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Turkish Preparatory Program

NÛN SCHOOLS TURKISH LANGUAGE PROFICIENCY LEVEL

The Turkish language proficiency of international students who are admitted to study at NÛN Schools is determined using the six-point scale (A1-A2-B1-B2-C1) by the Common European Framework of Reference for Languages.

Required Turkish language proficiency level at primary, middle, and high school grades varies according to age and educational equivalence.

The examination is applied by the Examination Commission of the Turkish Teaching Coordination Office to assess language proficiency levels during enrollment. Exam questions are prepared and held by the institution, taking various Turkish Proficiency Exams (TYS) developed by different institutes as examples.

TURKISH LANGUAGE PLACEMENT AND PROFICIENCY EXAM

The language proficiency exam is applied to determine the four basic language skills (reading, writing, listening, and speaking) and evaluated according to the scoring rubric created by the joint studies of the Assessment and Evaluation Unit and the Turkish Teaching Coordination Department. Then, students are either placed in appropriate groups of their language levels or receive differentiation lessons.

Students are placed in a class by their exam results and equivalence certificates. While the students continue their education with their peers, they also take a Turkish differentiation lesson with a Turkish Teacher for International Students. At the end of primary school, students are required to achieve the language level determined by the institution in the Turkish Language Proficiency exam then they will be entitled to continue studying with their peers at middle school.

A student falls below the required level in the exam re-enters the Turkish Proficiency Exam before enrolling in high school, following the study suggestions prepared by the school with the support of the parent or by participating in another support program. If the student cannot achieve the specified level of Turkish in this exam, he/she must attend the Turkish Preparatory Class at NÛN High School.

END OF THE YEAR LANGUAGE PROFICIENCY EXAM

Our students continue their Turkish education with differentiations in preparatory Turkish class or intermediate classes within the framework of their needs and levels determined at the beginning of the academic year.

As of the end of the year, B2 level Turkish proficiency is expected in the Turkish Placement Exam, which will be applied to High School Turkish Preparatory students in June.

Exams are based on four basic skills. Questions are prepared and held by the institution, taking various Turkish Proficiency Exams (TYS) developed by different institutes as examples.

ACADEMIC STUDIES

For our students who will continue to Turkish class, our students are trained within the framework of four basic skills. A planning is carried out in compliance with the lesson planning determined by the Ministry of National Education for the preparatory class group. Accordingly, our students, who are mainly included in Turkish lessons, study with a curriculum that will support them academically for the next year while continuing Reading, Writing, Speaking and Listening classes. Students attend Turkish, English, Arabic, Mathematics, Physics, Chemistry, Biology, Computer Science, Religious Studies, Art, and Physical Education classes where their language acquisition skills are monitored within the school facilities. In this way, a plan is created to serve the academic process in which the students will involve later.

DIFFERENTIATION AND ENRICHMENT PROGRAMS

Depending on the level of the students (the student may have reached an advanced level or fell behind the class), one-on-one studies are planned and carried out during office hours following their weekly needs.

The student is supported by individualized resources, course contents, and assignments for students who are more advanced or backward level than their classmates.

ORIENTATION PROGRAMS

The International Student Office, with the support of the guidance unit and the school administration, conducts a school tour with the students at the beginning of the year. Units are introduced one by one. The students are informed about the teams, their duties, and to whom to reach out in case of any problem. For this purpose, small handbooks are created and shared with students.

Students are introduced to the “Cultural Ambassadors” group of teachers and the “Peer Guides” group of students at the beginning of the academic year. These units help the student to get to know the facilities, school culture, educational understanding better, and support them to not to feel lonely.

MAINSTREAMING

Cultural Ambassadors and Peer Guides also support in this work. As students progress in the language, they become involved in the appropriate subjects and lessons in different classes with their peers and socialize with them.

They increase social sharing by participating in school trips with their peers in other classes.

They are included in the general commemoration and celebration programs of the school and cultural events.

In addition to getting to know the Turkish culture, they also introduce their own cultures and contribute to intra-school cultural sharing.