AC9LA10EU04 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.

reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating

Elaborations

• 1

  identifying and discussing how values or attitudes are reflected in Arabic and English, including the concept of punctuality reflected in language such as لن تهرب الحفلة ، لا تستعجل, and social interactions such as expressing indirect thanks, apologies or appreciation, for example, أشكرك شكراً جزيلاً على جهودك الرائعة، لا شكر على واجب، تقبل مني أصدق الإعتذار، أعتذر على الخطأ الذي بدر مني.

• 2 analysing language and cultural practices that are interconnected, for example, by identifying religious origins or connotations associated with places such as أورشليم المقدسة، كربلاء، دير حريصا، مكة المكرمة or by identifying ways in which the residual influences of traditional lifestyles are preserved in language
• 3 interviewing bilingual people about the experience of using more than one language, for example, by asking questions, “Do you identify more strongly with one language?”, “Do you express yourself differently in each language?”, “Why/how?”
• 4 reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Arabic for a group of Arabic-speaking visitors at a school assembly
• 5

  examining the meaning of Arabic proverbs and sayings and how they reflect traditional cultural views, ideas and attitudes, for example, الصديق وقت الضيق، أنا وأخي على ابن عمي وأنا وابن عمي على الغريب العقل السليم في الجسم السليم، عصفور باليد أحسن من عشرة على الشجرة

• 6 comparing texts created for different audiences in diverse Arabic-speaking regions and countries, noticing how language reflects priorities, values, beliefs and identities of specific communities
• 7

  identifying words used in colloquial Arabic that fuse Arabic and English, such as in film, advertising, to capture trends, convey concepts and engage with intercultural experience, for example, غوغل، شاير، هاشتاغ لايك

• 8

  recognising that Arabic carries histories of contact with other languages and cultures, for example, by identifying and classifying borrowed words or terms that originate from other languages that have been ‘Arabised’ (ta’reeb) such as طماطم ، أوتوبيس ، بيتزا ، ساندويتش ، أطلس

• 9 investigating the nature and use of the Arabic language in different contexts, for example, asking Arabic-speaking students in Australia when they use Arabic or English, with whom, how and why
• 10 investigating their own cultural and linguistic biographies to discover more about family heritage, migration and history, and reflecting on how this can contribute to their identity and understanding family beliefs and values

Related Achievement Standards