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Descriptors›Languages›Year 9›Understanding language and culture›Understanding the interrelationship of language, culture and identity›AC9L2F10U04
AC9L2F10U04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language, culture and identity
AC9L2F10U04 Year 9 Languages

AC9L2F10U04 – Year 9 Languages: Understanding the interrelationship of language, culture and identity

Strand
Understanding language and culture
Substrand
Understanding the interrelationship of language, culture and identity

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.

Content Descriptor

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

Elaborations

  • • using existing structures such as suffixes to language build and create new words or phrases and to make new meaning
  • • understanding that the processes involved in building vocabulary, phrases and linguistic structures in [Language] and other Aboriginal languages and Torres Strait Islander languages are under the Custodianship of Elders and/or community members
  • • understanding what resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers and archival material
  • • investigating the current status of Aboriginal languages and Torres Strait Islander languages, and understanding why some languages are endangered or critically endangered, some need to be reclaimed/revived and others are strong and vibrant
  • • 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/or community members
  • • understanding the importance of intergenerational collaboration in reclaiming and reviving languages, and discussing some of the associated challenges and successes
  • • analysing, in collaboration with Custodians of [Language], the authenticity of historical sources used in language building and discuss their strengths and limitations
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  • • researching the impact of historical events, government policies and legislation on Aboriginal languages and Torres Strait Islander languages
  • • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • • using culturally-appropriate protocols when engaging with and learning from Aboriginal Peoples and communities and Torres Strait Islander Peoples and communities, 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
  • • 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
  • • 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
  • • identifying potential avenues/domains for expansion of [Language] and gaps to be filled, with the support of Elders and/or community members and educators
  • • researching how the process of language building expands existing linguistic and cultural resources in the Australian community

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANFALSLLY910
Year 9 Languages Achievement Standard
By the end of Year 10, students contribute to and extend interactions in [Language] language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They use complex structures to enhance meaning and cohesion. Students incorporate the features and conventions of spoken [Language] to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of [Language] texts, using metalanguage. They understand that there are appropriate protocols that relate to learning and using [Language]. They reflect on their own cultural perspectives and identity, and draw on their experience of learning [Language] to evaluate how this learning influences their ideas and ways of communicating.