Elaboration ACLTUU051

understanding that people interpret and respond to intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas or beh …

Elaboration | ACLTUU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU050

understanding that languages constantly expand to include new words and expressions, due to influences such as changing technologies, digital media and intercultural exchange, for example, e-posta, yazıcı, tarayıcı, çevrimiçi; and that they sometimes …

Elaboration (2) | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 5 and 6 Turkish

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC044

Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating[Key concepts: code-switching, intercultural communication, language domains; Key processes: …

Elaborations ScOT Terms

ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU046

Understand the relationships between intonation and stress in Turkish, and apply this understanding to their own written and spoken language and meaning-making[Key concepts: accent, emphasis, vowel harmony, discrimination; Key processes: understanding, …

Elaborations ScOT Terms

ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU050

understanding causes and effects of historical developments and reforms to the Turkish language, such as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in 1928

Elaboration (1) | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC037

Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback[Key concepts: classroom interaction, debate, responsibility; Key processes: questioning, …

Elaborations ScOT Terms

ACLTUC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU046

understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!

Elaboration (2) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU046

recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr

Elaboration | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU046

understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin

Elaboration (3) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU049

understanding that the use of honorifics such as Ali Ağabey (Abi), Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness

Elaboration (2) | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU046

understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm

Elaboration (1) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU049

understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such …

Elaboration | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU048

understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths …

Elaboration (3) | ACLTUU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum