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- Turkish - Australian Curriculum
- Turkish - Australia Curriculum
- Turkish - Foundation to Year 10
- Years 9-10 Turkish Syllabus
- 9-10 Content Descriptions - Understanding language and culture
- 9-10 Strand Understanding language and culture
9-10 Strand Understanding language and culture
Understanding systems of language
apply features and conventions of spoken Turkish to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
- understanding the use of lexical stress in Turkish, and the relationship between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
- using elision in informal interactions, for example, Napcaz? Gelcen mi? Naber?
- experimenting with different registers, vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, such as speeches, songs, letters to the editor
- knowing when to pause and what tone to use for required effects such as emphasis or persuasion
- identifying and applying features such as repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
- using challenging word combinations in spoken Turkish tongue twisters, for example, Kartal kalkar dal sarkar, dal sarkar kartal kalkar.
- experimenting with intonation and stress, improving coherence and increasing expressive range by reading out loud from unfamiliar texts, such as newspapers, novels, reports
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
- applying knowledge of a range of noun, verb and adjective endings, such as -daş, -lik and -cı, -li that can be used to form new words, for example, yoldaş, kalemlik, simitçi, özenli
- using compound words, for example, hanımeli, kahvaltı, başrol, denizaltı, yapboz
- using nominal compounds, for example, cep telefonu, yolun sonu, okul çantası, Türkiye Cumhuriyeti
- learning about nominalisation to form complex words such as iş deneyimleri, çocuk gelişimi, test çözme teknikleri in a range of sentence structures
- identifying how adverbs/determiners are used for describing people, places and objects, for example, Çamaşırlar kar gibi beyaz oldu. Kendimi turp gibi hissediyorum. Çocuk gibi ağladı. Buz gibi su içtim. Saray gibi bir evde yaşıyor. Senin kadar temiz kalpli bir insan görmedim.
- analysing how some adverbs derived from verbs, and adverbial phrases can modify time and manner of action, for example, the adverb arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, as in koşarak geldi, gülerek gitti; and adding the suffix -ce/-ca to the adjective as in dikkatlice and hızlıca
- distinguishing between the different uses of de as a suffix and a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de senin olsun. Arabada ve evde sigara içmek yasaktır.
- explaining different uses of the suffix ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki; and as a conjunction as in halbuki, mademki, oysaki, görüyorum ki, biliyorum ki, tabii ki
- analysing the use of optative endings –(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
- distinguishing between the use of the simple past tense -di, as in, geldi, gitti and the evidential past tense miş, as in gelmiş,gitmiş,uyuyormuş
- comparing the use of the progressive form –(i)yor and the simple present –(i)r and past tense -d(i) of verbs that describe actions, for example, geliyorum, gelirim, geldim
- using a range of complex and complex-compound sentences with different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıkmış. Ali yola çıkmadan önce eşyalarını topladı ve odasını temizledi.
- using subordinate clauses, for example, Cumartesi oynanan maçta Atatürk Kupası’nı kazanan Beşiktaş, Galatasaray’ı 89’uncu dakikada 1-0 yenerek kupayı 5’inci kez evine götüren takımoldu.
reflect on and evaluate Turkish texts, using metalanguage to analyse language structures and features
- explaining their selection of vocabulary and grammatical and textual features in terms of their intended purpose and audience when composing texts such as emails, songs, slogans or public signs
- comparing linguistic structures and features in spoken and written texts such as media, television, advertisements, face-to-face conversations and emails
- identifying and analysing literary devices such as hyperbole and metaphor, and considering imagery, humour, music and techniques such as camera angles used in contemporary drama, television programs, poetry and film and reflecting on the effect in texts
- analysing the use of rhetorical devices in texts such as advertisements, editorials or political speeches, identifying culturally specific features and experimenting with similar devices in their own spoken and written communication
- comparing language features of Turkish and English versions of a news headline or a school report, noting differences that appear to be culturally significant
- analysing how spoken, written and digital texts convey cultural as well as factual information, for example, by identifying priorities and perspectives in regional news headlines, local-community announcements, advertisements or notices in public spaces such as Bergama’daki çevre problemi
Understanding the interrelationship of language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- discussing whether being bilingual or multilingual contributes to a more flexible sense of identity in ways that involve culture as well as language
- exploring how ways of thinking, communicating and behaving reflect identity, for example, by noticing when they identify with more than one cultural identity, and how these shifts vary according to context and situation
- identifying protocols associated with the use of language, body language and gestures when using Turkish which are different from those used by people from other language backgrounds, for example, waiting until the eldest person starts to eat or waiting until guests sit down before sitting down yourself
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations’ Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
- tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla
- exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
- identifying differences in interaction patterns, forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kuşak çatışması, kadın-erkek eşitliği, sınıf ayrımı
- identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability
- identifying how political leaders and language policies can change or promote values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
- analysing cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet, sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
- identifying traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, Rica ederim. Başka bir arzunuz var mı? Başımızın üstünde yeriniz var. Ne zahmeti canım! Yine bekleriz!
- identifying terms associated with elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
- identifying perspectives or values reflected in Turkish song lyrics, poems, expressions and idioms, such as Kırk fırın ekmek yemen lazım. Gel kim olursan ol gel. Saçlarımı süpürge ettim. Tanrı misafiri, misafir odası and comparing them with values expressed in similar text types in Australian English