Years 7-8 Turkish Syllabus
Years 7-8 Syllabus
Years 7-8 Band Level Description
In Years 7 and 8, Turkish language learning builds on each student’s prior learning and experiences. Students use Turkish language, in person or via digital access within and beyond the classroom. Background-language learners and second-language learners may interact and collaborate within and beyond the classroom to facilitate learning. Students listen, speak, read, view and write to exchange information, ideas and opinions about their worlds. They work increasingly independently, individually and in groups, and continue to receive feedback and support from peers and teachers as required. Students access a range of spoken, written and multimodal texts from an increasing range of authentic traditional and contemporary sources which may include audio and video clips, online magazines, advertisements, stories and articles. Background-language learners may source texts and other resources from their local community to share with peers. Students use their English and/or Turkish literacy knowledge of metalanguage in an increasing range of contexts to reflect on similarities and differences between Turkish and English language structures and features. They recognise that language choices reflect cultural identity, beliefs and values.
Years 7-8 Achievement Standard
By the end of Year 8, students initiate and maintain interactions in Turkish language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Turkish to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts.
Students apply the conventions of spoken Turkish to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of Turkish text, using metalanguage. They reflect on how the Turkish language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content Descriptions
Interacting in Turkish
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
- using fillers, asking for clarification, requesting more details or how to spell or say a word, phrase or expression in Turkish to sustain interaction, for example, Eee? Anlayamadım, biraz daha açıklar mısınız? Biraz daha detay verebilir misiniz? O kelimeyi ird aha söyler misiniz? Yapma ya! Öyle mi? Gerçekten mi?
- comparing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, batıl inançlar, misafirperverlik (konukseverlik)
- sharing significant events or milestones in their lives as members of a multicultural society and comparing with those of their peers, for example, Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş, düğünler
- initiating written exchanges such as writing to a student in a Turkish-speaking community, requesting information and responding appropriately, for example, Sevgili … Sana … hakkında ... bilgi almak için yazıyorum. Bana yardımcı olur musun? Mektubuma cevap verdiğin için teşekkür ederim. Paylaştığın bilgiler çok işime yaradı.
- sharing opinions about issues of shared interest, such as parental expectations, peer pressure or standing up for self and others, identifying points of consensus or disagreement, for example, Annem işlerimi çabucak ve zamanında yapmamı ister ama babam bu konuda biraz daha esnek. Akran baskısı negatif yönde olduğunda gençler zarar görebilir. Farklılıklarımızı birbirimizi kırmadan konuşup ortak yolu bulmaya çalışmalıyız.
- acknowledging others’ ideas and opinions and indicating agreement or disagreement in non-judgemental ways, for example, Sana katılıyorum ama… Seninle tamamen aynı fikirdeyim. Sana katılmıyorum çünkü… Ben aynı fikirde değilim
- engaging in face-to-face or secure online discussions about shared interests, from different contexts and perspectives, for example, fashion, healthy eating, music, dance, sports, online language learning tools or experiences such as being part of different friendships and interest groups using Turkish and English
- contributing to posts on secure websites or secure online forums which provide examples of challenges involved in bilingual communication in Turkish or English, for example, sayings such as ‘to cost an arm and a leg’, ‘snags’ and ‘good on you!’ versus ateş pahası, ekmek arası, aferin!
- using descriptive and expressive language to encourage feedback and to express empathy or indicate agreement or opinion, for example, Nasıl sence bu yazı? Böyle iyi olmuş mu? Çok mantıklı geliyor. Ne hissettiğini anlayabiliyorum. Katılıyorum. Haklısın. Bence bu doğru. Devam et iyi gidiyorsun.
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
- organising class events, for example, a lunch, an important event or a performance
- planning an advertising campaign to improve outcomes for young people, for example, to encourage reading, exercising, taking up a hobby, improving technology literacy or promoting the importance of keeping their mother tongue or home language(s) alive
- making a video or multimodal presentation to exchange information about the area in which they live and places of significance for them, for example, Doğduğum ev/hastane. Okula ilk başladığım semt. Futbola ilk başladığım kulüp.
- participating in a collaborative project such as contributing to a school newsletter, secure blog or making posters to promote awareness and understanding of an important issue for the school community, for example, Okul bülteni için bir makale yazabilirim. Bence bu konuya blogunda yer vermelisin.
- participating in simulated transactions and negotiations such as to purchase clothing, souvenirs or transport, for example, Bunun fiyatı ne kadar? En son kaça verirsiniz? Bu çok pahalı! Biraz indirim yapabilir misiniz?
