AC9L1RF10U04 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

understand and apply protocols associated with language learning and language using in cultural contexts

Elaborations

• 1 using existing structures such as suffixes to language build and create new words or phrases and to make new meaning
• 2 applying culturally-appropriate protocols to consult with Elders and/or community members regarding processes used to access and build vocabulary, phrases and linguistic structures in [Language], for example, accessing language use of neighbouring cultural groups
• 3 understanding what resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
• 4 investigating the current status of Aboriginal languages and Torres Strait Islander languages and understanding why some language are endangered or critically endangered, some need to be reclaimed/revived and others are strong and vibrant
• 5 investigating language reclamation and revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to Elders and local communities
• 6 understanding the importance of intergenerational collaboration in reclaiming and reviving languages, and discussing some of the associated challenges and successes
• 7 analysing, in collaboration with Custodians of [Language], the authenticity of historical sources used in language building and discuss their strengths and limitations
• 8 researching the impact of historical events, government policies and legislation on Aboriginal languages and Torres Strait Islander languages
• 9 investigating/researching the protocols for receiving, transferring and publishing linguistic resources
• 10 using culturally-appropriate protocols when engaging with and learning from First Nations Elders, community members and educators, for example, acknowledging the cultural and intellectual property rights and copyright of the sources of their language work and cultural knowledge, such as song holders, story keepers, language informers, medicinal knowledge, composers and choreographers
• 11 investigating programs and initiatives that reclaim and revitalise language use, such as school languages programs, bilingual education, research programs, recording and archiving of material, websites, databases and documentaries
• 12 analysing historical documents and classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
• 13 identifying potential avenues/domains for expansion of [Language] and gaps to be filled, with the support of Elders and/or community members and educators
• 14 researching how the process of language building, under the custodianship of Elders and/or community members, expands existing linguistic and cultural resources in the community

Related Achievement Standards