turkish speaking Australians
  • comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between the two language versions
  • interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, explaining cultural connotations that are unfamiliar when translated directly into English
  • translating proverbs such as ağaç yaşken eğilir, ayağını yorganına göre uzat, explaining cultural allusions that do not translate meaningfully into English, and finding English language proverbs that express similar ideas or concepts
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning
Produce bilingual texts for the school or wider community, such as instructions, presentations, commentaries or contributions to newsletters that capture the experience of ‘living between languages’

[Key concepts: interculturality, multiculturalism, identity, fluidity; Key processes: reflecting, analysing, describing, comparing] (ACLTUC111 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both language communities
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, or a schedule for a multicultural event, noticing how information and representation is differently shaped in each language
  • creating bilingual texts to inform the local community of events such as a lunchtime concert, fundraising food stall or a display at a local library or gallery
  • composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries
  • providing bilingual commentaries to events such as a sports carnival or talent show
  • combining excerpts of interviews in Turkish and English with older community members about life stories and migration experiences with elements such asmusic, images or timelines to build a multimodal presentation for a community festival or multicultural event
  • writing/recording bilingual directions for a virtual tour of the school campus, discussing how to convey particular elements in the two languages

Reflecting

Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication

[Key concepts: interculturality, response, reflection, reciprocity; Key processes: reflecting, monitoring, comparing, discussing] (ACLTUC112 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
  • providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
  • keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
  • considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
  • reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons
Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking

[Key concepts: affiliation, identity, community, representation; Key processes: representing, discussing, reflecting] (ACLTUC113 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • discussing the inter-relationship of language, culture and identity, referencing their own relationship with different languages and with elements of Turkish and Australian cultural experience
  • considering the dynamic nature of both identity and culture, and reflecting on how identification with different communities and languages affects their sense of individual or group identity
  • comparing choices they consciously make in relation to values or practices typically associated with either Turkish or Australian traditions and priorities, such as social interactions with friends, relationships, educational experience, and considering how these choices both reflect and contribute to their sense of identity
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, considering, for example, in what respects they identify as Turkish or Australian, and whether these ways shift over time and according to context and situation
  • analysing the relationship between culture, identity and representation, for example, by comparing responses to media representations of cultural difference or diversity
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language in out-of-school contexts or on their degree of identification with language communities
  • identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları

Systems of language

Understand and apply features of the Turkish sound and writing systems, including pronunciation and spelling patterns, to produce different types of texts and to participate in extended interactions

[Key concepts: word building, pronunciation, stress, cohesion; Key processes: recognising, applying, glossing] (ACLTUU114 - Scootle )

  • Literacy
  • recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
  • using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
  • developing understanding of and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
  • developing a glossary of ICT terms and meanings, and using these in their own sentences and texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma
  • varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts
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

[Key concepts: grammatical systems, tenses, verb moods, sentence structure, cohesion; Key processes: understanding, classifying, applying] (ACLTUU115 - Scootle )

  • Literacy
  • 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
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

[Key concepts: genre, context, register, mode, audience; Key processes: analysing, comparing, composing] (ACLTUU116 - Scootle )

  • Literacy
  • Intercultural Understanding
  • identifying the intended purpose and audience of particular texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared to economical, factual language in product labelling or signage; and applying their understanding to the composition of their own texts
  • discussing the significance of particular types of texts that reflect cultural values or priorities, such as language and interactions associated with celebrations, for example, the use of dialogue and oath in Andımız and Gençliğin Atatürk’e Cevabı, or the adoption of terms from other languages in various expressions of popular culture such as artık trend topik olamayacağım
  • analysing persuasive texts such as advertisements, slogans or speeches, recognising the use of rhetorical devices and emotive language to engage the intended audience
  • composing spoken and written versions of a particular text type, such as an instruction or observation, to demonstrate how text mode determines selection of language features and text structure
  • identifying ways that texts achieve cohesion, for example, by explaining the effects of paragraphing or cohesive devices used to sequence and link ideas and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘İlk olarak, Bununla beraber, Bu nedenle’ gibi bağlaçlar
  • using knowledge of characteristic elements of particular types of texts to make meaning of unfamiliar content, for example, by recognising terms associated with time or place in airport announcements, or by ‘reading’ images as well as written text in advertisements