- planning and collaborating in popular activities and events for young people from Turkish-speaking backgrounds, for example, music concerts, sports, cultural festivals, youth camps, exhibitions and celebrations
- planning interviews with Turkish-speaking residents in nursing homes, on various topics such as migration, life experiences in Australia, career choices and family history, and preparing a presentation using digital tools and apps
- connecting with peers to promote Turkish language and culture in local libraries and primary schools
- creating resources collaboratively to help others, such as compiling helpful hints for new students, a guide for those travelling to Türkiye for the first time, or a step-by-step instruction sheet for teaching a new skill
- creating shared reference resources to support class projects on different topics such as health, environment, science, geography, tourism, and classifying information according to concepts
Mediating meaning in and between languages
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
- listening to or reading about issues that concern young people in Turkish-speaking communities, and expressing opinions and feelings
- listening to or viewing informative texts such as television documentaries or feature articles, and noting key words, specialised terms or points of information to reuse in their own newsflash or article
- conducting research into aspects of Turkish life to produce a multimodal presentation for a school event
- listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Turkish
- using the internet responsibly to research, or using secure digital tools to engage with Turkish-speaking students around the world to discover young people’s lifestyles across cultures and contexts, and comparing information to identify the influence of factors such as geography, climate, and social and community environment
- gathering information about well-known people in fields such as sports, entertainment, pop culture, the arts or history, to create a profile to present to their peers
- listening to popular song lyrics or viewing current television programs and comparing representations, values and social commentary with those conveyed in traditional short stories such as Kaşağı or Eskici, and novels such as Çalıkuşu or Hababam Sınıfı
- discussing television series or songs, such as Türk dizileri, Türkçe pop, şarkılar ve türküler, identifying either shifts in social or cultural attitudes from those reflected in traditional texts, such as efsane or evidence of continuing values across time
- watching Turkish Yeşilçam movies and taking notes to participate in classroom discussions regarding similarities and differences with movies produced today
- creating a shared database of information produced in different media which reflects Turkish lifestyles over different times and contexts, classifying material in domains such as fashion, family, leisure, sport, work or culture
interpret and adjust non-verbal, spoken and written language to convey meaning in Turkish language in familiar and some unfamiliar cultural contexts
- paraphrasing words or expressions that require cultural knowledge of events or personal celebrations, such as kına gecesi, noting the dangers of literal translation, for example, Çay, kahve alır mısın? Instead of Çay, kahve içer misin?
- identifying language associated with cultural categories such as family life, clothing or superstitions when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
- translating short excerpts of folktales, stories, songs or plays into English, demonstrating how some cultural elements cannot be translated literally, for example, the opening rhymes of fairy tales such as Bir varmış, bir yokmuş. Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken… or the closing of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara.
- comparing versions of fairy tales such as Snow White, Little Red Riding Hood and Cinderella in Turkish, noticing challenges related to the use of tenses such as miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
- noticing variations in language use according to context and relationship, for example, by identifying differences in exchanges in English such as, “Apologies for any inconvenience caused”, “Not at all”, “Sorry mate”, “No worries” and in Turkish, Kusurumuza bakmayın lütfen. Çok özür dilerim anneciğim. Rica ederim. Lafı mı olur? Ne olur affedin beni!
- comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by bilingual print or digital dictionaries, discussing reasons for variations and discrepancies
- recognising features of language used in different texts which identify the intended purpose and audience, for example, Beğenmiyorum. Hiç beğenmedim. Bu hoşuma gitti. Tam bana göre!
- considering why some topics of conversation such as duygular, saygı göstermek may be approached differently in Turkish and English, and adjusting language appropriately
- identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, boş yapmak sallamak
- analysing how Turkish proverbs and idioms are used differently in different text types and modes of delivery, for example, fıkralar, hikayeler, mektuplar or resmi konuşmalar
- interpreting language samples that show how people vary their language based on their relationships with others, different situations, social status and cultural backgrounds, for example, language used by teachers to students, students to students, politicians’ speeches to electorate
- recognising features of language used in different texts which identify intended purpose and audience, for example, Beğenmiyorum. Hiç beğenmedim. Bu hoşuma gitti. Tam bana göre!
- identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, for example, from the stories of Hacıvat ve Karagöz, the words sadaka and mirasyedi; from Dilenci Hacıvat, the phrase avucunu yalamak; from Parayı Kim Buldu? The expression Ellerin dert görmesin
Creating text in Turkish
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
- presenting information gathered from different media sources to raise awareness or invite action on a social or community issue such as language learning in Australia, a healthy lifestyle, or environmental pollution, using a combination of print, sound, visual images and hyperlinks
- reporting on good news items, such as successful fundraising activities, academic or sporting achievements, via posts on the school website or segments on local radio
- combining modes of presentation such as displays, videos or music to present an overview of Turkish cultural themes such as family life, hospitality and marriage
- creating a print or digital poster in Turkish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish cultural and national celebrations
- developing a glossary of ICT terms and using the terms in their own texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı,aktarma, sanal alem, uygulama, tablet, özçekim
- creating menus or programs for Turkish-themed events, with key items or information in Turkish and explanatory footnotes or glossaries in English
- collaborating with peers to create imagined scenarios between contemporary versions of characters or events encountered in traditional Turkish literature or songs
- selecting an imaginative text that they enjoy, such as a poem or song, and adapting it to a different text genre, such as a rap or children’s story, for example, Süt içtim dilim yandı, Mavi Boncuk, Sev kardeşim, Domates biber patlıcan- Barış Manço
- creating texts to share with younger learners, such as big books, comics or Vokis, incorporating humorous and expressive language
- planning and performing a short play or skits which contain references to familiar stories, legends, drama or film scripts
- telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
- experimenting with alliteration, repetition and word play by creating their own poems, raps or songs on selected topics, such as mevsimler, milli bayramlar
Understanding systems of language
apply knowledge of conventions of spoken Turkish to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
- applying the vowel elision rule in 2-syllable words and understanding how this is related to suffixes, for example, burun-burnu, beyin-beyni, göğüs- göğsü, karın-karnı and oğul-oğlu
- understanding sound assimilation in spoken Turkish which does not exist in the written form, for example, the written word şarj is pronounced şarz, herkes is pronounced herkez and eczane is pronounced ezzane
- practising pronunciation of vowels and consonant clusters in loan words, for example, the stress and pronunciation of vowels in mükemmel and consonant clusters tr- in tren,-ks- in faksla, sp- in spor, and pl- in plaj
- identifying the different use of homophones in Turkish, learning how these affect meaning in sentences, for example, gül, yüz, dolu, ben, aç and çay
- experimenting with rhythm and tempo in recitation of poems and ballads, developing understanding of the function of stress and applying it to unfamiliar words and phrases in more complex sentences and texts
apply understanding of grammatical structures and expressions to compose and respond to texts
- applying reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi. (reflexive), Maçtan sonra arkadaşı ile buluştu. (reciprocal), Dün kuaförde saçını kestirdi. (causative), Bugün işten kovuldu. (passive)
- applying formal and informal second person singular forms -n and -n(ı)z, for example, Yemeğin hazır! Yemeğiniz hazır! And second person pronouns, sen and siz
- understanding and using the 3 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
- using more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, , yani, -e göre as in Ayşe hem telefonda konuşur hem de bilgisayarda oyun oynar. Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
- using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? O da gelmesin mi?
- conjugating verbs in different tenses to form new words and phrases, for example, Açıkladım. Açıklayacaklar. İyi açıklıyor. Açıklamış.
- using different auxiliary verbs formed by adding verbs such as etmek, kalmak and olmak to nouns and attaching them to single-syllable words, for example, yardım etmek,affetmek, geç kalmak,sessiz kalmak, kaybolmak hasta olmak
- using different types of formal and informal honorific forms, such as Hanım/Bey, Amca/Teyze, Hanımefendi/Beyefendi, Sayın, Abi/Ağabey/Abla, Hoca/Öğretmen, Bay/Bayan
reflect on similarities and differences between Turkish and English language structures and features, using metalanguage
- developing metalanguage for identifying and explaining different types of sentence structures relating to grammatical functions such as subject, object and predicate and comparing with English
- recognising the format and stylistic conventions of different Turkish and English texts, such as addressing audience in formal and informal speeches, letters, emails and signing off
- understanding how Turkish and English texts achieve cohesion by using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, Öncelikle, Sonuç olarak, Bu yüzden gibi bağlaçlar
- applying their understanding of key features of familiar types of Turkish and English texts to understand unfamiliar content, for example, in print and digital public announcements, commercials, advertisements or itineraries
- comparing examples of text types in Turkish and English, such as horoscopes, advertisements or weather forecasts, explaining their choice of particular language and texts
- analysing how texts in Turkish and English establish register by identifying words and expressions that suggest degrees of formality, audience and context, for example, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first-person diminutives, -c(i)ğ(i)m (anneciğim) with bey-bey amcacığım or hanım teyzeciğim and with canım-canım teyzeciğim, kuzucuklarım and canım kuzucuklarım
Understanding the interrelationship of language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values
- sharing understandings of what culture is and of how it relates to language and to identity, using statements such as Kültür … demektir, Kültür … oluşur. Kültür ve dil bir milletin en önemli özelliklerindendir. Kültür dili, dil kültürü yaratır
- identifying how words, expressions and actions reflect relationships and social hierarchies in Turkish and considering how concepts such as respect and hierarchy are expressed in English, for example, the use of titles such as bey/hanım, usta, çırak, muavin, yardımcı, paşa, öğretmen, hoca
- reflecting on significant cultural experiences or events for example, köy düğünleri, misafirperverlik, imece, komşuluk ilişkileri, geleneksel kışlık yiyecek hazırlıkları
- examining, in Turkish or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to language variation across Turkish-speaking countries and regions/regional dialects
- explaining aspects of Australian lifestyles and terminology to Turkish-speaking friends and relatives, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair dinkum’ or ‘no worries!’
- analysing humorous bilingual texts, such as comics, stories or dialogues between Turkish-speaking characters in Australia
- researching culturally-important symbols and how they relate to identity and national pride, such as symbols from historical events or in myths and legends