AC9LT2C04 Years 1 to 2 Languages

Content descriptor notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines

Elaborations

• • Elaboration recognisng Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
• • Elaboration identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class
• • Elaboration identifying the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as Alfabe Şarkısı ‘ABC Song’, Yağ satarım bal satarım ‘Duck duck goose’, Ali Baba’nın Çiftliği ‘Old MacDonald’ and Tembel Çocuk Kalksana ‘Are you sleeping?’
• • Elaboration noticing words or expressions in Turkish that are not easy to translate into English for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!
• • Elaboration understanding that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
• • Elaboration making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey cultural ideas, for example, sınıf etiketleri, selamlaşma, geleneksel çocuk oyunları