A purpose for using the language
Our Turkish learning approach
Recognizing a word, asking a question with it and expressing an idea are different tasks. Our approach considers your child’s language experience alongside what they want to communicate.
Age shapes topics; experience informs support
Two children of the same age can have different relationships with Turkish. Topics can remain age-appropriate while question length, visual support and expected responses are considered around the starting point.
Different starting points across skills
Listening, speaking, reading and writing experience may differ. A task can connect more than one skill meaningfully, such as discussing a short text.
- Study a picture and prepare a question
- Listen to a short story and suggest what happens next
- Make a note of a choice and explain it aloud
Use familiar language again
A word might appear in a picture, return in a request and later become part of a story. Repetition can then involve different communication purposes rather than simply reading the same list again.
Questions on your mind
Does every child do the same activities?
Age, current Turkish use and participation are considered. The activities here illustrate the approach and are not a fixed sequence for every child.
Is writing considered as well as speaking?
Reading and writing are considered according to age and experience. Spoken and visual participation may be prominent for younger children, while literacy may be a distinct need for others.
How do we decide where to begin?
Brief starting information and interaction in the gift intro lesson help the teacher get to know your child. You can also discuss questions with our education team.
Let’s talk!
Take the first step for your child
Discuss your questions about lessons or teacher choice with our education coordinator, or go straight to an intro lesson.
