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5-6 Strand Communicating meaning in Turkish

Interacting in Turkish

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

AC9LT6C01

  • exchanging information about significant people, such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Babamın azmine hayranım. Berna’nın kahverengi saçları vardır. O, çok çalışkandır.
  • agreeing, or disagreeing politely with each other’s opinions or negotiating changes when working together and discussing topics related to the school environment and their personal worlds, for example, Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ne tercih edersiniz? Şöyle yaparsak… daha iyi olur.
  • sharing information about social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi.
  • participating in online exchanges such as secure video blogs with sister schools in Türkiye or other Turkish-speaking contexts, comparing interests, routines and social activities
  • exchanging written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?
  • interacting during group learning experiences by asking each other questions, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Ne dersiniz?
  • conducting a simulated interview with someone they consider a role model such as, a sports figure, a musician, artist, teacher, family or friend, for example, Kendinizi kısaca tanıtır mısınız? …a ilginiz ne zaman başladı
  • providing each other with feedback about their learning experiences, giving advice or reminders, for example, Süper! Harika! Mükemmel! Unutma! Çok zor!

Literacy

Intercultural understanding

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

AC9LT6C02

  • exchanging information to organise a meeting with friends, discussing where and when it will take place, for example, Yarın kaçta buluşalım? Toplantı için hangi tarih ve yer sizin için uygundur? Kimler katılacak?
  • planning and creating displays or resources such as timelines, schedules, posters or school and community events
  • making print or digital invitations and arrangements for a shared event or experience such as a class party, special Turkish-speaking visitors or a film afternoon
  • planning a real or imagined trip to Türkiye, agreeing on itinerary and packing list, for example, Bu yaz Türkiye’ye gidip Bodrum’da tatil yapacağım. Yanına mutlaka güneş kremi almalısın.
  • participating in and adapting scenarios related to purchasing goods and services such as bargaining scenarios, buying souvenirs or ordering food, for example, Aa bu çok pahalıymış! En son kaça olur? İki ayran iki de döner dürüm alabilir miyiz?
  • planning a campaign, for example, to introduce healthy Turkish food at the school’s multicultural event(s), raise awareness about pollution or to promote harmony and positive relationships, and creating posters, pamphlets and flyers or making presentations to the class, parents and school community members
  • planning for a Turkish-speaking guest interview by developing a list of questions such as Kendinizi tanıtır mısınız? İlgi alanlarınız nelerdir?
  • preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, and Ramazan manileri, to present to younger students at a community event or school assembly

Literacy

Personal and social capability

Mediating meaning in and between languages

locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose

AC9LT6C03

  • gathering and comparing information from different sources on topics such as family life, cultural trends, changing social behaviours, community or schooling in Turkish and Australian contexts
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, water, bush care, ecosystem, wildlife
  • consulting online catalogues and websites, comparing prices and values, discussing intended purchases and budgeting for hypothetical shopping expeditions, for example, İndirimli satışlar varmış. Bu çok pahalı! Bu hem daha ucuz ve kaliteli.
  • listening to, or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Turkish
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context
  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track a sequence of events
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti … Ben de benzer bir olay yaşadım …
  • conducting interviews with family members or friends to collect stories of migration to Australia, and then identifying words and expressions that reflect important values and feelings, such as gurbet, sıla, özlem, heyecan, güvenlik, dostluk, komşuluk

Literacy

Critical and creative thinking

apply strategies to interpret and convey meaning in Turkish language in familiar non-verbal, spoken and written cultural contexts

AC9LT6C04

  • gathering information from a range of print and digital resources about social and cultural activities in their community, making a list of terms, expressions such as Bayramınız kutlu olsun! Geçmiş olsun! Kolay gelsin!Tebrik ederim!, or behaviours such as welcoming the guests by standing up and waiting for those older than themselves to start eating
  • identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yogurt
  • identifying loan words and phrases used in domains, such as food, music or social media and discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of İnternet sitesi, rap yapmak, fast food, part-time, miting
  • finding expressions used in advertisements, shop signs or folktales in English that convey similar meanings to Turkish phrases such as ateş pahası, darısı başına, kulakları çınlamak, pabucu dama atılmak, demli çay
  • explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations such as gözüne girmek, dikkat kesilmek, dolap çevirmek
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal
  • considering English words and expressions used in other curriculum areas, such as drought, bushfires, famine, flood, snowstorm, and earthquakes, and applying strategies to convey the meaning in Turkish, for example, kuraklık, orman yangınları, açlık, kıtlık, sel, kar fırtınası, depremler
  • understanding how language is adapted to reflect levels of politeness and formality, and to reflect relationship, age and intention, for example, comparisons such as: using the pronoun siz and the second plural indicator -iz to indicate greater politeness in requests such as Gelir misiniz lütfen? rather than Gelsene; using titles such as Hanım/Bey/ Sayın instead of sevgili, canım, and using first names to address family and friends in informal letters
  • using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacivat or Nasrettin Hoca, identifying key messages and amusing moments
  • collecting examples of proverbs used in their families and discussing how to explain their meaning to non-Turkish speaking friends, for example, Damlaya damlaya göl olur. Ağaç yaş iken eğilir. Güneş giren eve doktor girmez... Denize düşen yılana sarılır.
  • reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this, for example, offering cologne to guests to refresh themselves may be misinterpreted by non-Turkish visitors

Literacy

Intercultural understanding

Creating text in Turkish

create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type

AC9LT6C05

  • presenting information related to elements of Turkish lifestyles and culture to students in the school who are not learning Turkish, for example, kırsal ve kentsel yaşam, Türk hamamı, Türk kahvesi, geleneksel el sanatları, halk dansları
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world highlighting aspects such as local facilities and places of interest
  • creating a class print or digital poster, locating and describing, in Turkish, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
  • creating a poster for young people to promote upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
  • assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
  • creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language
  • creating their own lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir and Tin Tin Tini Mini Hanım
  • creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing descriptions of physical appearance and character traits, and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty, for example, Ağustos Böceği ile Karınca, Kaplumbağa ile Tavşan, Karga ile Tilki
  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • creating and performing texts to entertain others, incorporating elements such as dance, mime, singing and narration, and referencing values and traditions associated with Turkish communities

Literacy

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