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noticing which language they are more comfortable in and choose to use in particular situations, for example, at home or on the phone with grandparents, at bayram or in the playground
identifying language or behaviours that fit well in their Turkish family or community context but not in other contexts or situations, for example, kissing hands of older people and receiving spending money during bayram
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
considering whether they feel different when using Turkish in the classroom to how they feel when using it at home
reflecting on their impressions of cultural differences when viewing images, video clips, singing songs, dancing or listening to stories from Turkish-speaking regions, responding to teacher prompts such as Neyi farkettiniz? Neden öyle düşünüyorsun? Farklılıkları ve benzerlikleri nelerdir?