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Elaboration (5) ACLTUC076

translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, …

Elaboration (6) ACLTUC076

critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

Elaboration ACLTUC077

identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, …

Elaboration (1) ACLTUC077

explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin

Elaboration (2) ACLTUC077

identifying terms associated with particular 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 …

Elaboration (3) ACLTUC077

creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

Elaboration ACLTUC078

comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions

Elaboration (1) ACLTUC078

discussing the concept of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting

Elaboration (2) ACLTUC078

comparing ‘repair and recovery strategies’ that can be used to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, asking for repetition or clarification, rephrasing, considering …

Elaboration (3) ACLTUC078

considering which language they are more comfortable using when expressing particular feelings, ideas or experiences, for example, başından geçenleri anlatmak, korkmak, şaşırmak, üzülmek, heyecanlanmak, sayı saymak

Elaboration ACLTUC079

considering how languages carry cultural meanings that may not always be understood by speakers of other languages

Elaboration (1) ACLTUC079

discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language

Elaboration (2) ACLTUC079

exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation

Elaboration (3) ACLTUC079

reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages

Elaboration (4) ACLTUC079

creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions

Elaboration (5) ACLTUC079

comparing their responses to particular media representations of cultural difference or diversity

Elaboration (6) ACLTUC079

reflecting on how speakers of more than one language draw on a wider range of linguistic and cultural resources to make meaning of experience and to communicate with others

Elaboration ACLTUU080

understanding the use of lexical stress in Turkish, and the relation 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, …

Elaboration (1) ACLTUU080

experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor

Elaboration (2) ACLTUU080

using elision in informal interactions, for example, napcaz? gelcen mi? naber?

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Curriculum Elements Types