AC9LA10C04 Year 9 Languages

AC9LA10C04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Arabic

Substrand

Mediating meaning in and between 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.

Content Descriptor

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

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translating texts such as advertisements, social media posts and short videos from Arabic into English and vice versa, with the assistance of online translators, identifying cultural elements and reflecting on how they are encoded in common words and expressions, for example, هيا أسرعوا، لا تدعوا الفرصة تفوتكم، إنها رحلة العمر، أرسل لك أشواقي وقبلاتي من أستراليا
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reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and video clips, identifying and explaining words and phrases that require particular elaboration or explanation, for example, والله ولي التوفيق، رافقتك السلامة، على ما يرام
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experimenting with interpreting and translating popular Arabic expressions, proverbs or idioms, and reflecting on the social and cultural values that may be embedded in them, for example, الجار قبل الدار، من جدّ وجد ومن زرع حصد، في التّأنّي السلامة وفي العجلة الندامة
• evaluating existing translations of texts such as subtitles in short films, making comparisons with own translations and reflecting on why versions may vary
• considering how to maintain the integrity of original texts when translating into Arabic or English, for example, explaining culture-specific concepts relating to Arabic-speaking communities, such as السلامات والتحيات والسؤال عن الأهل والأقارب , or to the Australian context such as ‘the bush’ or ‘the outback’, and representing original ideas and meanings bilingually
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producing captions or commentaries for texts, explaining lifestyle and cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, barbeques, mateship, sporting events, Anzac Day commemorations الأعياد الوطنية، عيد المعلم، العيد الوطني الأسترالي ، عيد شهداء الأنزاك
• producing digital and online texts in both Arabic and English, such as brochures and leaflets, for different contexts, purposes and audiences such as Arabic-speaking students studying in Australia, Arabic-speaking tourists, or Australian schools hosting Arabic-speaking visitors, and reflecting on the process of working in both languages

Show 1 more elaboration

• identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding, for example, explaining to a non-Arabic speaker that exposing the sole of your foot to a person’s face would be considered extremely bad manners and interpreted as an insult

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANARAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Arabic language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret 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 apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Arabic 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 Arabic texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Arabic, to evaluate how this learning influences their ideas and ways of communicating.