Begin by getting to know your child
Your child’s Turkish starting point
Your child may follow family conversations while finding writing less familiar. Looking at what they do in particular situations gives a more useful picture than a single broad label.
Observations from everyday life
Brief, concrete examples help the teacher. You can describe what your child does independently, when they ask for a prompt and which subjects they enjoy discussing.
- How do they follow an instruction in Turkish?
- In which language and how fully do they describe an event?
- What do they do when they encounter written Turkish?
Your family’s language world
Home languages, relationships with relatives and experiences with Turkish books or conversation can differ widely. Discussing them helps identify the resources a child already brings to learning.
From observation to a next step
The intro lesson lets the teacher observe interaction while your family experiences the approach. You can then discuss a concrete need, such as asking questions, expanding an explanation or beginning to read.
Questions on your mind
Why is age alone not enough?
Children of the same age may use Turkish with different people and at different frequencies. Age guides content choices, while experience informs the support needed at the start.
Is the first form a level test?
No. Brief information helps the teacher prepare. One form response does not represent all of your child’s Turkish skills.
How should we share our observations?
Short, everyday examples are enough. Share their interests, who they use Turkish with and the question that matters most to your family.
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.