Language variation and change

Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English

[Key concepts: register, values, non-verbal communication; Key processes: identifying, explaining, comparing] (ACLTUU117 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat ödevlerini hep zamanında tamamladı
  • identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ and kusurumuza bakmayın lütfen, çok özür dilerim anneciğim, rica ederim, lafı mı olur!, ne olur affedin beni
  • identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, çok iğrenç! Bunları niye yıkamadın oğlum? Şunu da alır mısın yavrucuğum?
  • recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
  • analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or the use of ya at the beginning of spoken utterances
Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language

[Key concepts: change, social media, history, culture; Key processes: tracking, reflecting, discussing] (ACLTUU118 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • 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

Role of language and culture

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

[Key concepts: change, social practice, values, concepts, expression; Key processes: tracking, identifying, comparing, analysing] (ACLTUU119 - Scootle )

  • Personal and Social Capability
  • Intercultural Understanding
  • 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

Years 9 and 10 Achievement Standards

By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They use action-related and spontaneous language to engage in shared activities that involve brainstorming, transacting, negotiating, problem-solving and taking action, for example, Nasıl bir yöntem izleyelim? Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen. They offer opinions, for example, bana göre, and justify them, for example, şöyle ki, Haklısın ama bence …. They engage in structured discussions by asking and responding to questions, for example, görüşünü destekleyecek kanıtın var mı? and expressing agreement or disagreement, for example, seninle aynı fikirde değilim. When speaking, they apply the vowel elision rule to suffixes of multisyllabic words, the principles of word stress to pronounce unfamiliar words and phrases and intonation patterns, stress and tone to contribute to the cohesion of longer spoken texts. Students organise and classify information and ideas obtained from different sources, re-presenting content in new formats for different audiences. They convey information and perspectives using different modes of presentation appropriate to a variety of contexts and to achieve different purposes. They share their responses to a range of traditional and contemporary imaginative texts by describing key elements, including settings, themes and values and discussing the representation of characters and events. They use expressive, descriptive and evocative language to produce imaginative texts in a range of modes and formats selected to suit particular audiences. When writing, they identify and use a variety of verb moods, such as potential, for example, yazabilmek, koşabilmek, reflexive, for example, Tayla giyindi ve süslendi, reciprocal, for example, Babası ile araba için tartıştı, causative, for example, Dün kuaförde saçını boyattı and passive, for example, Pirinç ayıklandı ve pilav pişirildi. They use grammatical forms such as auxiliary verbs, for example, yardım etmek, namaz kılmak, ayıp olmak; particles, for example, karşı, gibi, beri, dek, kadar, üzere; and honorific forms, for example, Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Ablai, Hoca/Öğretmen, Bay/Bayan/. Students translate and interpret a range of texts from Turkish into English and vice versa, explaining how cultural elements affect meaning. They produce a range of multimodal resources in Turkish and English for the wider community which reflect the bilingual experience. They explain their language choices and communicative behaviours in different intercultural interactions and identify the adjustments they make according to context. They explain how language, culture and identity shape and reflect ways of communicating and thinking.

Students apply their understanding of the Turkish writing system, including spelling patterns, symbols, characters and punctuation, to express complex ideas and information and to engage in extended interactions. They use metalanguage to explain language forms, structures and conventions. They apply their understanding of texts to construct a range of written, spoken and multimodal texts, incorporating elements appropriate to culture and context. They explain how language use varies according to roles, relationships and contexts, and make comparisons with other languages, including English. They identify influences, such as technology and social media on Turkish and other languages, such as abbreviations in text messages, for example, nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol). They explain variations in their own language use in different contexts, the reciprocal and evolving nature of the relationship between language and culture, and how cultural experiences, values and identities are reflected in language.