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Elaboration (4) ACLTUC095

discussing whether they feel different when using Turkish in the classroom to how they feel when using it at home, for example, using standardised forms of Turkish in school

Elaboration (5) ACLTUC095

reflecting on ways in which different languages provide alternative ways of thinking or speaking about ideas or experiences

Elaboration ACLTUC096

discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours

reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities

Elaboration (2) ACLTUC096

considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others

Elaboration (3) ACLTUC096

discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking

Elaboration (4) ACLTUC096

reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English

Elaboration (5) ACLTUC096

discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

Elaboration ACLTUU097

identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish

Elaboration (1) ACLTUU097

recognising the use of yumuşak g (soft g) ğ only in the middle and end of words

Elaboration (2) ACLTUU097

recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta …

Elaboration (3) ACLTUU097

recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı

Elaboration (4) ACLTUU097

learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, …

Elaboration (5) ACLTUU097

applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a …

Elaboration ACLTUU098

understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?

Elaboration (1) ACLTUU098

learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, …

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